Chapter 7 - Intelligence, Thinking and Language

8/3/2019 Chapter 7 - Intelligence, Thinking and Language

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GENERAL PSYCHOLOGYGENERAL PSYCHOLOGY

CHAPTER VII:CHAPTER VII:

Intelligence, Thinking andIntelligence, Thinking andLanguageLanguage

Mark Lawrence GaleMark Lawrence Gale

Psychology DepartmentPsychology Department

Adamson University Adamson University



Icebreaker # 1Icebreaker # 1

Which of the following geometric figures canWhich of the following geometric figures can

be drawn in one continuous stroke withoutbe drawn in one continuous stroke without

retracing any lines?retracing any lines?



Definitions of IntelligenceDefinitions of Intelligence

Intelligence generally has three aspects:Intelligence generally has three aspects: Practical problem-solving skillsPractical p

roblem-solving skills – include – include

logical reasoning, having an open mind andlogical reasoning, having an open mind and

analyzing all the angles of a problem.analyzing all the angles of a problem. Verbal abilityVerbal ability

– includes correct grammar, rich – includes correct grammar, rich

vocabulary and effective communication skills.vocabulary and effective communication skills.

Social competenceSocial comp

etence – include interpersonal – include interpersonalrelationship skills, proper interpretation of relationship skills, proper interpretation of

social situations, sensitivity, reflecting skills.social situations, sensitivity, reflecting skills.



Things to Remember aboutThing

s to Remember about

Intelligence:Intellig

ence:

1. It is not a single ability.1. It is not a single ability.

2. Though is intelligence is highly2. Though is intelligence is highly

correlated with school achievement,correlated with school achievement,

they are not equal.they are not equal.

3. IQ test scores do not reflect the3. IQ test scores do not reflect thetotality of an individual’s intelligence.totality of an individual’s intelligence.

Two Approaches in DefiningTwo Ap

proaches in Defining

Intelligence:Intellig

ence:

1. Psychometric Approach1. Psychometric Approach

2. Information-process Approach2. Information-process Approach



I. Psychometric ApproachI. Psychometric Approach

This approach gives emphasis on quantifyingThis approach gives emphasis on quantifying

cognitive factors or abilities that composecognitive factors or abilities that compose

intellectual performance.intellectual performance.

The cognitive factors are verbal comprehension,The cognitive factors are verbal comprehension,

good memory, perceptual speed and reasoning.good memory, perceptual speed and reasoning.

The psychologists who are adherents of thisThe psychologists who are adherents of this

approach are either lumpers or splitters.approach are either lumpers or splitters.



LumpersLump

ers – psychologists who – psychologists who

lump or put the cognitive factorslump or put the cognitive factors

together. They definetogether. They defineintelligence as a general unifiedintelligence as a general unified

capacity for reasoning, acquiringcapacity for reasoning, acquiring

knowledge and solvingknowledge and solving

problems.problems. Charles SpearmanCharles Sp

earman – developed a – developed a

two-factor theory of intelligencetwo-factor theory of intelligence

wherein everyone has generalwherein everyone has general

intelligence factor termed “g” andintelligence factor termed “g” andspecific abilities labeled as “s”.specific abilities labeled as “s”.

Intelligence Quotient (IQ)Intellig

ence Quotient (IQ) – a – a

single measure of intelligence.single measure of intelligence.



SplittersSplitters – psychologists who – psychologists who

define intelligence as consistingdefine intelligence as consisting

of separate mental abilities thatof separate mental abilities thatfunction more or lessfunction more or less

independently.independently. Howard Gardner Howard Gardner – was against the – was against the

idea that intelligence is a singleidea that intelligence is a singlefactor that can be measured by afactor that can be measured by a

single score such as the IQ score.single score such as the IQ score.

Multiple intelligence theoryMultiple intelligence theory – –Gardner’s theory of intelligenceGardner’s theory of intelligence

which states that there are atwhich states that there are at

least nine types of intelligence.least nine types of intelligence.



