Intelligence Chapter 8 Part I

1. IntelligenceChapter 8Part I William G. Huitt Last revised: May 2005

2. Summary • A human being is inherently • biological • conditioned by the environment • gathering data about the world through the senses and organizing that data • emotional

3. Intelligence • Aptitude • An ability to learn from experience or practice • Predict a person’s achievement or performance at some future time • Potential • Achievement • Successfully accomplishing a task or activity • Actual • Human beings have a variety of aptitudes • Physical • Emotional • Cognitive • Social

4. Intelligence • Defined • An aptitude for cognitive processing of data and problems found in an academic environment • Achievement = Aptitude * Opportunity * Effort • School Achievement = Intelligence * Community * Schooling * Effort • Financial Success = Intelligence * Economic Opportunity * Effort • Life Satisfaction = Intelligence * Political Freedom * Effort

5. Range of Intelligence • Norm-referenced standard • When large populations are measured on any number of aptitudes or on physical characteristics, such as height or blood pressure, the frequencies of all the test scores or results usually conform to a normal distribution • Bell curve • Graphic representation of a normal distribution

6. Range of Aptitudes

7. Measuring Intelligence • Franz Gall • Proposed that measurements of the size and shape of an individual’s skull could be used to estimate an individual’s intelligence; this proposal failed • Sir Francis Galton • Measured intelligence through reaction times • Initiated the debate over measure of intelligence and whether it is predominantly the result of heredity or the environment

8. Measuring Intelligence • Alfred Binet and Theodore Simon • Tested schoolchildren in Paris in 1904 for intelligence levels • Published their intelligence scale in 1905 and revised it in 1908 and again in 1911 • The Binet-Simon Intelligence Scale was an immediate success

9. Measuring Intelligence • Intelligence testing in the United States • Stanford-Binet intelligence scale • An individually administered IQ test for those aged 2 to 23 • Intelligence quotient (IQ) • An index of intelligence originally derived by dividing mental age by chronological age and then multiplying by 100 • Now derived by comparing an individual’s score with the scores of others of the same age

10. Measuring Intelligence • Intelligence testing in the United States • Wechsler intelligence tests • Deviation score • A test score calculated by comparing an individual’s score with the scores of others of the same age • David Wechsler • Developed the first successful individual intelligence test for adults • Wechsler Adult Intelligence Scale • An individual intelligence test for adults that yields separate verbal and performance IQ scores as well as an overall IQ score

11. Measuring Intelligence • Reliability • The ability of a test to yield nearly the same score when the same people are tested and then retested on the same test or an alternative form of the test • Validity • The ability of a test to measure what it is intended to measure • Test items that are valid in one cultural context may lose their validity in a different context • Intelligence tests must undergo continuous revision to maintain their validity • Standardization • Establishing norms for comparing the scores of people who will take a test in the future

12. Range of Aptitudes

13. Range of Intelligence • Giftedness • Top 2% to 5% of population • Lewis Terman • Launched a longitudinal study, now a classic, in which 1,528 students with “genius” IQs were measured at different ages throughout their lives • Concluded that “there is no law of compensation whereby the intellectual superiority of the gifted is offset by inferiorities along nonintellectual lines”

14. Range of Intelligence • Mental retardation • Subnormal intelligence reflected by an IQ below 70 and by adaptive functioning severely deficient for one’s age • There are many causes of mental retardation, including brain injuries, chromosomal abnormalities such as Down syndrome, chemical deficiencies, and hazards present during fetal development • Inclusion • Educating mentally retarded students in regular, rather than special, schools by placing them in regular classes for part of the day or having special classrooms in regular schools

15. Range of Intelligence • Intelligence and neural processing • Some scientists believe that biochemical differences may explain variations in normal intelligence • Some researchers have found that processing speed is related to intelligence and that processing speed accelerates as children get older

16. Nature of Intelligence • Search for factors underlying intelligence • Charles Spearman • Observed that people who are good at one type of thinking or cognition tend to do well in other types as well • G factor • Spearman’s term for a general intellectual ability that underlies all mental operations to some degree • Some of the correlations between subtexts are much higher than others • These other abilities Spearman named “s factors” for specific abilities

17. Nature of Intelligence • Search for factors underlying intelligence • Charles Spearman • Concluded that intelligence tests tap a person’s g factor and a number of s factors • E. G. Boring (Harvard psychologist, 1920's) • Intelligence is “whatever intelligence tests measure” • Robert Plomin (1990’s) • Asserts that the g factor is among the most valid and reliable measures of intelligence, better than other measures in predicting success in social, educational, and occupational endeavors

