INTELLIGENCE

Intelligence: is the ability to learn from experience, solve problems, and use our knowledge to adapt to new situations

Is intelligence an overall ability, or several distinct abilities?

GENERAL INTELLIGENCE “g” factor

Idea that we can distinguish an “overall” intelligence

Developed by Charles Spearman using “factor analysis”

Said there is a general intelligence that underlies the factors

Overall, general intelligence tests do a pretty good job of predicting scholastic and job success

People who do well in one factor usually do well in others

HOWARD GARDNER: MULTIPLE INTELLIGENCES Said that there isn’t one single intelligence, but many

SAVANTS

Some people with deficiencies in one area may have extraordinary abilities in another

George and his identical twin brother Charles can give

you the day of the week for any date over a span of

80,000 years. Ask them to identify the years in the next

two centuries in which Easter will fall on March 23 and

they will give correct answers with lightning speed. The

twin brothers can describe the weather on any day of

their adult life. At the same time, they are unable to add

or count to 30, and they cannot figure change from a $10

bill for a $6 purchase.

Kenneth can accurately cite the population of every U.S.

city over 5000; the distance from each city or town to the

largest city in its state; the names, number of rooms, and

locations of 2000 leading hotels in the United States; and

statistics concerning 3000 mountains and rivers. Kenneth

has a mental age of 11 years and a vocabulary of 58

words.

Ellen, a musical genius, constructs complicated

chords to accompany music she hears on the radio. She

was able to repeat the soundtrack of the musical Evita

after hearing it only once, transposing orchestra and chorus to her piano by using complex, precise chords,

including intense dissonances, to reproduce mob and

crowd noises. Ellen is blind and has an intelligence

score of less than 50.

“sometimes savants give explanations that are meaningful only to them — things like, ‘Because eleven.’ ”

CRITICISMS OF GARDNER’S THEORY

Difficult to research Despite cases of savants, people who perform poorly in one area often perform poorly in other areas as well, and vice versa

ROBERT STERNBERG

Sternberg (1985, 1999, 2003) agrees with Gardner, Sternberg (1985, 1999, 2003) agrees with Gardner, but suggests three intelligences rather than eight.but suggests three intelligences rather than eight.

1.1. Analytical Intelligence:Analytical Intelligence: Intelligence that is assessed Intelligence that is assessed by intelligence tests.by intelligence tests.

2.2. Creative Intelligence:Creative Intelligence: Intelligence that makes us Intelligence that makes us adapt to novel situations, generating novel ideas.adapt to novel situations, generating novel ideas.

3.3. Practical Intelligence:Practical Intelligence: Intelligence that is required Intelligence that is required for everyday tasks (e.g. street smarts).for everyday tasks (e.g. street smarts).

EMOTIONAL INTELLIGENCE

Emotional intelligenceEmotional intelligence is the ability to perceive, is the ability to perceive, understand, and use emotions (Salovey and understand, and use emotions (Salovey and colleagues, 2005). colleagues, 2005).

Marshmallow test – ability to delay gratification Marshmallow test – ability to delay gratification is extremely important (deny impulse in service is extremely important (deny impulse in service of a goal)of a goal)

More sociable, confident, self-reliant, More sociable, confident, self-reliant, dependable, assertive, and trustworthydependable, assertive, and trustworthy

Scored 200 points higher on SATScored 200 points higher on SAT

EMOTIONAL INTELLIGENCE: COMPONENTS

ComponentComponent DescriptionDescription

Perceive emotionPerceive emotionRecognize emotions in faces, Recognize emotions in faces,

music and storiesmusic and stories

Understand emotionUnderstand emotionPredict emotions, how they Predict emotions, how they

change and blendchange and blend

Manage emotionManage emotionExpress emotions in different Express emotions in different

situationssituations

Use emotionUse emotionUtilize emotions to adapt or be Utilize emotions to adapt or be

creativecreative

Is emotional intelligence really intelligence, or just an important ability? What’s the difference?

HOW IMPORTANT IS INTELLIGENCE? High intelligence can do a lot to get you into a profession, but it doesn’t make you successful in it 10 years 10,000 hours Self-discipline has a greater impact on academic success than IQ scores

An intelligence test does not measure drive, persistence,

creativity or any of the myriad other skills that often

count for more in achieving success out of school. A low

score on an I.Q. test does not mean probable failure in

life. All it means is that the person taking the test did

poorly on that particular test. Most of us do not spend

our lives in situations that can be measured by paper-and pencil

tests. Since this is so, scores obtained on such

tests should be viewed with some restraint if they are

high and with some skepticism if they are low. They

measure only one aspect of a total life pattern.