Intelligence AreaIntelligence Area DefinitionDefinition ExamplesExamples

1. Verbal-Linguistic1. Verbal-Linguistic Ability to use language proficiently Ability to use language proficiently novelist, poet,novelist, poet,debater, historiandebater, historian

2. Logical-Mathematical2. Logical-Mathematical Numerical ability, abstract thinkingNumerical ability, abstract thinking

and reasoningand reasoning

accountant,accountant,

programmer programmer 3. Visual-spatial3. Visual-spatial 3D skills, ability to correlate lines,3D skills, ability to correlate lines,

colors and spacescolors and spacesarchitect, engineer,architect, engineer,

artist, designer artist, designer

4. Bodily-kinesthetic4. Bodily-kinesthetic Good coordination of movements,Good coordination of movements,athletics, bodily motionsathletics, bodily motions

athlete, actor,athlete, actor,dancer, soldier dancer, soldier

5. Musical-rhythmic5. Musical-rhythmic Sensitivity to sounds, rhythms, tonesSensitivity to sounds, rhythms, tonesand musicand music

singer, disc jockey,singer, disc jockey,instrumentalistinstrumentalist

6. Interpersonal6. Interpersonal Ability to form close and stable Ability to form close and stablerelationships with people; adaptabilityrelationships with people; adaptability

teacher, politician,teacher, politician,salesmen, socialsalesmen, socialworker, manager worker, manager

7. Intrapersonal7. Intrapersonal Ability to understand oneself, Ability to understand oneself,thoughts and feelingsthoughts and feelings

psychologist, lawyer,psychologist, lawyer,theologiantheologian

8. Naturalist8. Naturalist Ability to nurture and relate with one’s Ability to nurture and relate with one’snatural environmentnatural environment

farmer, gardener,farmer, gardener,fishermanfisherman

9. Existential9. Existential Ability to use values, intuition, Ability to use values, intuition,spirituality to understand the worldspirituality to understand the world

priest, philosopher,priest, philosopher,shamanshaman



II. Information-process approachII. Information-process approach

This approach defines intelligence byThis approach defines intelligence by

analyzing contents of the cognitiveanalyzing contents of the cognitive

processes which employ to solveprocesses which employ to solve

problems.problems. Robert SternbergRobert Sternberg – created the – created the triarchictriarchic

theory of intelligencetheory of intelligence which states thatwhich states that

intelligence can be divided into three waysintelligence can be divided into three waysof gathering and processing information:of gathering and processing information:

1.1. Analytical or logical thinking Analytical or logical thinking

2.2. Problem-solving skillsProblem-solving skills

3.3. Practical thinking skillsPractical thinking skills



Assessment of Intelligence Assessment of Intelligence

Alfred Binet Alfred Binet – a French – a Frenchpsychologist who claimed thatpsychologist who claimed thatintelligence is a collection of intelligence is a collection of mental abilities and the meansmental abilities and the meansto measure one’s intelligenceto measure one’s intelligenceis through the ability to dois through the ability to docognitive tasks.cognitive tasks.

Binet-Simon Intelligence ScaleBinet-Simon Intelligence Scale – the world’s first standardized – the world’s first standardizedintelligence test created byintelligence test created by

Alfred Binet and Theodore Alfred Binet and TheodoreSimon in 1905.Simon in 1905.



Mental ageMental age – a concept introduced by Alfred – a concept introduced by Alfred

Binet which is an estimate of a child’sBinet which is an estimate of a child’s

intelligence through comparing the child’s scoreintelligence through comparing the child’s scoreon an in intelligence test with the scores of on an in intelligence test with the scores of

average children of the same age.average children of the same age.

Lewis TermanLewis Terman – revised the Binet-Simon Scale – revised the Binet-Simon Scale

to Stanford-Binet Scale and formulated theto Stanford-Binet Scale and formulated the

computation to get the IQ score of a person:computation to get the IQ score of a person:



Characteristics of a Good TestCharacteristics of a Good Test

ReliabilityReliability – refers to consistency. It means that a – refers to consistency. It means that aperson’s scores on a test or on similar tests given atperson’s scores on a test or on similar tests given atdifferent periods of time are close or almost the same.different periods of time are close or almost the same.

ValidityValidity – means that the test measures what it is – means that the test measures what it issupposed to measure.supposed to measure.

