Chapter 9 - Intelligence

SSPVB1: The student will analyze concepts related to the measurement and nature of intelligence.

Objective: Define intelligence, and explain the various theories of intelligence.

Key Terms:

achievement: knowledge and skills gained from experience; focuses on the things you know and can do.

intelligence: the ability to learn from experience, to think rationally, and to deal effectively with the environment.

I. What is intelligence?

A. Intelligence vs. Achievement1. Intelligence is NOT achievement.

a. Intelligence makes achievement possible.

*gives us the ability to learn.

b. Achievement is what we know and can do

whereas intelligence is learning from

experience, thinking rationally and dealing

with our environment.

B. Spearman’s Two-Factor Theory

1. Charles Spearmana. All intelligent behavior has

a common underlying factor called the

“G” factor.b. The “G” factor refers to

general intelligence.c. The “S” factor is the factor

that accounts for particular or

specific abilities.

C. Thurstone’s Theory of Primary Mental Abilities

1. Louis Thurstone believed that 9 separate

factors make up intelligence:a. Visual/Spatial Ability: the

ability to picture shapes and spatial relationships.b. Perceptual Speed: the

ability to understand perceptual

information rapidly and to see the similarities/differences

between stimuli.c. Numerical Ability: the

ability to calculate and recall

numbers.d. Verbal Meaning:

knowledge of the meanings of words.

e. Memory: the ability to recall

information.f. Word Fluency: ability to

think of words quickly for tasks like

puzzles or rhyming.g. Deductive Reasoning: the

ability to derive examples from

general rules.h. Inductive Reasoning:

ability to derive general rules from

examples.

2. Believed people can be high in one factor

and low in another.

D. Gardner’s Theory of Multiple Intelligences1. Howard Gardner

a. Believes intelligence has a broader base.b. Believes that there are 7 different kinds of intelligence in us:

*linguistic*logical-mathematical*visual-spatial*body-kinesthetic*musical-rhythmic*interpersonal*intrapersonal

2. Believes that each kind of intelligence is based in different areas of the brain.3. Difference between Gardner and Thurstone?

*Thurstone believes that his 9 factors make up intelligence collectively while

Gardner’s 7 intelligences are independent of each other.

E. Sternberg’s Triarchic Theory1. Robert Sternberg believes that

different kinds of intelligence work

together.2. Created a 3 level (triarchic)

model of intelligence.

a. Analytic intelligence: problem

solving ability.b. Creative Intelligence:

Ability to deal with new situations.c. Practical Intelligence:

Ability to accomplish everyday tasks.

3. Often we use more than one at a time.

F. Emotional Intelligence1. Daniel Goleman was interested

as to why smart people are not always as

successful as expected.

a. Proposed the concept of emotional

intelligence which is made up of 5

parts:*self-awareness – the

ability to recognize our own

feelings.*mood management – the

ability to distract oneself from

an uncomfortable feeling.*self-motivation – the

ability to move ahead with

confidence and enthusiasm.

*Impulse Control – the ability to

delay pleasure until the task at

hand has been completed.

*People Skills – the ability to

empathize, understand, communicate, and

cooperate with others.

G. Links Between Different Types of Intelligence

1. Studies have shown there are links between

certain types of intelligence.Ex. Musical and spatial reasoning.

Chapter 9 Section 2

Objective: Identify the various types of intelligence tests,

and describe their uses.

Key Terms:

Mental age : the level of intellectual functioning, which is compared to chronological age to give an I.Q.Intelligence Quotient(IQ): the ratio of mental age to

chronological age multiplied by 100.

reliability: the extent to which a test yields consistent results.

Test-retest reliability: a method for determining the reliability of a test by comparing a test taker’s scores on the same test on separate occasions.

validity: the extent to which a test measures what it is

supposed to measure.

II. Measurement of IntelligenceA. Types of intelligence tests:

1. Stanford-Binet Scalea. In the early 1900’s, French public schools were looking for a test to help identify children who were likely to need special education.b. Alfred Binet – designed the first modern intelligence test.*Gave a score called the subject’s mental age*Mental age shows the intellectual level at which the subject is functioning.

c. 1916 – Binet’s test is brought to the

United States.*Revised by Louis Terman

of Stanford University*As a result, the test

became known as the Stanford-Binet Intelligence Scale(SBIS)

d. Today, the test gives an IQ instead of

just the taker’s mental age.

*IQ- reflects the relationship

between mental age and chronological age.*Average IQ is around 100.

2. The Wechsler Scalesa. Devised by David Wechsler.

b. Revised Wechsler Intelligence

Scale(WISC-R) is most widely used in

children and Wechsler Adult

Intelligence Scale(WAIS-R) with

adults.

c. Made up of several subtests that\

measure a different intellectual skill.

d. Test shows strengths and weaknesses

as well as overall intellectual function.

e. Differs from the Stanford-Binet in a number of ways:*does not use the concept of mental age*measures both verbal and non verbal areas ;SB is strictly verbal.*Can be used to help identify specific learning disabilities.

