IntelligenceIntelligence

The capacity to understand the world, think The capacity to understand the world, think rationally, and use resources effectively when rationally, and use resources effectively when faced with challengesfaced with challenges

History: defining & measuring History: defining & measuring intelligenceintelligence

Sir Francis Galton (1822-1911)Sir Francis Galton (1822-1911) genes & family linesgenes & family lines Cousin of Charles DarwinCousin of Charles Darwin intelligence = biological capacityintelligence = biological capacity EugenicsEugenics

The study of human heredity patterns with the The study of human heredity patterns with the goal of improving the species through goal of improving the species through selective breedingselective breeding

reaction times & sensory acuityreaction times & sensory acuity later research contradicted these measureslater research contradicted these measures

History: defining & measuring History: defining & measuring intelligenceintelligence

Alfred Binet (1857-1911)Alfred Binet (1857-1911) Binet-Simon Test France, 1905Binet-Simon Test France, 1905 intelligence = collection of higher-order intelligence = collection of higher-order

mental abilities loosely related to one mental abilities loosely related to one anotheranother

intelligence is nurturedintelligence is nurtured mental agemental age

History: defining & measuring History: defining & measuring intelligenceintelligence

Charles Spearman (1863-1945)Charles Spearman (1863-1945) liked Binet’s methods of testingliked Binet’s methods of testing liked Galton’s idea that intelligence was a single entityliked Galton’s idea that intelligence was a single entity developed “factor analysis”developed “factor analysis” two factorstwo factors

““g” = general intelligenceg” = general intelligence ““s” = specific abilitys” = specific ability

score on any given test depends on a combination of score on any given test depends on a combination of these 2 factorsthese 2 factors

g accounts for the similarity in test resultsg accounts for the similarity in test results s accounts for the differences in test resultss accounts for the differences in test results

History: defining & measuring History: defining & measuring intelligenceintelligence

Raymond Cattell (1905 - maybe)Raymond Cattell (1905 - maybe) student of Spearman’sstudent of Spearman’s modified Spearman’s intelligence theorymodified Spearman’s intelligence theory thought that general intelligence was not thought that general intelligence was not

one factor but twoone factor but two

Cattell’s Fluid & Crystallized Cattell’s Fluid & Crystallized IntelligenceIntelligence

Fluid intelligenceFluid intelligence ability to perceive relationships without ability to perceive relationships without

previous specific experienceprevious specific experience matrices tests or verbal analogiesmatrices tests or verbal analogies Ability to learn new info quicklyAbility to learn new info quickly Speed of mental processingSpeed of mental processing Reasoning and problem solvingReasoning and problem solving

Lose as you ageLose as you age

Cattell’s Fluid & Crystallized Cattell’s Fluid & Crystallized IntelligenceIntelligence

Crystallized intelligence Crystallized intelligence mental ability derived from previous mental ability derived from previous

experienceexperience word meaningsword meanings use of toolsuse of tools cultural practicescultural practices

Gain as you ageGain as you age

Robert SternbergRobert Sternberg Proposed a Triarchic Theory of IntelligenceProposed a Triarchic Theory of Intelligence

Componential IntelligenceComponential Intelligence Includes metacomponents, performance components, and Includes metacomponents, performance components, and

knowledge acquisition componentsknowledge acquisition components Analyzing information to solve problemsAnalyzing information to solve problems

Experiential IntelligenceExperiential Intelligence Ability to deal with novelty and automatize processing by Ability to deal with novelty and automatize processing by

using prior experiencesusing prior experiences Contextual IntelligenceContextual Intelligence

Practical Intelligence and social intellgencePractical Intelligence and social intellgence Common senseCommon sense Dealing with day to day issues and demandsDealing with day to day issues and demands

Howard Gardner’s 8 Howard Gardner’s 8 IntelligencesIntelligences

NaturalistNaturalist**

- the ability to recognize and classify plants, minerals, - the ability to recognize and classify plants, minerals, and animals, including rocks and grass and all variety and animals, including rocks and grass and all variety of flora and fauna, and to recognize cultural artifacts of flora and fauna, and to recognize cultural artifacts like cars and sneakers. Possible vocations that use the like cars and sneakers. Possible vocations that use the naturalist intelligence include conservation, biologist, naturalist intelligence include conservation, biologist, teacher, lobbyist, and park service. *Because this is a teacher, lobbyist, and park service. *Because this is a recent addition to the Intelligences, we have not yet recent addition to the Intelligences, we have not yet included it in the Multiple Intelligence Tests our site included it in the Multiple Intelligence Tests our site features.features.