Note: The cognitive abilities assessed by IQ tests doNote: The cognitive abilities assessed by IQ tests do

not count for all of a person’s performance in academicnot count for all of a person’s performance in academicsettings. A high IQ alone is not sure guarantee of settings. A high IQ alone is not sure guarantee of academic success because certain personality,academic success because certain personality,motivational, emotional factors are also to bemotivational, emotional factors are also to beconsidered.considered.



Levels of IntelligenceLevels of Intelligence

A normal distribution of IQ scores is represented by the bell-

shaped curve. Most scores are concentrated on the middle and

fewer scores are at the two extreme ends of the curve.



One important use of IQ scores is to identifyOne important use of IQ scores is to identify

individuals with mental retardation and thoseindividuals with mental retardation and those

who are mentally gifted or who have exceptionalwho are mentally gifted or who have exceptionalabilities. Below is the Wechsler IQ distribution:abilities. Below is the Wechsler IQ distribution:

IQ Score RangeIQ Score Range QualitativeQualitative

DescriptionDescription

Percent of CasesPercent of Cases

≥≥ 130130 Very Superior Very Superior 2.2%2.2%

120 – 129120 – 129 Superior Superior 6.7%6.7%

110 – 119110 – 119 High AverageHigh Average 16.1%16.1%

90 – 10990 – 109 Average Average 50%50%

80 – 8980 – 89 Low AverageLow Average 16.1%16.1%

70 – 7970 – 79 BorderlineBorderline 6.7%6.7%

≤≤ 6969 Extremely LowExtremely Low 2.2%2.2%



Mental RetardationMental Retardation

It is characterized by limitedIt is characterized by limited

mental ability usually an IQ of mental ability usually an IQ of

below 70, and difficulty inbelow 70, and difficulty in

functioning or adjusting infunctioning or adjusting ineveryday life situations.everyday life situations.

The two general causes of The two general causes of

mental retardation aremental retardation are organicorganic

(e.g. genetic problems or brain(e.g. genetic problems or brain

damage) anddamage) and cultural-familialcultural-familial

(e.g. environmental forces).(e.g. environmental forces).



Classification of Mental RetardationClassification of Mental Retardation

1.1. Mild mental retardationMild mental retardation – IQ – IQ

ranges from 50 to 70 andranges from 50 to 70 and

general mental age is 8.5 togeneral mental age is 8.5 to

11 years old. People with11 years old. People withthis condition are educable.this condition are educable.

With special training andWith special training and

educational opportunities,educational opportunities,they can learn to read andthey can learn to read and

write, become sociable,write, become sociable,

perform simple tasks andperform simple tasks and

become self-supporting.become self-supporting.



2.2. Moderate mental retardationModerate mental retardation – IQ ranges – IQ ranges

from 35 to 50 and general mental age is 6from 35 to 50 and general mental age is 6

to 8.5 years old. People with this conditionto 8.5 years old. People with this conditioncan learn to become partially independentcan learn to become partially independent

provided they are given special trainingsprovided they are given special trainings

and they are in a family or self-helpand they are in a family or self-helpsetting.setting.











People with IntellectualPeople with Intellectual

GiftednessGiftedness

Marc Yu – learned to playMarc Yu – learned to play

“Mary Had A Little Lamb” at“Mary Had A Little Lamb” at

the piano on his own.the piano on his own.

Albert Einstein – wasn’t able Albert Einstein – wasn’t able

to speak until the age of four to speak until the age of four

but was able to developbut was able to develop

several theories in physicsseveral theories in physicsand chemistry.and chemistry.




In each of the four matchstickIn each of the four matchstick

arrangements below, move only one stickarrangements below, move only one stick

to change the equation so that itto change the equation so that it

represents a true equality such as V = V:represents a true equality such as V = V:

1. V = VII1. V = VII

2. VI = XI2. VI = XI

3. XII = VII3. XII = VII

4. VI = II4. VI = II



Nature-Nurture InfluenceNature-Nurture Influence

on Intelligenceon Intelligence

Richard WeinbergRichard Weinberg – explained that genes – explained that genes

do not fix intelligence, rather genes onlydo not fix intelligence, rather genes only

establish a range of possible behaviorsestablish a range of possible behaviorsthat interact with one’s environment.that interact with one’s environment.