3. Reliability and Validitya. Before being accepted, tests must be found to be both reliable and valid.b. Test Reliability refers to the test’s consistency.*If reliable, scores are highly similar each time it is used.

c. Test-Retest Reliability refers to how close a person’s scores are each time they take the same test. If they are close to identical, the test is reliable.d. Validity refers to whether the test measures what it is supposed to.*intelligence scores should predict school grades.

4. Problems with intelligence testsa. Tests of any kind are not perfect*Education or economic background can make a difference*Motivation to do well can also affect performance.

b. Cultural Bias*some tests might give an advantage to a particular

socio cultural group.

- These groups may be more familiar with words and concepts used on an everyday basis.

- Questions might be biased

toward certain problem

solving methods.c. The challenge is to make an assessment that tests the

appropriate skills with no bias.

Chapter 9 Section 3

Objective: Identify the characteristics of intellectual

disability and giftedness, and explain the

relationship between giftedness and creativity.

Key Terms:

intellectual disability: intellectual functioning that is below

average, as indicated by an

intelligence score at or below 70.gifted: term used to describe children with IQ scores above 130 or with outstanding talent for performing at much higher levels than others of the same age and background.creativity: the ability to invent new solutions to problems or to create original or ingenious materials.

III. Differences in IntelligenceA. Intellectual Disability

1. IQ is one of several factors/indicators of disability.

Other factors include:a. problems in communicationb. taking care of oneselfc. social skillsd. use of leisure timee. travel in the communityf. self-directiong. personal hygieneh. vocational training

2. The extent of these issues also factors into determining the level of disability:

a. mild disability: *IQ range 50-70*No outward evidence of disability*most people can learn to read and do math*can take care of themselves*can hold jobs

b. moderate disability:*IQ range 35-49*can learn to speak, feed and dress themselves*take care of their own hygiene*can work under supportive conditions*do not normally learn to read or do math*Children with Down Syndrome usually fall in this category.

c. severe disability: *IQ range 20-34*require constant supervision*can perform daily routines

and repetitive activities*need continuing direction in a protective environment

d. profound disability: *IQ range below 20*barely communicate*may show basic emotional responses*cannot feed or dress

themselves*dependent on others for care their entire lives

3. Causes:a. accidents that result in

brain damageb. difficulties during childbirthc. alcohol/drug abuse during

pregnancyd. malnourishment during

pregnancye. genetic

disorders/abnormalities

B. Giftedness1. Technical definition is persons

with an IQ of 130 or above2. Someone who has outstanding

talent or can outperform people of the same

age, experience, or environment are

also considered gifted.

3. Giftedness can be in a variety of areas aside

from IQ.Ex. leadership, creativity, visual/performing arts

C. Creativity1. While creativity may be part of

giftedness, a person can be creative without

being gifted.2. In some cases, a person with

substantially below average IQ can be highly

creative in a particular field.

*these people are called savants

Chapter 9 Section 4

Objective: Explain how heredity and the environment

influence intelligence.

Key Term:

heritability: the extent to which variations in a trait from

person to person can be explained by genetics.

IV. What influences intelligence?A. Genetic influences on intelligence – researchers

have used 2 types of studies to determine the

heritability of intelligence:1. kinship studies: study of related

people.a. The more closely related, the

more alike IQ scores should be.

*identical twins should be most alike

since they share identical genetic

makeupb. The more distantly related,

the weaker the similarityc. Conclusion: Genes do play

some role in intelligence.

d. Heritability is roughly 50%

2. adoptee studiesa. Compares IQ scores of

adopted children with those of their

biological parents as well as their

adopted parents.b. Most studies have found

that the children’s scores are most

like their biological parents than

their adopted parents.

B. Environmental Influences on Intelligence1. Home and Parenting – research has shown the following factors contribute to high levels of intellectual functioning in

children:a. Parents are emotionally and verbally responsive to child’s needs.b. Parents provide enjoyable and educational toysc. Parents are involved in child’s activitiesd. Parents provide varied daily experiences during preschool yearse. home environment is organized and safef. Parents encourage children to be independent

2. Preschoola. Some programs such as

Head Start, have been shown to

increase IQ, achievement test scores,

and academic skills.b. Graduates of these

programs are less likely to repeat a grade or

be placed in classes for slow learners.c. More likely to finish high

school, attend college, and earn

high incomes.

C. Adults and Intelligence1. Studies show some drop off in

intelligence as people age.

a. This is most notable on timed tests.

2. Some changes are biological in nature

3. Several environmental factors have also

been linked:a. level of incomeb. level of educationc. history of stimulating jobsd. intact family lifee. attendance at cultural

events, travel, and reading.f. Married to a spouse with a

high level of intellectual functioning.g. a flexible personality