INTELLIGENCEINTELLIGENCEChapter 9Chapter 9

What is Intelligence?

Intelligence—the abilities to acquire new abilities and new behavior and adapt to new situations.

4 Different Theories:

Spearman’s Two-factorThurstone’s Theory of Primary Mental AbilitiesGardner’s Theory of Multiple IntelligencesSternberg’s Triarchic Theory

Spearman’s Two-factor Theory

G-factor—represents a person’s general intelligence (the ability to reason and solve problems)S-factor—represents a person’s specific mental abilities (for example, some may be better at music or be more creative)

Thurstone’s Theory of Intelligence

Believed that intelligence was made up of 8 separate factors:

Visual and spatial abilityPerceptual speedNumerical abilityVerbal meaningWord fluencyMemoryInductive and deductive reasoning

Belief that one can be high in one factor and low in

another, but they are still dependent on each other.

Gardner’s Theory of Multiple Intelligences

Believed in 7 kinds of intelligences:

LinguisticLogical-mathematicalVisual-spatialBody-kinestheticsmusical-rhythmicInterpersonal feelingsIntrapersonal feelings

Each one is based in a different part of the brain

Main difference between Gardner and Thurstone—Gardner believed intelligences were independent of one another!!

Gardner (continued)

A person can excel at one intelligence but not another.

Each intelligence is an intellectual potential that can be tapped into.

Critics believe that special talents (such as music) are not considered to be intelligences.

Sternberg’s Triarchic Theory

Believed different types of intelligences work together

Intelligence includes three abilities:Analytic (solve problems)Creative (deal with new situations)Practical (accomplish everyday tasks)

Emotional Intelligence

There are five factors that can make one successful:

Self-awarenessMood managementSelf-motivationImpulse controlPeople skills

Links Between Different Types

Do parts of the brain overlap?

Some psychologists have done studies to show that music overlaps with other cognitive abilities.

Measurement of IntelligenceSection 2

Types of Tests

Achievement—what you have learned

Aptitude—predicts your ability to learn new skills

Intelligence tests (most-widely used)Stanford-Binet Intelligence Scales

Wechsler Scales

Stanford-Binet ScalesFirst test was used in 1905Intelligence increases with age so tests were made for different age levelsLook at page 211 for diagram

Tests gave a mental age score. It shows the intellectual level at which a child is functioning.

Intelligence quotient—number that reflects the relationship between a child’s mental age and his or her chronological age.

IQ= Mental Age/Chorological Age X 100

Thus, 100 is considered to be average.

The Wechsler Scales

More widely used than Stanford-Binet!

Consists of subsets of intellectual skills.

Differ from Stanford-Binet in 2 ways:--do not use the concept of mental age

--measures verbal and non-verbal (SB measures just verbal)

Test is used to determine learning disabilities

Look at figure 9.3 on page 213

Reliability & ValidityReliability—refers to its consistencyValidity—measures what it is supposed to measure

If a test is reliable, one should get about the same IQ score every time.

Both Stanford-Binet and Wechsler have proved to be highly reliable.

If a test is valid, it should predict how one does in school or at a vocation.

Problems with Intelligence Tests

Education and Economic Backgroundcan affect results--Scores are approximately 10-15% lower in lower-income children

Motivation

Culturally Biased Tests--concepts only used by certain cultures--interpreted by different cultures different ways

Differences in Intelligences

Section 3

StatisticsApproximately 50% of the population’s IQ falls between 90-110 (average being 100)

Approximately 95% of the population have an IQ between 70 and 130

The other 5% are defined by psychologists as mentally handicapped or gifted.

Mental RetardationHaving an IQ score below 70 defines an individual as being mentally retarded.

Mild Retardation--80% of people who are mentally-

handicapped have an IQ between 50 and 70. --Able to read, do arithmetic, and hold a

job

Moderate --people with an IQ between 35 and 49--can speak, feed, and dress themselves--cannot read or solve problems--Down’s syndrome

Mental Retardation (continued)

Severe Retardation--IQ between 20 and 35--some understanding of

speech--may be able to feed

themselves

Profound Retardation--IQ below 20--barely communicate--depend on others

completely

Causes of Mental Retardation

--Accidents resulting in brain damage--Difficulties during Childbirth--Pregnant women abusing drugs or

alcohol--Pregnant women who are

malnourished--Genetic disorders such as Down’s

Syndrome

Giftedness

Gifted--People with an IQ higher

than 130--motivation and creativity

could possibly contribute --Children who are gifted

should be identified early as to receive additional enrichment to foster their intellectual growth

What Influences Intelligence?

Section 4

Where does Intelligence come from?

Most psychologists agree intelligence is both heredity and from environmental factors

Genetic Influences--Kinship Studies (heritability is between 40-60%)--Adoptee Studies

Environmental Influences--Parenting Styles--Preschool Programs (Head Start)