Intelligence: Theories
EDU 330: Educational Psychology
Daniel Moos
Intelligence: Introduction (I)
What comes to mind when you hear
“diversity”?
Intelligence: Introduction (II)
How is intelligence studied?
 Factor Analysis:


Statistical analysis used to measure a latent variable
(i.e. can’t directly measure the variable)
Results identify underlying manifest variables (i.e.
variables that can be directly measured)
Intelligence: Introduction (III)
Example of Factor Analysis: How is athletic ability measured at NHL
tryouts?
Athletic Ability
Strength
Speed
Agility
Intelligence: Factor Models (I)

Charles Spearman (1927)

(1)
(2)
Two factors
g factor  domain-general and homogeneous (i.e. intellectual
functioning relatively homogenous across a number of different
tasks)
Specific factor  Specific factors that are pertinent to specific
task (but…g factor is what most interested Spearman)
g factor
GARDNER’S THEORY OF INTELLIGENCE
Dimension
Linguistic
Description
Ability to use language
Logical
Reasoning, numbers, symbols
Musical
Sensitivity to pitch, tone
Spatial
perceive the visual-spatial
world accurately
Kinesthetic
Ability to use body coordinated
movements
Interpersonal
Understanding of social
interactions
Intrapersonal
Understanding of self
Naturalistic
Recognize similarities/diff in
physical world
Example
GARDNER’S THEORY OF INTELLIGENCE, APPLICATION TO
REAL-LIFE CONTEXT
Linguistic
Ability to use language
Logical
Reasoning, numbers, symbols
Musical
Sensitivity to pitch, tone
Spatial
Perceive words accurately
Kinesthetic
Ability to use body coordinated
movements
Interpersonal
Understanding of social
interactions
Intrapersonal
Understanding of self
Naturalistic
Recognize similarities/diff in
physical world
Identify THREE
specific examples of
how you might
address different
“intelligences” within
your class? In other
words, how might you
design
activities/lessons, etc
to meet the needs of
students with diverse
set of intelligences?
STERNBERG’S TRIARCHIC THEORY OF INTELLIGENCE
Intelligence
Analytical
(componential)
Creative
(experiential)
Practical
(contextual)
*Prior knowledge
*Novelty problems
*Adaptation
For: solving problems,
learn new information,
making judgments,
evaluating, problem
solving
Unique situations
Adapt to environment
*Automation
*Shaping
Apply learned material
to novel situation
Change environment
*Selection
Select new environment
Intelligence: Thought Question


Parents at an elementary school back-to-school
night want to know why their child is not ability
grouped in every content area. They feel that
their child is being held back. How would you
answer their question?
On separate (but possibly related to note), to
what extent do you believe intelligence is
“nature” or “nurture”?
(1: Nature… 10: Nurture)
Intelligence: Nature or Nurture?






Foster parent-child
.20
 The relationship between intelligence scores for
a child and foster parent is mildly positive
Parent-child
.50
Siblings reared together
.49
Fraternal twins (two eggs)
.53
Identical twins (one egg splitting) reared apart: .75
Identical twins reared together
.87
Note: Data from 1963
Intelligence: IQ Tests (I)

Mental Age: Represents number passed by average child of
same age


Example: If a child passed a number of items equal to the number
passed by the average 15-year old, that child would have a mental
age of 15 (regardless of the child’s chronological age)
Intelligence Quotient:
(mental age ÷ chronological age) x 100
 Example: A 10 year-old with a mental age of 10 =
(10/10) x 100 = 100
 Example: A 21 year-old with a mental age of 21 =
(21/21) x 100 = 100
 Example: A 10 year-old with a mental age of 9 =
(9/10) x 100 = 90
 Example: A 10 year-old with a mental age of 11 =
(11/10) x 100 = 110
Intelligence: IQ Tests (II)

(1)
Issues with IQ Tests
Does mental age = intelligence?
Example: 7-year old and 10-year old have same mental age;
comparable intelligence?
Example: Two children with IQ of 120
(1)
(2)
(1)
(2)
(2)
5 year-old (mental age of 6)
10 year-old (mental age of 12)
IQ tests are standardized
(1)
May not accurately measure intelligence among minority
children, ELL (test administration may bias results)
Intelligence: Ability grouping (I)


Ability grouping: Placing students of similar abilities
into groups, and attempting to match instruction to
needs of the groups (Lou, Abrami, & Spence, 2000)
Elementary:




Between-class grouping: Divides students at a certain grade
into levels (e.g., high, average, low)
Within-class grouping: Divides students in a class into
subgroups based on reading or math scores
Joplin plan: Regroups across grade levels
MS, HS:

Tracking: Places students in different classes or curricula on
basis of achievement
Intelligence: Ability grouping (II)

What are some pros and cons of ability
grouping/tracking?


Pros: Teachers can adjust methods,
instructional pace and materials to better meet
needs of learner
Cons: Logistical problems, improper
placement, stigmatization, negative effects of
homogeneous groups (as opposed to
heterogeneous groups)
Intelligence: Socioeconomic status (I)

Socioeconomic status (SES): Combination of
parents’ income, occupation, and level of education
that describes relative standing in society


Powerful predictor in student achievement, particularly test
scores, grades, suspension rate, and dropout rates (Macionis,
2006)
Why do think that SES is such a powerful predictor?
Intelligence: Socioeconomic status (II)
SES influences learning in at 3 ways
Note: The below describes group differences; individuals within a
group vary widely
High SES (>160,000)
Basic needs &
experiences
Parental involvement
Attitudes & values
Low SES (<25,000)
-Well
nourished, stable
homes
-Access to ed. activities
outside home
-Sometimes lack proper
nourishment
-Homelessness, lack
access to learning
experiences outside of
school
-Highly involved,
involvement in
extracurricular activities
-Low involvement in
extracurricular activities
-Parents
value/emphasize
autonomy
-High expectations
-Parents value
conformity
-Lower expectations