18. Nature of Intelligence • Search for factors underlying intelligence • Louis L. Thurstone • Rejected Spearman’s notion of a general intellectual ability • Thurstone identified seven primary mental abilities • verbal comprehension • numerical ability • spatial relations • perceptual speed • word fluency • memory • reasoning

19. Sternberg’s Triarchic Theory of Intelligence • There are three types of intelligence • Componential: focus on analytical processes • Experiential: focus on creative processes • Contextual: focus on practical processes

20. Sternberg’s Triarchic Theory of Intelligence

21. Sternberg’s Triarchic Theory of Intelligence • Intelligence is shown by • an ability to adapt to the situation or context one finds oneself in • shaping or changing the environment so that it better meets one's needs • selecting an alternate environment or context within which to live and work (not all environments should be adapted to and some are not worth trying to change)

22. Gardner’s Theory of Multiple Intelligences • Denies the existence of a g factor • First developed his theory by studying patients with different types of brain damage that affect some forms of intelligence but leave others intact • He proposes eight independent forms of intelligence, or frames of mind • Linguistic • Logical/mathematical • Musical • Spatial • Bodily/kinesthetic • Interpersonal • Intrapersonal • Naturalistic

23. Gardner’s Theory of Multiple Intelligences

24. The IQ Controversy • Uses of intelligence tests • IQ scores are fairly good predictors of academic performance • Neisser and others • “Successful school learning depends on many personal characteristics other than intelligence, such as persistence, interest in school, and willingness to study”

25. The IQ Controversy • Abuses of intelligence tests • Abuses occur when scores on intelligence or aptitude tests are used for social or cultural groups for which the scores do not demonstrate high levels of predictive validity • Culture-fair intelligence test • An intelligence test that uses questions that will not penalize those whose culture differs from that of the middle or upper classes

26. The IQ Controversy • Heritability of intelligence • Nature-nurture controversy • The debate over whether intelligence and other traits are primarily the result of heredity or environment • Heritability • An index of the degree to which a characteristic is estimated to be influenced by heredity • Thomas Bouchard • Reports that various types of twin studies have consistently yielded heritability estimates of .60 to .70 for intelligence • Plomin and others • Found the heritability estimate for general intelligence to be .52

27. The IQ Controversy • Race and IQ • Arthur Jensen • Published an article in which he attributed the IQ gap to genetic differences between the races • Claimed that the genetic influence on intelligence is so strong that the environment cannot make a significant difference • Claimed that Blacks and Whites possess qualitatively different kinds of intelligence

28. The IQ Controversy • Race and IQ • Richard Herrnstein and Charles Murray • Published their book called The Bell Curve • Argued that IQ differences among people and between groups explain how those at the top in U.S. society got there and why those at the lower rungs of society’s ladder remain there

29. The IQ Controversy • Intelligence: fixed or changeable? • James Flynn: Changes in standard of living • Analyzed 73 studies involving some 7,500 participants ranging in age from 12 to 48 and found that “every Binet and Wechsler sample from 1932 to 1978 has performed better than its predecessor” • The consistent improvement in IQ scores over time that accompanies changes in standards of living is known as the Flynn effect

30. The IQ Controversy • Intelligence: fixed or changeable? • Ken Vincent: Changes in standard of living • Presents data suggesting that the Black-White IQ gap is smaller among younger children than older children and adults • Environmental changes in economic and educational opportunity are the cause of the rapid mean gains

31. The IQ Controversy • Intelligence: fixed or changeable? • Craig Ramey: Early childhood interventions • Carried out an intervention program • 6- to 12-month-old infants of low-IQ, low-income mothers were randomly assigned to an intensive 40-hour-per-week day-care program that continued throughout the preschool years or to a control group that received only medical care and nutritional supplements • When the children reached school age, half in each group were enrolled in a special after-school program that helped their families learn how to support school learning with educational activities at home

32. The IQ Controversy • Intelligence: fixed or changeable? • Craig Ramey: Early childhood interventions • Ramey followed the progress of children in all four groups through age 12, giving them IQ tests at various ages • Children who participated in Ramey’s infant and preschool program scored higher on IQ tests than peers who received either no intervention or only the school-age intervention • During the elementary school years, about 40 percent of the control group participants had IQ scores classified as borderline or retarded, compared to only 12.8 percent of those who were in the infant program