INTELLIGENCEPertemuan 12

Matakuliah : L0014/Psikologi UmumTahun : 2007

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DEFINITIONS

• Intelligence is a property of mind that encompasses many related abilities, such as the capacities to reason, plan, solve problems, think abstractly, comprehend ideas and language, and learn.

• Intelligence is the cognitive abilities of an individual to learn from experience, to reason well, and to cope with the demands of daily living

• Intelligence include traits such as creativity, personality, character, knowledge, or wisdom

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PERSPECTIVES (1)

Sir Francis Galton• Intelligence is a single general factor that provides

the basis for the more specific abilities that each of us possesses

Charles Spearman• 'General Intelligence', or 'g‘• found that the same people who did well in a variety

of mental tests tended to use a part in their brains that he termed 'g'. This 'g' laid the foundation for the notion of a single intelligence, which enables us to undertake everyday mental tasks.

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Wechsler (1955)• Intelligence is the aggregate or global capacity of the individual to act

purposefully, to think rationally and to deal effectively with his environment

L.L Thurstone• Intelligence, considered as a mental trait, is the capacity to make

impulses focal at their early, unfinished stage of formation.  Intelligence is therefore the capacity for abstraction, which is an inhibitory process

• intelligent behavior does not arise from a general factor, but rather emerges from seven independent factors that he called primary abilities: word fluency, verbal comprehension, spatial visualization, number facility, associative memory, reasoning, and perceptual speed

PERSPECTIVES (2)

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PERSPECTIVE (3)

J.P Guilford• Three dimensional "Structure of Intellect" (classified intellectual

acts into 120 separate categories)-- Operations dimension, Products dimension, Material or content dimension

• "Intelligence" is too complicated to be subsumed by a few primary mental abilities and "g" factor

Raymond Cattell• Fluid intelligence is the ability to find meaning in confusion and

solve new problems. It is the ability to draw inferences and understand the relationships of various concepts, independent of acquired knowledge

• Crystallized intelligence is the ability to use skills, knowledge, and experience (Cavanaugh & Blanchard-Fields, 2006). It should not be equated with memory or knowledge, but it does rely on accessing information from long-term memory.

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Howard Gardner• Theory of multiple intelligences is based on studies not only on

normal children and adults but also by studies of gifted individuals (including so-called 'savants"), of persons who have suffered brain damage, of experts and virtuosos, and of individuals from diverse cultures.

• This led Gardner to break intelligence down into at least 8 (eight) different components: logical, linguistic, spatial, musical, kinesthetic, naturalist, intrapersonal and interpersonal intelligences.

• He argues that psychometric tests address only linguistic and logical plus some aspects of spatial intelligence; other forms have been entirely ignored. Moreover, the paper and-pencil format of most tests rules out many kinds of intelligent performance that matter in everyday life, such as giving an extemporaneous talk (linguistic) or being able to find one's way in a new town (spatial).

Robert Steinberg• Triarchic theory of intelligence proposes 3 (three) fundamental

aspects of intelligence-analytic, creative, and practical--of which only the first is measured to any significant extent by mainstream tests. His investigations suggest the need for a balance between analytic intelligence, on the one hand, and creative and especially practical intelligence on the other.

PERSPECTIVES (4)

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MEASURING INTELLIGENCE

• An intelligence quotient or IQ is a score derived from one of several different standardized tests attempting to measure intelligence

• IQ is a 'psychometric' test, meaning it measures mental ability • IQ formula

example : A 10-year-old who scored as high as the average 13-year-old, for example, would have an IQ of 130 (100*13/10).

• Mental age is the level of intellectual development as measured by an intelligence test

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HISTORY OF IQ TEST (1)• 1905 Alfred Binet published the first modern intelligence test,

the Binet-Simon intelligence scale. His principal goal was to identify students who needed special help in coping with the school curriculum. Along with his collaborator Theodore Simon, Binet published revisions of his intelligence scale in 1908 and 1911

• 1912, the abbreviation of "intelligence quotient" or I.Q., a translation of the German Intelligenz-Quotient, was coined by the German psychologist William Stern

• 1916 the Binet-Simon scale was published by Lewis M. Terman, from Stanford University, who incorporated Stern's proposal that an individual's intelligence level be measured as an intelligence quotient (I.Q.). Terman's test, which he named the Stanford-Binet Intelligence Scale formed the basis for one of the modern intelligence tests still commonly used today

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HISTORY OF IQ TEST (2)

• 1939 David Wechsler published the first intelligence test explicitly designed for an adult population, the Wechsler Adult Intelligence Scale, or WAIS. Since publication of the WAIS, Wechsler extended his scale downward to create the Wechsler Intelligence Scale for Children, or WISC The Wechsler scales contained separate subscores for verbal and performance IQ, thus being less dependent on overall verbal ability than early versions of the Stanford-Binet scale, and was the first intelligence scale to base scores on a standardized normal distribution rather than an age-based quotient.

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THE USE OF IQ TEST

• Prediction of job performance & School Performance

• Prediction of Income• Prediction for Social Economics• To make the public policy• To check the mental ability of an Civil Service or

Military• Etc.

