Intelligence
Intelligence refers to a broad
range of cognitive abilities,
but just what those abilities
are & how they should be
defined and measured
remains a matter of debate.
The Essence of
Intelligence
What is Intelligence?
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Continues to be disputed
General def: involves abilities to
acquire knowledge, reason, solve
problems
Complete picture must include
measurements from variety of tasks
A hypothetical construct: not directly
observable, but instead inferred from
behavior
Early Theories

Based on psychometric
tradition – abilities that are
measurable
Charles Spearman
(1863 – 1945)

Emphasized “g” (the general
intelligence factor)
 Stable & measurable factor that
underlies all skills & performance that
requires cognitive ability
 Recent rsch suggests single brain
mechanism (frontal & parietal lobes)
controls various forms of intelligence
Raymond Cattell
(1905 – 1998)

Proposed 2 separate forms
of “g”
Fluid intelligence: dynamic cognitive
processes such as reasoning, seeing patterns
& relationships, using info, and
finding/applying new knowledge to decision
making & problem solving
 Crystallized intelligence: acquired knowledge
& skills that are applied in variety of specific
contexts
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David Wechsler
(1896 – 1981)

Defined intelligence as the ability to act
purposefully, think rationally, & deal
effectively with the environment
Current Theory
Influenced heavily by
cognitive view
 Goes beyond vocab, logic,
problem solving skills
 Rather, intelligence is
cognitive processes
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Robert Sternberg
(Tufts University)
Proposed triarchic theory
3 kinds of intelligence, each
relatively independent
 Practical
intelligence: adapting to
one’s environment
 Analytical intelligence: logical
reasoning/mastering problem solving
 Creative intelligence: coping w/new
problems/situations & being creative
Howard Gardner
(Harvard University)
Daniel Goleman
(Lecturer, author for New York Times)
Proposes
emotional intelligence
(EQ) as a type of social
intelligence
 Five domains:
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 Self-awareness,
managing
emotions, motivating oneself,
empathy, handling relationships
Measuring Intelligence
Assessing Intelligence

Historical records indicate
interest in mental testing
methods date to ancient
China
Francis Galton

Fascinated with measuring
human traits (father of eugenics)
 1884 London Expo – assessed
intellectual strengths of 9,000+
via body measurements
 Quest for simple intelligence
measure failed
Alfred Binet & Theodore Simon

Develop 1st intelligence scale
for French govt to identify
students who require special
education interventions in
order to succeed (1904)
Distinct Features
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Test scores were to be used to id
children who needed help, not label
them
Scores = estimate of current
performance
Constructed the test empirically
based on observations, not a theory
Emphasized training & opportunity
could affect intellect
Binet-Simon Scores
Expressed in terms of mental age
(MA): the avg age at which
individuals achieve a particular score
 Based on performance on 30
different problems that used abilities
necessary for school
 Compared MA to chronological age
(CA)
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The intelligence test improves
Refinements in scoring,
expansion of content
 Stanford-Binet Test (1916)
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Lewis Terman, Stanford U.
Adapts Binet-Simon test for US
Standardized administration & age
level norms
 Introduces notion of IQ
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Stanford-Binet
Intelligence Scale
Mental Age (MA)
IQ =
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Chronological Age (CA)
X 100
Became very popular test
Terman stated intelligence innate (believed test
measured something fundamental &
unchanging about ppl)
Appeal of
Intelligence Testing
US was experiencing lg wave of
immigration
 New laws required universal
education
 Military needed way to assess &
classify recruits, esp. for WWI

Consequences of
Intelligence Testing
 Led to wide-spread belief that
intelligence tests accurately
differentiated ppl in terms of
mental abilities
 Tests reinforced prevailing
prejudices
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Given to non-English speaking
immigrants who routinely failed
Wechsler Scales
Family of individual tests for IQ
Provided for adults (WAIS),
school-aged children (WISC), and
pre-schoolers (WPPSI)
 Measure many skills including
vocab, verbal comprehension,
arithmetic ability, similarities,
digit span, block design
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Wechsler Tests/Subtests
Question

Is intelligence testing (as a
standard for comparison)
necessary for society?
Why/why not?
The Exceptional Child
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Two categories:
 Intellectually
disabled
 Gifted
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What challenges do these
specific groups face in
school?
Today’s IQ Scale
IQ Score
Description (Range)
130 and above
Very Superior
120 – 129
Superior
110 – 119
High Average
90 – 109
Average
80 – 89
Low Average
70 – 79
Borderline Intellectually Disabled
55 – 69
Mild Intellectually Disabled
40 – 54
Moderate Intellectually Disabled
25 – 39
Severely Intellectually Disabled
24 & below
Profoundly Intellectually Disabled
The Intellectual Range Activity
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What does it mean to be…?
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Intellectually disabled
Of normal intelligence
Intellectually gifted
Identify at least 5 of the most critical
attributes of this category – you may
use your device
The Intellectual Range Activity
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Written response:
What is most important to know
about each of these intellectual
ranges?
2. What challenges, if any, do
these groups face?
1.
Testing Today
Psychometricians continue to
examine tests for biases &
problems inherent in testing
 Wide choice of testing
instruments considered both
valid & reliable in use today
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Other Types of Tests
Aptitude
 Achievement
 Diagnostic
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