Intelligence: Section 2

Intelligence: Section 2 • What is Intelligence? • Measurement of Intelligence • Differences in Intelligence • What Influences Intelligence?

Objectives Section 2 • 1. Define intelligence, and explain the various theories of intelligence. • 2. Identify various types of intelligence tests, and describe their uses. • 3. Identify the characteristics of mental retardation and giftedness, and explain the relationship between giftedness and creativity. • 4. Explain how heredity and the environment influence intelligence.

Achievement Creativity Gifted Heritability Intelligence Intelligence Quotient Mental Age Mental Retardation Two-Factor Theory Triarchic Theory Emotional Intelligence Cultural Bias Key Terms

Section 2 – What Is Intelligence?and Intelligence Testing • What it is NOT! – Achievement • Achievement refers to knowledge and skills one has gained through experience. • Intelligence can provide the basis for achievement. • Intelligence can help us achieve by giving us the ability to learn. • Intelligence is the ability to learn from experience, to think rationally, and to deal effectively with the environment. To acquire new ideas and new behaviors and to adapt to new situations.

Theories of Intelligence • Spearman’s Two-Factor Theory • Thurstone’s Theory of Primary Mental Abilities • Gardner’s Theory of Multiple Intelligences • Sternberg’s Triarchic Theory • Goleman’s Theory of Emotional Intelligence

Spearman’s Two –Factor Theory • All behaviors we consider to be intelligent have a common underlying factor. • g = “general intelligence” • Represents the ability to reason and to solve problems. • Those that do well in one area usually do well in other areas.

Spearman’s Two –Factor Theory Cont. • Most people are relatively better at certain things than others. (math, music, writing, or reading) • s = “specific intelligence” • Represents particular abilities of the individual.

Thurstone’s Theory of Primary Mental Abilities • Visual and Spatial • Perceptual Speed • Numerical • Verbal Meaning • Memory • Word Fluency • Deductive Reasoning • Inductive Reasoning

Gardner’s Theory of Multiple Intelligences • Linguistic • Logical-Mathematical • Visual-Spatial • Body-Kinesthetic • Musical-Rhythmic • Interpersonal • Intrapersonal • Naturalist

Gardner’s Theory of Multiple Intelligences • Each intelligence if different from one another • Each is based in different areas of the brain • Similar to Thurstone’s in the types of intelligences discussed • Different in that Thurstone defines intelligence as collective, while Gardner defines each intelligence as independent from the others. • Each intelligence exists side by side, but vary in intensity. • Can change over time • Represent intellectual potential- can be brought out in the right environment

Gardner’s Theory of Multiple Intelligences • Critics of theory feel that some of the areas are talents and not intelligence. • What do you think?

Sternberg’s Triarchic Theory • Believes that different kinds of intelligence all work together. • Triarchic (three-level) Model of Intelligence • Analytic - Problem-solving skills • Creative - Ability to deal with new situations • Practical – Ability to accomplish everyday tasks

Emotional Intelligence • Daniel Goleman – wanted to find out why smart people are not always as successful as might be expected. • Argues that our view of human intelligence is far too narrow, ignoring a crucial range of abilities that matter immensely in terms of how we do in life. • Points to 5 factors that are involved in success in school or on the job.

5 Factors of Emotional Intelligence • Self-awareness – The ability to recognize our own feelings. • Mood management (managing emotions) – The ability to distract oneself from an uncomfortable feeling. Involves self-regulation and impulse control. • Self-motivation – The ability to move ahead with confidence and enthusiasm. • Empathy (Recognizing emotions in others) – The ability to read the subtle social signals that indicate what others need or want. Walk in another’s shoes. • Social Skills – The ability to communicate and cooperate with others. People skills

Intelligence Tests • Stanford-Binet Intelligence Scale • Intelligence Quotient (IQ)- computed by dividing a child’s mental age by chronological age and multiplying by 100 • Today- Standardized measure of intelligence based on a scale in which 100 is average • Otis-Lennon Ability Test • Measures cognitive abilities related to students ability to learn and succeed in school. • Assesses verbal and nonverbal reasoning abilities • Wechsler Tests • Assesses verbal and performance • Areas scored- vocabulary, information, arithmetic, and picture arrangement

Differences in Intelligence • Intellectual Disability • Having an IQ score at or below 70 • Problems with communication, taking care of oneself, social skills, use of leisure time, travel in the community, self-direction, personal hygiene, and vocational training.

Levels of Intellectual Disability • Mildly Handicapped, but educable • 80% of intellectual disability is mild • IQ range of 55 to 69 • Not obvious- difficulty as children learning to walk, feed themselves, and talk. • Can learn to read and do math • Adults can take care of themselves and hold job • May need guidance and support

Levels of Intellectual Disability • Moderately Handicapped, but trainable • IQ range of 40-54 • Can learn to speak, feed and dress themselves, take care of their own hygiene, and work in supportive, supervised conditions • Usually do not learn to read or do math • Down Syndrome people are usually in this range • Adults are usually not capable of self maintenance

Levels of Intellectual Disability • Severely Handicapped • IQ range of 25-39 • Usually require constant supervision • Some understanding of speech and can respond • Can perform daily routines and repetitive activities with continuing direction in a protective environment. EX: self-feeding

Levels of Intellectual Disability • Profoundly Handicapped • IQ below 25 • Can barely communicate • May show basic emotional responses • CANNOT feed or dress themselves • Totally dependent on others for their care