Reaction RangeReaction Range – determines the extent – determines the extentthat IQ scores may increase or decreasethat IQ scores may increase or decrease

as a result of environmental influences.as a result of environmental influences.



Nature-Nurture IssueNature-Nurture Issue – refers to the – refers to the

question about the relative contribution of question about the relative contribution of

heredity and environment to theheredity and environment to thedevelopment of intelligence. Naturedevelopment of intelligence. Nature

believes intelligence is fixed andbelieves intelligence is fixed and

unchangeable while nature believes it isunchangeable while nature believes it ismore flexible and changeable.more flexible and changeable.

But according to recent studies, bothBut according to recent studies, bothheredity and environment are equallyheredity and environment are equally

playing significant roles to theplaying significant roles to the

development of intelligence.development of intelligence.





Circle of Thought – a circular diagram or Circle of Thought – a circular diagram or

pattern which explains the process of pattern which explains the process of

thinking.thinking.



Thinking and LanguageThinking and Language

Thinking and language areThinking and language are interrelatedinterrelated

because we use words as symbols in our because we use words as symbols in our

thinking process. We also use images asthinking process. We also use images as

symbols.symbols.

ConceptConcept – a symbolic representation of – a symbolic representation of

common and general feature of objectscommon and general feature of objects

and events. Its functions are to groupand events. Its functions are to group

things into categories and identify thingsthings into categories and identify things

without learning.without learning.



Types of ThinkingTypes of Thinking

A. Problem Solving A. Problem Solving• ProblemProblem – an unresolved conflict or the non- – an unresolved conflict or the non-

satisfaction of need or the inability to achievesatisfaction of need or the inability to achieve

a certain goal.a certain goal.

• Whenever we look for a solution to aWhenever we look for a solution to a

problem, we refer to the information stored inproblem, we refer to the information stored inour memory and follow rules that gives us anour memory and follow rules that gives us an

idea to whether we can solve it or not:idea to whether we can solve it or not:

• Algorithms Algorithms

• HeuristicsHeuristics



Algorithm Algorithm – a set of rules, – a set of rules,

if observed correctly, willif observed correctly, will

lead to the solution of alead to the solution of aproblem.problem.

HeuristicsHeuristics – shortcuts or – shortcuts or

general strategies ingeneral strategies in

solving problems. Thesesolving problems. These

permit us to make quickpermit us to make quickdecisions but whendecisions but when

misused, it could lead tomisused, it could lead to

unwise or bad decisions.unwise or bad decisions.




Connect all the nine dots by drawing four Connect all the nine dots by drawing four

straight lines without lifting your pen fromstraight lines without lifting your pen from

the paper or retracing any line.the paper or retracing any line.



Functional FixednessFunctional Fixedness – inability to see an – inability to see an

object as having different function from itsobject as having different function from its

usual one or simply the inability to thinkusual one or simply the inability to think“outside the box”.“outside the box”.

To solve certain problems, it pays to beTo solve certain problems, it pays to beopen-minded and innovative.open-minded and innovative.



Scientific Procedures in Problem-Solving:Scientific Procedures in Problem-Solving:

1.1. PreparationPreparation – the thinker identifies the problem – the thinker identifies the problem

and gathers data necessary for the solution.and gathers data necessary for the solution.

2.2. IncubationIncubation – the solver, realizing that the – the solver, realizing that theproblems cannot be solved immediately, keepsproblems cannot be solved immediately, keeps

the problem at the freezing stage.the problem at the freezing stage.

3.3. IlluminationIllumination – occurs with its “aha” insight – occurs with its “aha” insight

experience. There is a sudden flash of solutionexperience. There is a sudden flash of solution

to the problem.to the problem.



4.4. EvaluationEvaluation – the application – the application

of the solution to the problem.of the solution to the problem.

5.5. RevisionRevision – if the solution – if the solution

does not fit the problem,does not fit the problem,

meaning the conflict remainsmeaning the conflict remains

unresolved, there is a need tounresolved, there is a need to

think of another possiblethink of another possible

solution or there could be asolution or there could be a

need only for certainneed only for certainmodification or change in onemodification or change in one

aspect of the solution.aspect of the solution.




