Chapter 11
Intelligence
McElhaney
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Content Outline
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Binet- 1904
Define Intelligence
Intelligence Testing
Aptitude, Mental abilities
Validity and Reliability
Criterion Validity
Objective and Standardized Tests
5 Aspects of Intelligence
Fluid Reasoning
Draw the Bell Curve
IQ tests (outline all aspects
found in the text)
Quantitative ReasoningVisual-Spatial Processing
Working Memory
Mentally Gifted
Dr. Terman
Outline characteristics of
successful students. (Pg. 411)
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Which signs of giftedness are most
important to you?
Autistic Savants
Outline key information regarding
Mental Retardation
Profoundly, Severely, Mildly, Borderline
retardation
Causes of Retardation
Familial, Organic, Fetal, Metabolic,
Genetic Abnormalities
PKU
Microcephaly
Hydrocephaly
Cretinism
Down syndrome
Fragile X Syndrome
Which has more influence on intelligence
heredity or Environment?
Eugenics
Tryon study
What do twin studies show?
What are some other factors of
intelligence- Environment, SocioEconomic level, child development
programs?
Intelligent information processing.
Multiple Intelligences
Howard Gardner
Questions
► What
is intelligence?
► How good are tests designed to measure
intelligence?
► Can test scores be compared without
considering the social and academic
background of the people who took the tests?
► How are intelligence tests created?
► What do intelligence tests measure?
► How can intelligence tests be evaluated?
Basic Ideas
► Intelligence Test are useful estimates of intelligence
► Everyone has special aptitudes= wide range of mental
abilities
► Most people are mid-range intelligence
 Small % of people have high intelligence
► High IQ does not reveal success
► Intelligence relates to heredity + environment
► IQ test are not perfectly reliable
► Intelligence is a developed ability… asking
questions helps
► Rewards for progress
► Encouragement
► Expectations (aid) (Rosenthal and Jacobsen study…
teacher expectations)
Defining Intelligence
► Definition-
(abstract thinking, or reasoning,
problem solving, capacity to acquire knowledge)
► Intelligence is the global capacity to act
purposefully
 To think rationally
 To deal effectively with the environment
Other Tests:
► Aptitude
Tests:
► Measure readiness to learn certain things
► Or preform certain tasks
► Examples: SAT, ACT, GRE
► Achievement
Tests:
► “Measures what a person has learned in a
particular area”
General Intelligence Tests –
measure:
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Remembering
Reasoning
Verbal Abilities
Mathematic Abilities
Cognitive abilities- deal with capacity to:
► Reason
► Remember
► Understand
► Solve problems
► Make decisions
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We draw conclusions about people’s intelligence from
what can be observed and measured
Alfred Binet, 1904 France
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Education Researcher
Tried to measure reasoning, thinking, problem solving, and found all
depended on intelligence
“Created test to tell if a child was performing up to his or her
potential”
Tasks that would highlight differences in children’s ability to do these
things
Age based tasks
“6 year old item” types of questions that most kids should be able to
answer
Test measured a child’s mental level (aka) Mental Age
He found by determining the age level of most advanced items a child
could consistently answer correctly then he made inferences about the
child in reference to most children of that age…
“Children whose mental age equaled their actual chronological age
were considered to be regular level intelligence.” (p. 367)
Intelligence Quotients
► To
accurately measure intelligence need to know
► Chronological age (CA)
► Mental age (CA)= (average intellectual
performance)= level of age-ranked questions she
or he can answer
 Example vocabulary word “Connection” certain % know
this term
 Scores of many words similar can lead to an overall
mental age can be identified.
IQ
► IQ
= from dividing one number into
another.
MA X 100 = IQ
CA
Scoring IQ
► When
mental age and chronological age is
the same or similar
► = normal intelligence 100 or near…
► Average ranges= 90-109 intelligence
► When
the mental age is higher than the
chronological age- intelligence is higher
IQ + Achievement
► 100
= struggle with college
► 120- would do just fine
► IQ = grades – correlation
► IQ
is not correlated to art, music, drama,
science or leadership (creativity- test tell us
more)
Nice to know
► Modern
IQ scores are associated with
“Deviation Scores= based on a person’s
relative standing in his or her age group.”
Which tell how far above or below average
a person’s scores fall.