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CONSTRUCTION OF INTELLIGENCE TEST

Large number of items related population (depends on the age) numbers of items answer correctly mental age

1. Standardization2. Norms3. Objectivity4. Reliability 5. Validity

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I.Q. Range Classification

140 and over Genius or near genius

120-140 Very superior intelligence

110-120 Superior intelligence

90-110 Normal or average intelligence

80-90 Dullness

70-80 Borderline deficiency

50-69 Moron

20-49 Imbecile

Below 20 Idiot

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THE FLYNN EFFECTS

• The Flynn effect is named after James R. Flynn, a New Zealand based political scientist.

• He discovered that IQ scores worldwide appear to be slowly rising at a rate of around three IQ points per decade. Attempted explanations have included improved nutrition, a trend towards smaller families, better education, greater environmental complexity, and heterosis

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IQ VS. OTHER FACTORS

• Heritability• Environment (nutrition, prenatal, breast feeding,

etc.)• Family• Health (Brain injury)

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MENTAL RETARDATION

• Mental retardation is a term for a pattern of persistently slow learning of basic motor and language skills ("milestones") during childhood, and a significantly below-normal global intellectual capacity as an adult. One common criterion for diagnosis of mental retardation is a tested intelligence quotient (IQ) of 70 or below and deficits in adaptive functioning.

• Signs :– have trouble speaking – find it hard to remember things – have trouble understanding social rules – have trouble discerning cause and effect – have trouble solving problems – have trouble thinking logically.

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GIFTED CHILDREN

• These children are often found as a result of extremely high scores on an individually scored IQ tests, generally above the 140 IQ range. Others may be prodigies in areas such as math, science, language and/or the arts. Profoundly gifted children can score in excess of 170 IQ. 

• Highly gifted children demonstrate characteristics such as the extreme need to:  – Learn at a much faster pace.  – Process material to a much greater depth. – Show incredible intensity in energy, imagination,

intellectual prowess, sensitivity, and emotion which are not typical in the general population. 

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• Tacit Intelligence– The practical knowledge and skills needed to deal with

everyday problems that are usually not taught in school

• Emotional Intelligence– Daniel Goleman– the ability to understand your own emotions and those

of people around you. – means you have a self-awareness that enables you to

recognize feelings and helps you manage your emotions.

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Sample of IQ Test

Advanced Progressive Matrices• Raven's Progressive Matrices (often referred to simply as Raven's

Matrices) are multiple choice tests of abstract reasoning, originally developed by Dr John C. Raven in 1938.[1] In each test item, a candidate is asked to identify the missing segment required to complete a larger pattern. Many items are presented in the form of a 3x3 or 2x2 matrix, giving the test its name.

• a series of nonverbal tests designed to aid in assessing mental ability by requiring the examinee to solve problems presented in abstract figures and designs. The Matrices are designed to measure eductive ability, a component of Spearman's g, related to the ability to educe relationships. Eductive ability helps to develop insights and go beyond the given to make sense of complex situations.

• measure the two main components of general intelligence (originally identified by Spearman): the ability to think clearly and make sense of complexity, which is known as eductive ability (from the Latin root "educere", meaning "to draw out") and the ability to store and reproduce information, known as reproductive ability.

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• The matrices are offered in three different forms for participants of different ability:– Standard Progressive Matrices: These were the original form of the

matrices, first published in 1938. The booklet comprises five sets (A to E) of 12 items each (e.g. A1 through to A12), with items within a set becoming increasingly difficult, requiring ever greater cognitive capacity to encode and analyze information. All items are presented in black ink on a white background.

– Coloured Progressive Matrices: Designed for younger children, the elderly, and people with moderate or severe learning difficulties, this test contains sets A and B from the standard matrices, with a further set of 12 items inserted between the two, as set Ab. Most items are presented on a coloured background to make the test visually stimulating for participants. However the very last few items in set B are presented as black-on-white — in this way, if participants exceed the tester's expectations, transition to sets C, D, and E of the standard matrices is eased.

– Advanced Progressive Matrices: The advanced form of the matrices contains 48 items, presented as one set of 12 (set I), and another of 36 (set II). Items are again presented in black ink on a white background, and become increasingly difficult as progress is made through each set. These items are appropriate for adults and adolescents of above average intelligence.

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• Set I :1. 82. 43. 54. 15. 26. 57. 68. 39. 710.811.612.6

• Set II1. 52. 13. 74. 45. 36. 17. 68. 19. 810.411.512.6

13. 2

14. 1

15. 2

16. 4

17. 6

18. 7

19. 3

20. 8

21. 8

22. 7

23. 6

24. 3

25. 7

26. 2

27. 7

28. 5

29. 6

30. 5

31. 4

32. 8

33. 5

34. 1

35. 3

36. 2

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W.S P.M ADV20 -19 -18 3617 32 - 3516 29 - 3115 27 - 2814 24 - 2613 21 - 2312 19 - 2011 16 - 1810 14 - 159 11 - 138 9 - 107 7 - 86 4 - 65 2 - 34 13 -2 -1 -0 -