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IntelligenceIntelligence

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What is Intelligence?What is Intelligence?

Intelligence (in all cultures) is the ability Intelligence (in all cultures) is the ability to learn from experience, solve problems, to learn from experience, solve problems, and use our knowledge to adapt to new and use our knowledge to adapt to new

situations. situations.

In research studies, In research studies, intelligenceintelligence is is whatever the intelligence test measures. whatever the intelligence test measures.

This tends to be “school smarts.”This tends to be “school smarts.”

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Controversies About Controversies About IntelligenceIntelligence

Despite general agreement among Despite general agreement among psychologists about the nature of psychologists about the nature of

intelligence, controversies remain:intelligence, controversies remain:

e.g. Is intelligence a single overall ability e.g. Is intelligence a single overall ability or is it several specific abilities?or is it several specific abilities?

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Intelligence: Ability or Intelligence: Ability or Abilities?Abilities?

Have you ever thought that since Have you ever thought that since people’s mental abilities are so diverse, it people’s mental abilities are so diverse, it

may not be justifiable to label those may not be justifiable to label those abilities with only one word, abilities with only one word, intelligence?intelligence?

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General IntelligenceGeneral Intelligence

The idea that The idea that general intelligencegeneral intelligence ( (gg) ) exists comes from the work of Charles exists comes from the work of Charles

Spearman (1863-1945).Spearman (1863-1945).

Athleticism, like intelligence, is many things

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General IntelligenceGeneral Intelligence

Spearman proposed that Spearman proposed that general general intelligence (g)intelligence (g) is linked to many clusters is linked to many clusters that can be analyzed by factor analysis.that can be analyzed by factor analysis.

..

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Contemporary Intelligence Contemporary Intelligence TheoriesTheories

Howard Gardner (1983, 1999) supports Howard Gardner (1983, 1999) supports the idea that intelligence comes in the idea that intelligence comes in

multiple forms. Gardner notes that brain multiple forms. Gardner notes that brain damage may diminish one type of ability damage may diminish one type of ability

but not others.but not others.

People with savant syndrome excel in abilitiesunrelated to general intelligence.

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Howard GardnerHoward Gardner

Gardner proposes eight types of Gardner proposes eight types of intelligences and speculates about a ninth intelligences and speculates about a ninth one — one — existential intelligence. existential intelligence. Existential Existential intelligence isintelligence is the ability to think about the the ability to think about the

question of life, death and existence.question of life, death and existence.

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Robert SternbergRobert Sternberg

Sternberg (1985, 1999, 2003) also agrees Sternberg (1985, 1999, 2003) also agrees with Gardner, but suggests three with Gardner, but suggests three intelligences rather than eight.intelligences rather than eight.

1.1. Analytical Intelligence:Analytical Intelligence: Intelligence that is Intelligence that is assessed by intelligence tests.assessed by intelligence tests.

2.2. Creative Intelligence:Creative Intelligence: Intelligence that Intelligence that makes us adapt to novel situations, makes us adapt to novel situations, generating novel ideas.generating novel ideas.

3.3. Practical Intelligence:Practical Intelligence: Intelligence that is Intelligence that is required for everyday tasks (e.g. street required for everyday tasks (e.g. street smarts).smarts).

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Emotional IntelligenceEmotional Intelligence

Emotional intelligence is the ability to Emotional intelligence is the ability to perceive, understand, and use emotions perceive, understand, and use emotions (Salovey and colleagues, 2005). The test (Salovey and colleagues, 2005). The test

of emotional intelligence measures of emotional intelligence measures overall emotional intelligence and its four overall emotional intelligence and its four

components.components.

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Is Intelligence Is Intelligence Neurologically Measurable?Neurologically Measurable?

Recent Studies indicate some correlation Recent Studies indicate some correlation (about +.40) between brain size and (about +.40) between brain size and

intelligence. As brain size decreases with intelligence. As brain size decreases with age, scores on verbal intelligence tests also age, scores on verbal intelligence tests also

decrease.decrease.

Gray matter concentration in people with high intelligence.

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Assessing IntelligenceAssessing Intelligence

Psychologists define intelligence testing as a Psychologists define intelligence testing as a method for assessing an individual’s mental method for assessing an individual’s mental aptitudes and comparing them with others aptitudes and comparing them with others

using numerical scores.using numerical scores.

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Alfred BinetAlfred Binet

Alfred Binet and his Alfred Binet and his colleague Théodore colleague Théodore Simon practiced a Simon practiced a

more modern form of more modern form of intelligence testing by intelligence testing by developing questions developing questions

that would predict that would predict children’s future children’s future

progress in the Paris progress in the Paris school system.school system.

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Lewis TermanLewis TermanIn the US, Lewis In the US, Lewis Terman adapted Terman adapted Binet’s test for Binet’s test for

American school American school children and named children and named

the test the Stanford-the test the Stanford-Binet Test. The Binet Test. The following is the following is the

formula of formula of Intelligence Quotient Intelligence Quotient (IQ), introduced by (IQ), introduced by

William Stern:William Stern:

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Aptitude and Achievement Aptitude and Achievement TestsTests

Aptitude tests are intended to Aptitude tests are intended to predictpredict your your ability to learn a new skill and achievement ability to learn a new skill and achievement tests are intended to tests are intended to reflectreflect what you have what you have

already learned.already learned.

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David WechslerDavid Wechsler

Wechsler developed Wechsler developed the Wechsler Adult the Wechsler Adult Intelligence Scale Intelligence Scale

(WAIS) and later the (WAIS) and later the Wechsler Intelligence Wechsler Intelligence

Scale for Children Scale for Children (WISC), an (WISC), an

intelligence test for intelligence test for preschoolers.preschoolers.