CREATIVITY

CreativityCreativity is the ability to produce ideas that are both novel and valuable. It correlates somewhat with intelligence.

FACTORS THAT INFLUENCE CREATIVITY 1.1.Expertise:Expertise: A well-developed knowledge base.

2.2.Imaginative Thinking:Imaginative Thinking: The ability to see things in novel ways.

3.3.Adventuresome Personality:Adventuresome Personality: A personality that seeks new experiences rather than following the pack.

4.4.Intrinsic Motivation:Intrinsic Motivation: A motivation to be creative from within.

5.A Creative Environment:: A creative and supportive environment allows creativity to bloom.

IS INTELLIGENCE NEUROLOGICALLY MEASURABLE? There is a positive correlation between intelligence and the brain’s neural processing speed. College students with unusually high levels of verbal intelligence are most likely to retrieve information from memory at an unusually rapid speed.

BRAIN SIZE AND COMPLEXITY

There is a slight correlation

between head size

(relative to body size)

and intelligence score.

Correlation coefficient of +.33

ARE INTELLIGENT PEOPLE HAPPIER?

Nope They may worry more about achievement or wiser choices that could have been made

ASSESSING INTELLIGENCE

ORIGINS OF INTELLIGENCE TESTING

Intelligence TestIntelligence Testa method of assessing an individual’s mental aptitudes and comparing them to those of others, using numerical scores

Alfred BinetAlfred Binet (1857–1911) (1857–1911)Intelligence is nurturedWanted to predict children’s future progress in the Paris school systemBinet-Simon Test developed in France, 1905

Origins of Intelligence Testing

ORIGINS OF INTELLIGENCE TESTING

Mental AgeMental Agea measure of intelligence-test performance devised by Binetchronological age that most typically corresponds to a given level of performancechild who does as well as the average 8-year-old is said to have a mental age of 8

LEWIS TERMAN

In the US, Lewis Terman In the US, Lewis Terman adapted Binet’s test for adapted Binet’s test for

American school children American school children and named the test the and named the test the

Stanford-Binet Test. The Stanford-Binet Test. The following is the formula of following is the formula of

Intelligence Quotient Intelligence Quotient (IQ),(IQ), introduced by introduced by

William Stern:William Stern:

Why would the Stanford-Binet not work well for adults (for example, someone who is 50 years old?)

SOME FACTS ABOUT INTELLIGENCE School attendance correlates with IQ

IQ is not related to birth order

IQ is related to breast-feeding

IQ varies by birth date

IQ is correlated with head size

IQ is predictive of real-world outcomes

IQ is going up

IQ may be influenced by the school menu

APTITUDE AND ACHIEVEMENT TESTS

Aptitude testsAptitude tests are intended to are intended to predictpredict your ability to your ability to learn a new skill and learn a new skill and achievement testsachievement tests are are intended to intended to reflectreflect what you have already learned. what you have already learned.

WAIS (WECHSLER ADULT INTELLIGENCE SCALE)WAIS measures overall intelligence and 11 other WAIS measures overall intelligence and 11 other aspects related to intelligence that are designed aspects related to intelligence that are designed

to assess clinical and educational problems.to assess clinical and educational problems.

STANDARDIZATION

Standardizing a test involves administering the test Standardizing a test involves administering the test to a to a representative samplerepresentative sample of future test takers in of future test takers in order to establish a basis for meaningful order to establish a basis for meaningful comparison.comparison.

NORMAL CURVE

Standardized tests establish a normal distribution Standardized tests establish a normal distribution of scores on a tested population in a bell-shaped of scores on a tested population in a bell-shaped

pattern called the pattern called the normal curvenormal curve..

FLYNN EFFECT

In the past 60 years, intelligence scores have In the past 60 years, intelligence scores have risen steadily by an average of 27 points. This risen steadily by an average of 27 points. This

phenomenon is known as the phenomenon is known as the Flynn effectFlynn effect..

RELIABILITY

A test is A test is reliablereliable when it yields consistent results. when it yields consistent results. To establish reliability researchers establish To establish reliability researchers establish

different procedures:different procedures:

1.1. Split-half Reliability:Split-half Reliability: Dividing the test into two equal Dividing the test into two equal halves and assessing how consistent the scores halves and assessing how consistent the scores are.are.

2.2. Reliability using different tests:Reliability using different tests: Using different Using different forms of the test to measure consistency between forms of the test to measure consistency between them.them.

3.3. Test-Retest Reliability: Test-Retest Reliability: Using the same test on two Using the same test on two occasions to measure consistency.occasions to measure consistency.