MusicalMusical - the ability to understand and develop musical - the ability to understand and develop musical

technique, to respond emotionally to music and to technique, to respond emotionally to music and to work together to use music to meet the needs of work together to use music to meet the needs of others, to interpret musical forms and ideas, and to others, to interpret musical forms and ideas, and to create imaginative and expressive performances and create imaginative and expressive performances and compositions. Possible vocations that use the musical compositions. Possible vocations that use the musical intelligence include technician, music teacher, intelligence include technician, music teacher, instrument maker, choral, band, and orchestral instrument maker, choral, band, and orchestral performer or conductor, music critic, aficionado, performer or conductor, music critic, aficionado, music collector, composer, conductor, and individual music collector, composer, conductor, and individual or small group performer.or small group performer.

Logical-MathematicalLogical-Mathematical - the ability to use numbers to compute and describe, - the ability to use numbers to compute and describe,

to use mathematical concepts to make conjectures, to to use mathematical concepts to make conjectures, to apply mathematics in personal daily life, to apply apply mathematics in personal daily life, to apply mathematics to data and construct arguments, to be mathematics to data and construct arguments, to be sensitive to the patterns, symmetry, logic, and sensitive to the patterns, symmetry, logic, and aesthetics of mathematics, and to solve problems in aesthetics of mathematics, and to solve problems in design and modeling. Possible vocations that use the design and modeling. Possible vocations that use the logical-mathematics intelligence include accountant, logical-mathematics intelligence include accountant, bookkeeper, statistician, trades person, homemaker, bookkeeper, statistician, trades person, homemaker, computer programmer, scientist, composer, engineer, computer programmer, scientist, composer, engineer, inventor, or designer.inventor, or designer.

ExistentialExistential

InterpersonalInterpersonal - the ability to organize people and to communicate - the ability to organize people and to communicate

clearly what needs to be done, to use empathy to help clearly what needs to be done, to use empathy to help others and to solve problems, to discriminate and others and to solve problems, to discriminate and interpret among different kinds of interpersonal clues, interpret among different kinds of interpersonal clues, and to influence and inspire others to work toward a and to influence and inspire others to work toward a common goal. Possible vocations that use the common goal. Possible vocations that use the interpersonal intelligence include administrator, interpersonal intelligence include administrator, manager, politician, social worker, doctor, nurse, manager, politician, social worker, doctor, nurse, therapist, teacher, sociologist, psychologist, therapist, teacher, sociologist, psychologist, psychotherapist, consultant, charismatic leader, psychotherapist, consultant, charismatic leader, politician, and evangelist.politician, and evangelist.

Bodily-KinestheticBodily-Kinesthetic - the ability to use the body and tools to take effective - the ability to use the body and tools to take effective

action or to construct or repair, to build rapport to action or to construct or repair, to build rapport to console and persuade, and to support others, to plan console and persuade, and to support others, to plan strategically or to critique the actions of the body, to strategically or to critique the actions of the body, to appreciate the aesthetics of the body and to use those appreciate the aesthetics of the body and to use those values to create new forms of expression. Possible values to create new forms of expression. Possible vocations that use the bodily-kinesthetic intelligence vocations that use the bodily-kinesthetic intelligence include mechanic, trainer, contractor, craftsperson, include mechanic, trainer, contractor, craftsperson, tool and dye maker, coach, counselor, salesperson, tool and dye maker, coach, counselor, salesperson, sports analyst, professional athlete, dance critic, sports analyst, professional athlete, dance critic, sculptor, choreographer, actor, dancer or puppeteer.sculptor, choreographer, actor, dancer or puppeteer.

