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Unit 5 - Intelligence

Unit 5 - Intelligence. Chapter 9, pp335-361. What is Intelligence?. Many psychologists disagree Who’s the smartest person in the room? How could we determine this? Does this person know it all? Are some “smarts” more valued? Thinking vs. Intelligence

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Unit 5 - Intelligence

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  1. Unit 5 - Intelligence Chapter 9, pp335-361

  2. What is Intelligence? • Many psychologists disagree • Who’s the smartest person in the room? • How could we determine this? • Does this person know it all? • Are some “smarts” more valued? • Thinking vs. Intelligence • Thinking involves the understanding & manipulation of information • Intelligence is the underlying ability to understand the world & cope with its challenges • The most controversial concept in psychology?

  3. Factor Theories of Intelligence PRIMARY MENTAL ABILITIES VISUAL & SPATIAL ABILITIES visualizing forms and spatial relationships PERCEPTUAL SPEED grasping perceptual details rapidly, perceiving similarities & differences between stimuli NUMERICAL ABILITY computing numbers VERBAL ABILITY knowing the meaning of words MEMORY recalling information WORD FLUENCY thinking of words quickly DEDUCTIVE REASONING deriving examples from general rules INDUCTIVE REASONING Inferring general rules from specific examples • Charles Spearman, 1904 • Studied whether intelligent behaviors have a common factor • g: generalized intelligence • reasoning, problem-solving • s: specific intelligence • Specific mental abilities • Found consistent data to support s, evidence of g was limited • Louis Thurstone, 1938 • Thought Spearman oversimplified the concept, found 9 factors (primary mental abilities) • Influential on intelligence tests

  4. Other Theories of Intelligence • Howard Gardner, 1983 • Theory: Multiple Intelligences • “Intelligences” instead of “factors” because they: • Are each so unique • Occur in unique parts of brain • 9 intelligences and growing • Critics question whether some are intelligences or talents • Robert Sternberg, 2000 • Triarchic Theory of Intelligence • Like Aristotle, identified three types of intelligence • Analytical: academic ability • Creative: creativity & insight • Practical: “street smarts”

  5. Measuring Intelligence • Why measure intelligence? • Predict a person’s ability to profit from experiences (appropriate educational opportunities, etc.) • Measurement often used to determine potential within a population • Schools, military, civil service • Early attempts • Sir Francis Galton • Cousin of Charles Darwin • Argued that intelligence based on heredity (race) • Questionable methods • Advocated system of eugenics • Selective breeding

  6. Measuring Intelligence • The Stanford-Binet Intelligence Scale (SBIS) • Alfred Binet (1905) • test to identify children in need of special instruction • Assumed that intelligence increases with age • Results scored in the format of mental age (MA) • Later MA divided by chrono-logical age (CA) to yield an intelligence quotient (IQ) • IQ scores today compare results of people of same age

  7. Measuring Intelligence • Wechsler Scales • David Wechsler (1949) • Created intelligence test broken into sub-tests, each measuring unique mental task • Highlights relative strengths & weaknesses; overall ability • Some verbal items, some performance based items • Computed “deviation” IQ by comparing scores w/ peers • avg. IQ score, any age: 100 • Scores then distributed so that 50% of pop. scored within +/- 10 points of 100 • Creates normal distribution • “bell curve”

  8. Extremes in Intelligence • Intellectual Deficiencies • a.k.a mental retardation • I.Q. below 70 (2% of pop.) • Substantial limitations in general intellectual function & limitations in adaptive skills • Degrees of severity: mild, moderate, severe, profound • Giftedness • Often more than high IQ, includes exceptional abilities • I.Q above 130 (2% of pop.) • “Genius”=IQ of 140-145 & up • “geeky” stereotype true? • A predictor of future success, but not a guarantee

  9. Differences in Intelligence • Avg. American IQ: 100 • Certain groups score higher than others • Low-income children: 15pts lower than upper-income • Black & Hispanic children: 15pts lower than whites • Reasons? • Social Darwinism? Nope. • Sample errors involving race and socio-economic status • Cultural values on education • Culturally biased tests? • test items reflect elements of white upper-class culture?

  10. Where Does Intelligence Come From? • Critical Question: Is Intelligence a fixed commodity? • Genetic Influences • Kinship, adoptee, twin studies • Correlation between degree of kinship and IQ score • Heritability of IQ: 40%-60% of variance due to genetic factors • Environmental Influences • Testing Situation • Stereotype Vulnerability • Parenting Styles & Environment • Early Education • Physical & Emotional Health

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