► IQ
doesn’t really change after age 16,
except, when strong stimulation is present
IQ seems to increase,… or when alcoholism
or drug use causes a decline
Terman= Stanford-Binet
► Louis
Terman of Stanford (p. 368)
► Developed the Stanford-Binet (1918)
► Intelligence test for adults
► Mental age was decided by chronological
age and the result multiplied by 100
► Identified by Intelligence Quotient
► Chronological age and mental age are equal
then the IQ is 100
► Example 10year old with mental age of 12
= 10/12x100= 120 IQ
New Stanford Binet (SB5)
► Still
age based IQ
► Measures:
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Fluid Reasoning
Knowledge
Quantitative Reasoning
Working Memory
Visual + Spatial Processing
(Verbal and Non-verbal)
Age ranked questions- that get progressively more difficult
The Normal Curve
Number
of
scores
Sixty-eight percent
of people score
within 15 points
above or below 100
Ninety-five percent
of all people fall
within 30 points
of 100
Most scores
fall close to
the average
and few are
found at
extremes
55
70
85
100
115
130
Wechsler intelligence score
145
Sex in Relation to IQ
► Women-
best performance as group
 Verbal, vocabulary and rote learning
► Men► Issue
spatial visualization- math
related to the tendency of parents +
teachers to encourage males in these areas
IQ and Job Status
► There
are many variables associated IQ- its
not absolute
► High IQ correlates with white collar careers
 Lawyers, engineers = 125 IQ
► Lower
IQ = miners & farm workers
Wechsler, David (1930)
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(WAIS) Wechsler Adult Intelligence Scale
Tested
 Verbal
 Non-verbal
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Success was not measured on formal school
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WAIS IV newest version gives IQ based on Verbal and Nonverbal
Verbal Tasks
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Remembering a series of digits
Solving arithmetic
Defining vocabulary
Understanding and answering general knowledge questions
Performance Tasks
 Understanding relationships between objects
 Manipulation of blocks, mazes, pictures/stories, completing unfinished
pictures
Are IQ tests fair?
► Bias
is associated with IQ and jobs that
require academic degrees
► Test measure a particular type of
intelligence (Fluid Reasoning, Knowledge,
Quantitative Reasoning, Visual-Spatial
Processing, Working Memory)
► Studies show that African Americans score
lower on IQ scores because of cultural bias.
Evaluating Tests: Are IQ
Tests Fair?
► There
are many variables that can impact test
performance
► English language
► Vocabulary and experiences
► Culture Specific
► Many tests reflect the attitudes and
experiences of the authors example middle
class culture
► Context dependent questions
► Biased questions
IQ Bias examples
1.
What number comes next in the following sequence:
4.
1 2 5 6 9 10 ___________
How many weeks are in a year? ___________
Filthy is to disease as clean is to __________
Three of the following may classified with pool. What are they?
5.
lagoon swamp lake marsh pond (circle your answers)
Which items may be classified with clock?
2.
3.
6.
7.
8.
9.
10.
11.
ruler thermometer rainguage tachometer (circle your answers)
If BAD is written 214, how would you write DIG in the same secret writing?
______
If Mary's aunt is my mother, what relation is Mary's father to my sister?
_______
Why does the state require people to get a license in order to get married?
_____________________________________________________________
______
What is the thing to do if you find an envelope in the street that is sealed,
addressed and has a new stamp?
_____________________________________________________________
______
Why should you keep away from bad company?
Answer Key
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Scoring Sheet: Australian/American Test of Intelligence
Answer is 13. Add 1 to the first number, then add 3, ,then 1, then 3, etc.
Fifty-two
Health - If you believe that germs cause illness and if you believe that
absences of "filth" signifies the absence of germs.
Lagoon, lake, pond
All of these. They are all measuring devices.
497. Solution of this problem requires ability to count and sort some of
concept of codes.
Uncle. Assumes conceptualization of European/Western familial relationships.
For social control? To see that people do not commit bigamy? To see that
closely related kinsfolk do not marry? For statistical purposes? To ensure that
people who are under age do not marry?
Post it. However, a more practical line of action would be: open it to see if it
contains anything of value, carefully remove the stamp for your own use and
at least be 18c richer. But in a highly acquisitive society principles of "honesty"
(i.e. respect for unprotected property) have to be supported or society could
easily break down (to the disadvantage of property owners). Note the
question asks "What is the thing to do...." not "What would you do...." Again,
the "correct" answer has a moral basis.
Because they may influence your own behavior and get you into
trouble. However, this only correct if you believe that bad people influence
good people and not vice versa, that people who behave badly should be
isolated in the community. Again, the "correct" answer has a moral basis.