LinguisticLinguistic

- the ability to use language to describe events, - the ability to use language to describe events, to build trust and rapport, to develop logical to build trust and rapport, to develop logical arguments and use rhetoric, or to be expressive arguments and use rhetoric, or to be expressive and metaphoric. Possible vocations that use and metaphoric. Possible vocations that use linguistic intelligence include journalism, linguistic intelligence include journalism, administrator, contractor, salesperson, clergy, administrator, contractor, salesperson, clergy, counselors, lawyers, professor, philosopher, counselors, lawyers, professor, philosopher, playwright, poet, advertising copywriter and playwright, poet, advertising copywriter and novelist.novelist.

IntrapersonalIntrapersonal

- the ability to assess one's own strengths, - the ability to assess one's own strengths, weaknesses, talents, and interests and use them to set weaknesses, talents, and interests and use them to set goals, to understand oneself to be of service to others, goals, to understand oneself to be of service to others, to form and develop concepts and theories based on to form and develop concepts and theories based on an examination of oneself, and to reflect on one's an examination of oneself, and to reflect on one's inner moods, intuitions, and temperament and to use inner moods, intuitions, and temperament and to use them to create or express a personal view. Possible them to create or express a personal view. Possible vocations that use the intrapersonal intelligence vocations that use the intrapersonal intelligence include planner, small business owner, psychologist, include planner, small business owner, psychologist, artist, religious leader, and writer.artist, religious leader, and writer.

SpatialSpatial

the ability to perceive and represent the visual-spatial the ability to perceive and represent the visual-spatial world accurately, to arrange color, line, shape, form world accurately, to arrange color, line, shape, form and space to meet the needs of others, to interpret and and space to meet the needs of others, to interpret and graphically represent visual or spatial ideas, to graphically represent visual or spatial ideas, to transform visual or spatial ideas into imaginative and transform visual or spatial ideas into imaginative and expressive creations. Possible vocations that use expressive creations. Possible vocations that use spatial intelligence include illustrator, artist, guide, spatial intelligence include illustrator, artist, guide, photographer, interior decorator, painter, clothing photographer, interior decorator, painter, clothing designer, weaver, builder, architect, art critic, designer, weaver, builder, architect, art critic, inventor, or cinematographer.inventor, or cinematographer.

Modern intelligence testsModern intelligence tests

The Stanford-Binet ScaleThe Stanford-Binet Scale modification of the original Binet-Simon, after modification of the original Binet-Simon, after

original came to USoriginal came to US intelligence quotient (IQ) = child’s mental age intelligence quotient (IQ) = child’s mental age

divided by child’s chronological agedivided by child’s chronological age Mental age of 12 and chronological age of 9Mental age of 12 and chronological age of 9

IQ = 133IQ = 133 used widely in the US, not as much as used widely in the US, not as much as

previouslypreviously

Modern intelligence testsModern intelligence tests

The Wechsler testsThe Wechsler tests used more widely now than Stanford-Binetused more widely now than Stanford-Binet modeled after Binet’s, also made adult testmodeled after Binet’s, also made adult test

WISC-III for childrenWISC-III for children WAIS-III for adultsWAIS-III for adults

Standardized scoring of Standardized scoring of Wechsler testsWechsler tests

¶ All raw scores converted to standardized scores¶ Normal distribution¶Mean of 100¶Standard deviation of 15

50 70 85 100 115 130 145

2.14%13.59%34.13%34.13%13.59%2.14%

0.13% 0.13%95.44%

68.26%

Wechsler IQ score

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Mental RetardationMental Retardation

A significant below average level of A significant below average level of intellectual functioning which occurs with intellectual functioning which occurs with related limitations in two or more skill areasrelated limitations in two or more skill areas

Levels of RetardationLevels of Retardation Mild Mild

IQ ranges from 55-69 with the ability to function IQ ranges from 55-69 with the ability to function independently and can handle most daily situations independently and can handle most daily situations

ModerateModerate IQ ranges from 40-54 with limited independence and IQ ranges from 40-54 with limited independence and

limited skills to handle daily situationslimited skills to handle daily situations SevereSevere

