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8/11/2019 Development of Intellegence
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Slide 1
© 2007 The McGraw-Hill Companies, Inc. All rights reserved.
LIFE-SPAN DEVELOPMENT8A Topical Approach to
Intelligence
John W. Santrock
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Slide 2
© 2007 The McGraw-Hill Companies, Inc. All rights reserved.
Intelligence
• The Concept of Intelligence
• Controversies and Group Comparisons
• The Development of Intelligence
• The Extremes of Intelligence
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Slide 3
© 2007 The McGraw-Hill Companies, Inc. All rights reserved.
The Concept of Intelligence
What Is Intelligence?
• Similar to thinking and memory skills• Cannot be directly measured
• Ability to solve problems; adapt to and learnfrom everyday experiences
• Individual differences are stable, consistent
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Slide 4
© 2007 The McGraw-Hill Companies, Inc. All rights reserved.
The Concept of Intelligence
Intelligence Tests
• The Binet Tests – Mental age (MA) — individual’s level of
mental development relative to others
– Intelligence quotient (IQ) — individual’s
mental age divided by chronological age,
multiplied by 100
• Normal distribution — symmetrical
distribution of scores around a mean
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Slide 5
© 2007 The McGraw-Hill Companies, Inc. All rights reserved.
The Concept of Intelligence
The Normal Curve andStanford-Binet IQ Scores
Fig. 8.1
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Slide 6
© 2007 The McGraw-Hill Companies, Inc. All rights reserved.
The Concept of Intelligence
The Wechsler Scales
• Overall IQ• Verbal IQ
– Six verbal subscales
• Performance IQ
– Five performance subscales
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Slide 7
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The Concept of Intelligence
Group Tests
• Stanford-Binet and Wechsler tests areindividually administered
– Requires extensive information outside
testing situation
• More convenient and economical than
individual tests, but examiner cannot – Establish rapport
– Determine level of anxiety
Slide 8
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Slide 8
© 2007 The McGraw-Hill Companies, Inc. All rights reserved.
The Concept of Intelligence
The Use and Misuse of
Intelligence Tests
• Intelligence tests: – substantially correlated with school performance
– moderately correlated with work performance;
correlation decreases as experience increases
• IQ tests can easily lead to false expectations
and generalizations about individuals
• Other factors also affect success
Slide 9
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Slide 9
© 2007 The McGraw-Hill Companies, Inc. All rights reserved.
The Concept of Intelligence
Theories of Multiple Intelligences
• Controversy over breaking intelligence downinto multiple abilities
– Spearman’s two-factor theory: factor analysis
correlates test scores into clusters or factors
– Thurstone’s multiple-factor theory; seven abilities
– Gardner’s theory of multiple intelligences; certaincognitive abilities can survive brain damage
Slide 10C f
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Slide 10
© 2007 The McGraw-Hill Companies, Inc. All rights reserved.
The Concept of Intelligence
Theories of Multiple Intelligences
Two-factor
theory
Spearman’s theory that individualshave both general intelligence andspecific intelligences
Multiple-
factor
theory
Intelligence is seven primary mentalabilities: verbal comprehension,word fluency, number abili ty, spatialvisualization, associative memory,reasoning, perceptual speed
Gardner’s
Theory
Eight types of intelligence: verbal,math, spatial, interpersonal, bodily-kinesthetic, musical, intrapersonal,
and naturalist skills
Slide 11Th C t f I t lli
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Slide 11
© 2007 The McGraw-Hill Companies, Inc. All rights reserved.
The Concept of Intelligence
Multiple Intelligences inthe Classroom
• Allow students to discover and explore
domains in which they have natural
curiosity and talent
• Attention given to understanding
oneself and others
Slide 12The Concept of Intelligence
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Slide 12
© 2007 The McGraw-Hill Companies, Inc. All rights reserved.
The Concept of Intelligence
Sternberg’s Triarchic Theory
• Three main types of intelligence – Analytic
– Creative
– Practical
• Assessing Sternberg Triarchic
Ability Theory (STAT) – Effective in predicting college GPA
– More research needed
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The Concept of Intelligence
Triarchic Theory in the Classroom
• Analytic ability favored in conventionalschools
• Creative students may be reprimanded ormarked down for nonconformist answers
• Practical students may do better outside
school
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The Concept of Intelligence
Emotional Intelligence
• Perceive and express emotionsaccurately and adaptively
• Four aspects
– Perceiving emotions
– Understanding emotions
– Facilitating thought
– Managing emotions
Slide 15The Concept of Intelligence
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The Concept of Intelligence
Comparing the Intelligences
Fig. 8.3
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The Concept of Intelligence
Do People Have One or Many
Intelligences?
• Many argue research base to supporttheories not yet developed
• Some say Gardner’s classification
seems arbitrary
• Some experts who argue for general
intelligence believe individuals alsohave specific intellectual abilities
Slide 17The Concept of Intelligence
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© 2007 The McGraw-Hill Companies, Inc. All rights reserved.