Measuring the Quality of
Tests
Tests are standardized procedure, observing and describing
behavior
► Objective in nature to remove biases
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Score= a performance summary
Norms= the frequency of particular scores related to other
people and groups
► Reliability= Replication, identified as a Correlation
Coefficient
► Validity= test measures what it is supposed to measure
► Criterion Validity- comparing test scores with actual
performance
► Objective tests- tests that can be scored the same by two
different scorers
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Standardized Tests
► Standard
procedures are used
► The norm =results of average
► Used to rank and compare students and
achievement
► http://www.fairtest.org/facts/nratests.html
The Dynamics of
Intelligence
Degrees of Mental Retardation
Level
Typical Intelligence Scores
Mild
50-70
85%
May learn academic skills up to
sixth-grade level. Adults may, with
assistance, achieve self-supporting
social and vocational skills.
Moderate
35-49
10
May progress to second-grade level.
academically. Adults may contribute
to their own support by labor in
sheltered workshops.
Severe
20-34
3-4
May learn to talk and perform simple
work tasks under close supervision
but are generally unable to profit from
vocational training.
Below 20
1-2
Require constant aid and supervision.
Profound
Percentage of the Retarded
Adaptation to Demands of Life
5 Aspects of Intelligence
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Fluid Reasoning
Knowledge
Quantitative reasoning
Visual-Spatial reasoning
Working memory
Fluid Reasoning
► Use
inductive reasoning – from specific to general
► Or
► Deductive
reasoning- from general to the specific
► Example of question tasks- “how are an apple, a
plum, and a banana, different from a beat?”
 Other items Complete a matrix of shapes that has one missing.
 Tell a story that explains what’s going on in a series of
pictures.
Knowledge
► Assesses
general information the test taker
has acquired.
► Questions:
 General knowledge = “How many legs does a
horse have?
 Vocabulary = Define the word cryptic
 Absurdities = What is wrong with this picture?”
Quantitative Reasoning► Measure
a person’s ability to solve problems
involving numbers.
► Questions emphasize practical problems vs
mathematical knowledge
► Given the number 3, 6, 9, 12 what number
would come next?
Visual-Spatial Processing
► Assesses
someone’s ability to see patterns
and relationships in visual displays
 Examples- putting picture puzzles together
 Working with geometric shapes
 Reproducing patterns of blocks
Working Memory
► Measures
the ability to recall, sort, and
apply information in short-term memory
► Remembering the order of colored beads on
a stick
Giftedness
Dr. Terman
Psychometrics
► Psychometrics
is the field of study
concerned with the theory and technique
of psychological measurement, which
includes the measurement of knowledge,
abilities, attitudes, personality traits,
and educational measurement. The field is
primarily concerned with the construction
and validation of measurement instruments
such as questionnaires, tests, and
personality assessments.
New Ways of Viewing Intelligence
(cont.)
► Reflective
Intelligence: Ability to become aware
of one’s own thinking habits
► Metacognitive Skills: Ability to manage one’s own
thinking and problem solving efforts
► Cattell + Spearman (factors of intelligence)
► Found 2 types of intelligence
► Fluid Intelligence- basic power of reasoning and
problem solving
► Crystallized Intelligence- specific knowledge
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Gardner’s Theory of Intelligence:
Some Concepts
► Multiple
Intelligences: Theory posed by Howard
Gardner that states we have several specialized
types of intellectual ability
► Howard Gardner and Multiple Intelligence
► Found some insight into how people learn
► He identified different skills that make up
intelligence
► Said they are complimentary and interact
► Some intelligences are developed further than
others
Gardner’s Theory of Eight
Multiple Intelligences
1.
2.
3.
4.
5.
6.
7.
8.
Language: Used for thinking by lawyers, writers, comedians
Logic and Math: Used by scientists, accountants,
programmers
Visual and Spatial Thinking: Used by engineers, inventors,
aviators
Music: Used by composers, musicians, music critics
Bodily-Kinesthetic Skills: Used by dancers, athletes,
surgeons
Intrapersonal Skills (Self-Knowledge): Used by poets,
actors, ministers
Interpersonal Skills (Social Abilities): Used by psychologists,
teachers, politicians
Naturalistic Skills (Ability to Understand Natural
Environment): Used by biologists, organic farmers
Gardner’s Theory of Eight
Multiple Intelligences (cont.)
► Gardner
said traditional intelligence tests only look
at the first 3.