IQ ranges from 25-39 with very little independence IQ ranges from 25-39 with very little independence and little ability to handle daily situationsand little ability to handle daily situations

ProfoundProfound IQ ranges below 25 and lacks any independent controlIQ ranges below 25 and lacks any independent control

Causes of RetardationCauses of Retardation

DownDown’’s Syndromes Syndrome Extra chromosome Extra chromosome Greater probability in older mothersGreater probability in older mothers

Familial retardationFamilial retardation Family history with no biological causes such as lead Family history with no biological causes such as lead

in the waterin the water OrganicOrganic

Damage to the brain caused by physical trauma, Damage to the brain caused by physical trauma, illness, viruses, loss of oxygen or poisoningillness, viruses, loss of oxygen or poisoning

GiftedGifted

Gifted/Superior IQGifted/Superior IQ Range from 130-144Range from 130-144

Genius Genius Range above 145Range above 145 Lewis Terman longitudinal study on the genius has Lewis Terman longitudinal study on the genius has

shown that those with high IQ are on the average shown that those with high IQ are on the average better adapted and more successful than average IQs better adapted and more successful than average IQs

How valid are IQ tests?How valid are IQ tests?

Validity = test measures what it’s intended to measureValidity = test measures what it’s intended to measure Does test correlate with other measures of same Does test correlate with other measures of same

construct?construct? School achievementSchool achievement

IQ tests (I.e., S-B and the Wechsler) correlate highlyIQ tests (I.e., S-B and the Wechsler) correlate highly butbut they were designed to test stuff that you learn in school they were designed to test stuff that you learn in school

Prestigious positionsPrestigious positions On-the-job performance & other work-related variablesOn-the-job performance & other work-related variables

Types of ValidityTypes of Validity Content ValidityContent Validity

TestTest’’s ability to cover the range of material (content s ability to cover the range of material (content that it is to measurethat it is to measure

Criterion Validity Criterion Validity Compares test scores to actual performance on Compares test scores to actual performance on

another direct and independent measure to what the another direct and independent measure to what the test is suppose to measuretest is suppose to measure

Predictive ValidityPredictive Validity How well a test score predicts an individuals How well a test score predicts an individuals

performance in the futureperformance in the future Face ValidityFace Validity

How relevant test items and test appearHow relevant test items and test appear

ReliabilityReliability Consistently measures what it is suppose to Consistently measures what it is suppose to

measuremeasure Test – retest reliabilityTest – retest reliability

Take a test on one day and a week later test again and score Take a test on one day and a week later test again and score the samethe same

Split-half reliabilitySplit-half reliability Your score on the first half of the test should be similar to Your score on the first half of the test should be similar to

the second half of the testthe second half of the test Equivalent forms reliabilityEquivalent forms reliability

Two different but similar test scores should be similarTwo different but similar test scores should be similar

Norms Norms

Average score based on a sampleAverage score based on a sample Standards of test performance that permit the Standards of test performance that permit the

comparison of one personcomparison of one person ’’s score on a test to the s score on a test to the scores of others who have taken the same testscores of others who have taken the same test

StandardizationStandardization

Establishes same guidelines for testing such as Establishes same guidelines for testing such as time limits, same instructions and same level time limits, same instructions and same level of testof test

It allows for comparing different individuals It allows for comparing different individuals abilitiesabilities

Other Types of TestsOther Types of Tests

Achievement TestsAchievement Tests Measure your level of knowledge of learned Measure your level of knowledge of learned

materialmaterial Normal school testsNormal school tests

Aptitude TestsAptitude Tests Designed to predict ability in a particular ability or Designed to predict ability in a particular ability or

line of workline of work

Nature vs. Nurture in IQNature vs. Nurture in IQ

Are differences between people due to Are differences between people due to environmental or genetic differences?environmental or genetic differences?