The Concept of Intelligence
The Influence of Heredity and
Environment
• Genetic Influences – Jensen argued heredity; studies of twins
– Adoption studies: educational levels ofbiological parents better predictor of IQ
– Heritability: fraction of variance in IQ in a
population that is attributed to genetics
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p g
The Influence of Heredity and
Environment
• Environmental Influences – Modifications in environment can change
IQ scores considerably
• Parent communication
• Schooling
– Intelligence test scores increase eachyear around the world
– Flynn effect
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Group Comparisons and Issues
• Cross-cultural comparisons problematic
– Different cultures define intelligence differently
– Practical and academic intelligence can
develop independently
• Cultural bias in testing
– Culture-fair tests: intelligence tests intended
not to be culturally biased
Slide 20
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Ethnic Comparisons
• The Bell Curve
• African Americans students average lower
intelligence test scores than White students
– Individual scores vary considerably
• SES may have more effect than ethnicity;
gap narrows in college
Slide 21
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Ethnic and Gender Comparisons
• Stereotype threat — fear of confirming
negative stereotypes raises anxiety in testing
– Some studies confirm existence
– Others believe stereotype threat is exaggeratedto explain gap
• Gender differences in intellectual abilities – Males more likely to have extremely high or low
scores
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Tests of Infant Intelligence
• Gesell
– Distinguishes normal from abnormal infants
– Four categories of behavior
• Motor • Language
• Adaptive
• Personal-social – Combined overall score is developmental
quotient (DQ)
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Tests of Infant Intelligence
• Bayley Scales of Infant Development
– Three components
• Mental scale
• Motor scale
• Infant behavior profile
– Diagnoses developmental delays – Overall scores do not correlate highly with
IQ scores obtained later in childhood
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Slide 25The Development of Intelligence
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Stability and Change in Intelligence
through Adolescence
• Group scores remain stable – Strong relation between IQ scores obtained at
ages 6, 8, and 9 and IQ scores obtained at 10
– Correlation between IQ in preadolescent years
and 18 still statistically significant
• Individual scores vary more
– As much as 40 points in one study
Slide 26The Development of Intelligence
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Intelligence in Adulthood
• Fluid and Crystallized Intelligence
– Crystallized intelligence
• Accumulated information and verbal skills,
which increase with age
– Fluid intelligence
• Ability to reason abstractly, which steadily
declines from middle adulthood on
– Cross-sectional, longitudinal, and cohort testing
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Fluid and Crystallized Intellectual
Development Across the Life Span
Fig. 8.7
Slide 28The Development of Intelligence
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The Seattle Longitudinal Study
– Spatial orientation
– Inductive reasoning
– Perceptual speed
• Since 1956, studied
– Vocabulary
– Verbal memory
– Number computations
• Criticism: intellectual abilities more likely
to decline in cross-sectional rather thanlongitudinal assessments
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Longitudinal Changes in Six
Intellectual Abilities
Fig. 8.8
Slide 30The Development of Intelligence
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Cross-Sectional and Longitudinal
Comparisons of Intellectual Change
Fig. 8.9
Slide 31The Development of Intelligence
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Cognitive Mechanics
• Hardware of the mind• Speed and accuracy of processes
involved in sensory input, attention,
memory, organizing, and discrimination
• Strong influence of biology and heredity
• Decline with age
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Cognitive Pragmatics
• Culture-based software of the mind
• Skills include
– Reading and writing
– Language comprehension
– Educational qualifications
– Professional skills
– Knowledge about self and life skills
• Can improve with aging
Slide 33The Development of Intelligence
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Wisdom
• Expert knowledge on practical aspects of
life permitting excellent judgment about
important matters
– High levels of wisdom are rare
– Emerges late adolescence and early adulthood
– Factors other than age are critical
– Personality-related factors better predictors of
wisdom
Slide 34The Extremes of Intelligence and Creativity
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Mental Retardation
• Condition of limited mental ability
– Low IQ on traditional test of intelligence
– Difficulty adapting to everyday life
– Onset of characteristics by age 18
• Some causes include
– Organic retardation – Cultural-familial retardation
– Brain damage due to accident
Slide 35The Extremes of Intelligence and Creativity
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Classification of Mental Retardationbased on IQ
Fig. 8.11
Slide 36The Extremes of Intelligence and Creativity
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Giftedness
• Above-average intelligence; IQ averaged
150 on Stanford-Binet
– Precocity
– March to their own drummer – Passion to master
• Intelligence and creativity not same thing;
most creative people are quite intelligent
but reverse not necessarily true
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Slide 38The Extremes of Intelligence and Creativity
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Steps in the Creative Process
• Preparation
• Incubation
• Insight
• Evaluation
• Elaboration
• Not all creative people follow in linearsequence
Slide 39The Extremes of Intelligence and Creativity
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Characteristics of Creative Thinkers
• Flexibility and playful thinking• Inner motivation
• Willingness to risk
• Objective evaluation of work
Slide 40The Extremes of Intelligence and Creativity
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Changes in Adulthood
• Individuals’ most creative products
were generated in their thirties
• 80% of most important creative
contributions completed by age 50
• Researchers found creativity often
peaks in forties before declining
• Age of decline varies by domain
Slide 41The Extremes of Intelligence and Creativity
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Living a More Creative Life• Try to be surprised by something every day
• Try to surprise at least one person every day
• Write down each day what surprised you and
how you surprised others• When something sparks your interest, follow it
• Wake up in the morning with a specific goal• Take charge of your schedule
• Spend time in stimulating settings
Slide 42
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