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WAISWAIS

WAIS measures overall intelligence and 11 WAIS measures overall intelligence and 11 other aspects related to intelligence that other aspects related to intelligence that

are designed to assess clinical and are designed to assess clinical and educational problems.educational problems.

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Principles of Test Principles of Test ConstructionConstruction

For a psychological test to be acceptable it For a psychological test to be acceptable it must fulfill the following three criteria:must fulfill the following three criteria:

1.1. StandardizatiStandardizationon

2.2. ReliabilityReliability

3.3. ValidityValidity

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StandardizationStandardization

Standardizing a test involves administering Standardizing a test involves administering the test to a representative sample of future the test to a representative sample of future test takers in order to establish a basis for test takers in order to establish a basis for

meaningful comparison.meaningful comparison.

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ReliabilityReliability

The reliability of a test refers to its The reliability of a test refers to its consistencyconsistency. Does it consistently measure . Does it consistently measure

the construct? To establish reliability the construct? To establish reliability researchers establish different procedures:researchers establish different procedures:1.1. Split-half Reliability: Dividing the test into Split-half Reliability: Dividing the test into

two equal halves and assessing how two equal halves and assessing how consistent the scores are.consistent the scores are.

2.2. Reliability using different forms of the test Reliability using different forms of the test to measure consistency between them.to measure consistency between them.

3.3. Test-Retest Reliability:Test-Retest Reliability: Using the same test Using the same test on two occasions to measure consistency.on two occasions to measure consistency.

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ValidityValidity

Reliability of a test does not ensure validity. Reliability of a test does not ensure validity. Validity of a test refers to how well it Validity of a test refers to how well it

measures what it is supposed to measure measures what it is supposed to measure (i.e., (i.e., meaningmeaning))

1.1. Content Validity: Refers to the extent a test Content Validity: Refers to the extent a test measures a particular behavior or trait.measures a particular behavior or trait.

2.2. Predictive Validity: Refers to the function of Predictive Validity: Refers to the function of a test in predicting a particular behavior or a test in predicting a particular behavior or trait.trait.

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The Question of BiasThe Question of Bias

1. Aptitude tests are necessarily biased in 1. Aptitude tests are necessarily biased in the sense that they are sensitive to the sense that they are sensitive to

performance differences caused by cultural performance differences caused by cultural differences.differences.

2. 2. However,However, aptitude tests are aptitude tests are notnot biased in biased in the sense that they accurately predict the sense that they accurately predict

performance of one group but not another.performance of one group but not another.

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Genetic and Environmental Genetic and Environmental Influences on IntelligenceInfluences on Intelligence

No other topic in psychology is so No other topic in psychology is so passionately followed as the one that asks passionately followed as the one that asks

the question, “Is intelligence due to genetics the question, “Is intelligence due to genetics or environment?” or environment?”

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Genetic InfluencesGenetic Influences

Studies of twins, family members, and Studies of twins, family members, and adopted children together support the idea adopted children together support the idea

that there is a significant genetic that there is a significant genetic contribution to intelligence.contribution to intelligence.

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Group Differences in Group Differences in Intelligence Test ScoresIntelligence Test Scores

Why do groups differ in intelligence? How Why do groups differ in intelligence? How can we make sense of these differences?can we make sense of these differences?

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Environmental EffectsEnvironmental Effects

Differences in intelligence among these Differences in intelligence among these groups are largely environmental, as if one groups are largely environmental, as if one environment is more fertile in developing environment is more fertile in developing

these abilities than another. these abilities than another.

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Early Intervention EffectsEarly Intervention Effects

Early neglect from caregivers leads children Early neglect from caregivers leads children to develop a lack of personal control over the to develop a lack of personal control over the

environment, and it impoverishes their environment, and it impoverishes their intelligence.intelligence.

Romanian orphans with minimalhuman interaction are delayed in their development.

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Schooling EffectsSchooling Effects

Schooling is an experience that pays Schooling is an experience that pays dividends, which is reflected in intelligence dividends, which is reflected in intelligence scores. Increased schooling correlates with scores. Increased schooling correlates with

higher intelligence scores.higher intelligence scores.

To increase readiness for schoolwork,projects like Head Start facilitate leaning.

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Gender Similarities and Gender Similarities and DifferencesDifferences

There are seven ways in which males and There are seven ways in which males and females differ in various abilities.females differ in various abilities.

1. Girls are better spellers1. Girls are better spellers

2. Girls are verbally fluent and have large 2. Girls are verbally fluent and have large vocabulariesvocabularies

3. Girls are better at locating objects3. Girls are better at locating objects

4. Girls are more sensitive to touch, taste, and 4. Girls are more sensitive to touch, taste, and colorcolor

5. Boys outnumber girls in counts of 5. Boys outnumber girls in counts of underachievementunderachievement

6. Boys outperform girls at math problem solving, 6. Boys outperform girls at math problem solving, but under perform at math computationbut under perform at math computation

7. Women detect emotions more easily than men 7. Women detect emotions more easily than men dodo

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Stereotype ThreatStereotype Threat

A stereotype threat is a self-confirming A stereotype threat is a self-confirming concern that one will be evaluated based concern that one will be evaluated based

on a negative stereotype.on a negative stereotype.

This phenomenon appears in some This phenomenon appears in some instances in intelligence testing among instances in intelligence testing among

African-Americans and among women of all African-Americans and among women of all colors.colors.