Misunderstanding the questionMisunderstanding the question ““Is a person’s intelligence due more to genes or to Is a person’s intelligence due more to genes or to

environment?”environment?” no genes = no intelligenceno genes = no intelligence both genes & intelligence crucial for any traitboth genes & intelligence crucial for any trait

Heritability & Heritability & EnvironmentalityEnvironmentality

HeritabilityHeritability degree to which variation in trait stems from degree to which variation in trait stems from

genetic, rather than environmental, differences genetic, rather than environmental, differences among individualsamong individuals

EnvironmentalityEnvironmentality degree to which variation is due to environmental degree to which variation is due to environmental

rather than genetic differencesrather than genetic differences

The Heritability CoefficientThe Heritability Coefficient

Single number, ranging from 0 to 1.0 Single number, ranging from 0 to 1.0 Represents amount of trait due to genetic Represents amount of trait due to genetic

differences differences 0 means no variance due to genetics0 means no variance due to genetics 1 means all variance due to genetics1 means all variance due to genetics .30 means 30% is due to genetic .30 means 30% is due to genetic

differences, 70% due to environmentaldifferences, 70% due to environmental

Twin Studies & Family InfluenceTwin Studies & Family Influence

If trait genetic:If trait genetic: closely related more similar than less closely relatedclosely related more similar than less closely related

Many close relatives share environments tooMany close relatives share environments too Types of studies to separate effectsTypes of studies to separate effects

monozygotic twins reared togethermonozygotic twins reared together monozygotic twins reared apartmonozygotic twins reared apart siblings/dizygotic reared togethersiblings/dizygotic reared together siblings/dizygotic reared apartsiblings/dizygotic reared apart adoptive siblings reared togetheradoptive siblings reared together

Family Influence on IQFamily Influence on IQ

Transient Transient influence of influence of family in which family in which you are raisedyou are raised adoptive siblings as adoptive siblings as

children and adultschildren and adults identical vs. identical vs.

fraternal twins fraternal twins reared togetherreared together

Fraternal twins

Identical twins

IQ Differences among IQ Differences among Racial/Cultural GroupsRacial/Cultural Groups

Find differences among racial & cultural Find differences among racial & cultural groups on IQgroups on IQ American Blacks score about 15 points lower American Blacks score about 15 points lower

than Whitesthan Whites WHY?WHY?

genetics?genetics? Witty & Jenkins (1935)Witty & Jenkins (1935) No support for genetic differencesNo support for genetic differences

environment?environment?

IQ Differences among IQ Differences among Racial/Cultural GroupsRacial/Cultural Groups

Each wheat field planted from same Each wheat field planted from same package of genetically diverse seedspackage of genetically diverse seeds

One field is quite fertile, the other is notOne field is quite fertile, the other is not Within each field, differences due to Within each field, differences due to

geneticsgenetics Between each field, differences due to Between each field, differences due to

environment (fertility)environment (fertility)

Why differences between Why differences between Blacks & Whites?Blacks & Whites?

Social designation influencesSocial designation influences autonomous minoritiesautonomous minorities

deliberately separate themselvesdeliberately separate themselves immigrant minoritiesimmigrant minorities

came to country to better livescame to country to better lives see selves as better than those left behindsee selves as better than those left behind

involuntary minoritiesinvoluntary minorities did not choose minority statusdid not choose minority status routinely judged as inferior by dominant majorityroutinely judged as inferior by dominant majority cross-cultural findings on IQ scorescross-cultural findings on IQ scores

Historical increase in IQHistorical increase in IQ Improved performance Improved performance

on IQ tests over the on IQ tests over the yearsyears

Big increases in tests Big increases in tests assessing fluid assessing fluid intelligence, smallest intelligence, smallest in factual knowledgein factual knowledge

Increased schooling Increased schooling only accounts for small only accounts for small portion of this increaseportion of this increase

Due to cDue to changes in the hanges in the culture?culture? Year

IQScores

SummarySummary

Nature vs. nurture debateNature vs. nurture debate heritability vs. environmentalityheritability vs. environmentality studies of twins & family influencestudies of twins & family influence

Racial & cultural differences in IQRacial & cultural differences in IQ why we can’t interpret differences as due to why we can’t interpret differences as due to

geneticsgenetics what we can attribute the differences towhat we can attribute the differences to

Historical increase in IQ scoresHistorical increase in IQ scores