Your task is to hold both ends of the string. But neither Your task is to hold both ends of the string. But neither string is long enough so that you can reach out andstring is long enough so that you can reach out and

grab the other string while holding either of the twograb the other string while holding either of the two

strings. How will you solve this problem?strings. How will you solve this problem?



B. Creative ThinkingB. Creative Thinking• It is a combination of flexibility in thinking andIt is a combination of flexibility in thinking and

reorganization in understanding to producereorganization in understanding to produceinnovative ideas and solutions (Jamesinnovative ideas and solutions (James

Greeno, 1989).Greeno, 1989).

• Divergent thinkingDivergent thinking – the emergence of a – the emergence of a

variety of thoughts about a problem;variety of thoughts about a problem;

equivalent to creative thinking.equivalent to creative thinking.

• Convergent thinkingConvergent thinking – opposite of divergent – opposite of divergentthinking; concerned with a particular solutionthinking; concerned with a particular solution

to a problem and the solution may be haveto a problem and the solution may be have

been already tried in the past.been already tried in the past.



One approach to encourage creativity isOne approach to encourage creativity is

brainstormingbrainstorming which involves attempting to solvewhich involves attempting to solve

a particular problem by observing the four basica particular problem by observing the four basicrules:rules:

a. Do not criticize the suggestions of a. Do not criticize the suggestions of

other people.other people.

b. Generate as many ideas as possible.b. Generate as many ideas as possible.

c. Attempt to be original.c. Attempt to be original.

d. Build on other’s suggestions.d. Build on other’s suggestions.



Characteristics of Creative PeopleCharacteristics of Creative People

1.1. They are sensible people; when you listen to them youThey are sensible people; when you listen to them you

learn a lot from them.learn a lot from them.

2.2. They accept the challenge of solving difficult or complexThey accept the challenge of solving difficult or complex

problems.problems.

3.3. They go for objectivity to test creative ideas.They go for objectivity to test creative ideas.

4.4. They are not afraid to take risks or live in a new andThey are not afraid to take risks or live in a new and

uncertain world.uncertain world.

5.5.

They are flexible to adjust to an ever-changing society.They are flexible to adjust to an ever-changing society.

6.6. They do not resist change, if the change is for the better.They do not resist change, if the change is for the better.

7.7. They are happy individuals because they solve manyThey are happy individuals because they solve many

problems more easily.problems more easily.



PsycholinguisticsPsycholinguistics

Noam ChomskyNoam Chomsky – a linguistics – a linguistics

professor who claimed that allprofessor who claimed that all

humans have an innate capacityhumans have an innate capacity

to acquire language as a productto acquire language as a productof biological factor or inheritance;of biological factor or inheritance;

considered as a psycholinguist.considered as a psycholinguist.

Language Acquisition DeviceLanguage Acquisition Device

(LAD)(LAD) – refers to our innate – refers to our innate

knowledge of languageknowledge of language..



LinguisticsLinguistics – study of rules of any language and – study of rules of any language and

it postulates that the rules of language are partit postulates that the rules of language are part

of our knowledge.of our knowledge.

PsycholinguisticsPsycholinguistics -- study of study of

the psychological and neurobiological factorsthe psychological and neurobiological factors

that enable humans to acquire, use,that enable humans to acquire, use,comprehend and produce language.comprehend and produce language.

Children have the inborn competence for Children have the inborn competence for language acquisition. No one has to tell childrenlanguage acquisition. No one has to tell children

how to talk. Children do their talking withouthow to talk. Children do their talking without

consciously knowing how they do so.consciously knowing how they do so.



PragmaticsPragmatics

Pragmatics – refers to speaking or writingPragmatics – refers to speaking or writing

in such a way as to have an effect onin such a way as to have an effect on

others.others.

Factors affecting the way we useFactors affecting the way we use

language:language: Context in which we are speakingContext in which we are speaking

Status of the person or identity of the speaker Status of the person or identity of the speaker

Conversational rulesConversational rules

Intention of the speaker Intention of the speaker







THANK YOU!THANK YOU!

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Chapter 7 - Intelligence, Thinking and Language