Intermediate Care Facility • Handles all levels of intellectual disability • Institutional setting Ex: State Hospitals • Parsons State Hospital • Kansas Neurological Institute (Topeka) • Behavior level may dictate placement • Guardians make ultimate decisions

Home & Community Based Service • Handles all levels of intellectual disability • Clients live in a private home setting with support and may work in the community with or without assistance. • State of Kansas is moving toward placements in this setting. Shutting down state hospitals for ID. • ResCare is the largest provider of disability services in the U.S. 38 states and Puerto Rico (Also in Canada & International) • Job Corps activities as well ResCare website: http://www.rescare.com/index.cfm

Jobs Working with People with Intellectual Disabilities • ResCare structure • Directors in main office ($35,000 - $50,000) • Program Coordinators • Home Managers – manages staff and clients in homes. • Direct support staff –work in homes in 8-12 hour shifts, starting wage $7.50 an hour. Must have H.S. diploma or GED. • Case Worker – Bachelors Degree in Psych or related field of study, starting wage $12 an hour. • Job Coach – helps client in the community with job, starting wage $7.50 an hour.

Behavior Toward People with Intellectual Disabilities • Be supportive • Don’t stare or point • ID clients want to treated like everyone else

Causes Before Birth During Birth After Birth Genetic Disorders Metabolic Disorders

Causes of Retardation • Accidents resulting in brain damage • Difficulties during childbirth • Abuse of alcohol or drugs by expectant mothers • Malnourishment or health problems of expectant mothers • Genetic disorders like Down Syndrome For more information consult the website below: http://www.nlm.nih.gov/medlineplus/ency/article/001523.htm

Giftedness • IQ of 130 of above • Possess outstanding talent • Show the potential for performing at remarkably high levels of accomplishment in comparison to others of the same age, experience, or environment • Factors of motivation and creativity may play a role • Areas considered: music, language, math, science, leadership, creativity, visual or performing arts, etc. • Important to provide early intervention and rich, varied learning opportunities to develop full potential

Creativity • Linked to giftedness, but do not need to be gifted to be highly creative. • Ability to invent new solutions to problems or create original or ingenious materials. • Savant- a person who has mental retardation or autism yet who exhibits extraordinary skill or brilliance in a certain field. (Rain Man) • Intelligence does not guarantee creativity. • Creativity means being flexible, original, mentally agile (quick thinking). • Usually creative people are very expressive of their emotions, playful, and independent.

What Influences Intelligence?Nature vs. Nurture • Many psychologist believe that both heredity and environment influence intelligence. • 45% believe that differences in IQ scores among people reflect both genetic and environmental factors. • 15% believe that these differences reflect environmental factors alone. • 1% believe that intelligence is determined entirely by genetic factors. • 24% believe that there is not enough research info. to support any particular opinion. • Survey by Snyderman and Rothman (1987,1990)

Genetic Influences on Intelligence • Kinship Studies • Heritability- is the extent to which variations in a trait from person to person can be explained by genetic factors. • Most studies suggest suggest heritability is 40-70% • Identical Twin studies show scores are more similar than any other groups of people even when they are raised apart in different environments. • Moderate similarity exists for fraternal twins, siblings, and parents. • Similarities are weak between children and those unrelated.

Genetic Influences on Intelligence • Adoptee Studies • Compared adopted children’s IQ to biological parents and adoptive parents • Found more similarity between biological parents and children. Reinforces the role of heritability and genetics. • Some psychologist argue that stressing genetics alone will undermine the efforts of teachers and parents to help children develop skills and knowledge.

Environmental Influences on Intelligence • Some studies show that IQ scores are more alike for pairs of people who are reared together than for pairs reared apart. • True for identical twins, brothers and sisters, and those unrelated. • Suggests environment plays a role. • Home environment, parenting style, schooling, etc.

Home and Parenting • Parents are emotionally and verbally responsive to children’s needs. • Parents provide enjoyable and educational toys. • Parents are involved in children’s activities. • Parents provide varied daily experiences during preschool years. • Home is organized and safe. • Parents encourage independence-make own decisions and solve own problems

Preschool Programs – Head Start • Shown to increase IQ scores, achievement tests scores, and academic skills • Long term effects include: participants are less likely to repeat a grade or be placed in classes for slow learners. • More likely to graduate from high school, attend college, and earn more money. • Less likely to be a juvenile delinquent or be on welfare.

Adults and Intelligence • Older adults show some drop-off in intelligence on IQ tests, especially timed tests. • Vocabulary expands through life. • Intellectual functioning linked to environmental factors. • Income, education, stimulating job history, intact family life, travel, reading, cultural experience, marriage to spouse with high intellect, flexible personality. • The more factors present the higher the level of intellectual functioning.

Family Size and IQ • See page 356 More About….. • Brightest children came from the smallest families with few brothers or sisters when they were born. • 1st born children were usually brighter • Possible reasons- Less time with parents and more time with siblings • IQ suffered, but interpersonal skills improved

Cultural Bias –Problems w/ Tests • The wording used in questions may be more familiar to people of one social group than to another group. • Some test have been biased because they assess accumulated knowledge, which is dependent on a child’s environment and opportunities in that environment. • Very hard to make a totally unbiased test because all tests are based on the assumptions of a particular culture. • See Page 357 example Figure 13.10

Intelligence: Section 2