Shoe-size intelligence test Shoe size x 10 = IQ

VALIDITY

Reliability of a test does not ensure validity. Reliability of a test does not ensure validity. ValidityValidity of a test refers to what the test is supposed to of a test refers to what the test is supposed to

measure or predict.measure or predict.1.1. Content Validity:Content Validity: Refers to the extent a test Refers to the extent a test

measures a particular behavior or trait. Does it measures a particular behavior or trait. Does it measure what was covered in class? measure what was covered in class? (driving test that samples driving tasks)(driving test that samples driving tasks)

2.2. Predictive Validity:Predictive Validity: Refers to the function of a test in Refers to the function of a test in predicting a particular behavior or traitpredicting a particular behavior or trait

STABILITY OR CHANGE?

Intelligence scores become stable after about Intelligence scores become stable after about seven years of ageseven years of age. In numerous studies, stability of . In numerous studies, stability of intelligence scores have been determined (Angoff, intelligence scores have been determined (Angoff,

1988; Deary et al., 2004).1988; Deary et al., 2004).

EXTREMES OF INTELLIGENCE

A valid intelligence test divides two groups of A valid intelligence test divides two groups of people into two extremes: people into two extremes: the mentally retardedthe mentally retarded (IQ (IQ 70) and individuals with 70) and individuals with high intelligencehigh intelligence (IQ 135). (IQ 135).

These two groups are significantly different.These two groups are significantly different.

GENETIC INFLUENCES

Studies have consistently shown that genetics plays a significant role in intelligence Twin and adoption studies Similarities between IQ scores of twins raised apart is greater than ordinary siblings raised together

EARLY INTERVENTION

Early neglect from caregivers leads children to develop a lack of personal control over the environment, and it impoverishes their intelligence

“Mozart Effect” – no such thing

SCHOOLING EFFECTS

Schooling is an experience that pays dividends, which is reflected in intelligence scores. Increased schooling correlates with higher intelligence scores

GROUP DIFFERENCES IN INTELLIGENCE SCORES There are some racial differences in intelligence scores, but these are due to environmental factors High scoring individuals and groups are more likely to achieve higher levels of education and income

OTHER INFLUENCES ON IQ SCORES Cross cultural studies show that average IQ of groups subject to social discrimination are often lower than the socially dominant group even if there is no racial difference

Tests reflect the culture in which they are Tests reflect the culture in which they are developed; cultural factors also influence developed; cultural factors also influence test taking behavior (culture bias)test taking behavior (culture bias)

Liberian TribesmanLiberian Tribesman

REASONS WHY ENVIRONMENT AFFECTS INTELLIGENCE1. Races are remarkably alike genetically. 2. Race is a social category.3. Today’s better prepared populations would

outperform populations of the 1930s on intelligence tests.

4. White and black infants tend to score equally well on tests predicting future intelligence.

5. Different ethnic groups have experienced periods of remarkable achievement in different eras.

GENDER SIMILARITIES AND DIFFERENCESThere are seven ways in which males and females

differ in various abilities.

1. Girls are better spellers

2. Girls are verbally fluent and have large vocabularies

3. Girls are better at locating objects

4. Girls are more sensitive to touch, taste, and color

5. Boys outnumber girls in counts of underachievement

6. Boys outperform girls at math problem solving, but under perform at math computation

7. Women detect emotions more easily than men do

GENDER DIFFERENCESThree people were hiking through a forest when they came upon a large, raging violent river.

Needing to get on the other side, the first man prayed, "God, please give me the strength to cross the river."

Poof! God gave him big arms and strong legs and he was able to swim across in about 2 hours, having almost drowned twice.

After witnessing that, the second man prayed, "God, please give me strength and the tools to cross the river."

Poof! God gave him a rowboat and strong arms and strong legs and he was able to row across in about an hour after almost capsizing once.

Seeing what happened to the first two men, the third man prayed, "God, please give me the strength, the tools and the intelligence to cross river."

Poof! He was turned into a woman. She checked the map, hiked one hundred yards up stream and walked across the bridge.

STEREOTYPE THREATS

Self confirming concern that one will evaluated on the basis of negative stereotypes

Women perform better on math tests when no men are present

African-Americans perform better when the test is administered by an African-American

Should SAT scores be used in college admissions or the awarding of scholarships?

The SAT proved to be a better predictor than high

school grades for all minority groups (African

American, Hispanic, American Indian, and Asian).

• Writing was the most predictive section of the SAT

for every group of students except ESL students.

• For all students, the SAT was almost as predictive

as four years of high school grades.

• The best predictor of first-year college GPA was a

combination of high school GPA along with SAT

scores.

• Grades were slightly better predictors of academic

success at public or less-selective colleges; SAT

scores were slightly better predictors at private colleges

or more-selective colleges.