1

Intelligence

2

What is Intelligence?

Intelligence - the ability to learn from experience, solve problems, and use

our knowledge to adapt to new situations.

In research studies, intelligence is whatever the intelligence test

measures. This tends to be “school smarts.”

Francis Galton (1822-1911) was influenced by Charles

Darwin believed mental capacity was

inherited (Nature v. Nurture) believed we could breed a

“superior” people

16 American states (1907-1917) enforced sterilization laws – eliminating mentally retarded

1920’s Immigration Restriction Acts immigrants would lower

American intelligence . Many people believed you could

figure an intelligence level by the size of a person’s head.

5

Howard Gardner

Gardner proposes eight types of intelligences

6

Robert Sternberg

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

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

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

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

7

Emotional Intelligence

Emotional intelligence is the ability to perceive, understand, and use

emotions (Salovey and colleagues, 2005). The test of emotional intelligence measures overall

emotional intelligence and its five characteristics.

Characteristics of EQ

Self-awareness Management of feelings

(delay gratification) Motivation Empathy Social skills

How EQ is different from IQ?

a person can change their EQ but unable to change

their IQ.

10

Assessing Intelligence

Psychologists define intelligence testing as a method for assessing an

individual’s mental aptitudes and comparing them with others using

numerical scores.

Alfred Binet chosen to test intelligence when law

required all kids to go to school 1904 – came up w/ idea of mental age

(MA) MA = the chronological age that

typically corresponds to a given level of performance

William Stern created Intelligence Quotient

(IQ) IQ = MA/CA x 100

13

Aptitude and Achievement Tests

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

already learned.

David Weschler Intelligence Scale Created most widely used test

today WAIS-R (Weschler Adult

Intelligence Scale-Revised) Binet’s test (verbal) plus extra’s

(non-verbal)

15

WAIS

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

are designed to assess clinical and educational problems.

Meaning of IQ

IQ Category % of Population

130+

120-129

110-119

90-109

80-89

70-79

69-below

Meaning of IQ

IQ Category % of Population

130+ Very Superior

120-129

110-119

90-109

80-89

70-79

69-below

Meaning of IQ

IQ Category % of Population

130+ Very Superior 2

120-129

110-119

90-109

80-89

70-79

69-below

Meaning of IQ

IQ Category % of Population

130+ Very Superior 2

120-129 Superior

110-119

90-109

80-89

70-79

69-below

Meaning of IQ

IQ Category % of Population

130+ Very Superior 2

120-129 Superior 7

110-119

90-109

80-89

70-79

69-below

Meaning of IQ

IQ Category % of Population

130+ Very Superior 2

120-129 Superior 7

110-119 High Average

90-109

80-89

70-79

69-below

Meaning of IQ

IQ Category % of Population

130+ Very Superior 2

120-129 Superior 7

110-119 High Average 19

90-109

80-89

70-79

69-below

Meaning of IQ

IQ Category % of Population

130+ Very Superior 2

120-129 Superior 7

110-119 High Average 19

90-109 Average

80-89

70-79

69-below

Meaning of IQ

IQ Category % of Population

130+ Very Superior 2

120-129 Superior 7

110-119 High Average 19

90-109 Average 49

80-89

70-79

69-below

Meaning of IQ

IQ Category % of Population

130+ Very Superior 2

120-129 Superior 7

110-119 High Average 19

90-109 Average 49

80-89 Low Average

70-79

69-below

Meaning of IQ

IQ Category % of Population

130+ Very Superior 2

120-129 Superior 7

110-119 High Average 19

90-109 Average 49

80-89 Low Average 16

70-79

69-below

Meaning of IQ

IQ Category % of Population

130+ Very Superior 2

120-129 Superior 7

110-119 High Average 19

90-109 Average 49

80-89 Low Average 16

70-79 Borderline

69-below

Meaning of IQ

IQ Category % of Population

130+ Very Superior 2

120-129 Superior 7

110-119 High Average 19

90-109 Average 49

80-89 Low Average 16

70-79 Borderline 6

69-below

Meaning of IQ

IQ Category % of Population

130+ Very Superior 2

120-129 Superior 7

110-119 High Average 19

90-109 Average 49

80-89 Low Average 16

70-79 Borderline 6

69-below Mentally Retarded

Meaning of IQ

IQ Category % of Population

130+ Very Superior 2

120-129 Superior 7

110-119 High Average 19

90-109 Average 49

80-89 Low Average 16

70-79 Borderline 6

69-below Mentally Retarded 2

WAIS CLASSIFICATION, %ile in the general populationdescriptions, | standard deviationHigh-IQ societies, | | IQ SD-15 - WAIS, WISCv = "here and down" | | | SD=16 - Binet, CTMM, Otis-Lennon | | | |PROFOUND RETAD.---v .13e-8 | 00 -07 IQ SD-23.7 - Cattell(Verbal)SEVERE RETARD.-----v .29e-4 -5.00 25 20 | SAT VerbalMODERATE RETARD.---v .0031 -4.00 40 36 | | GRE VerbalMILD RETARD.-------v .13 -3.00 55 52 | | | Miller AnalogiesBORDERLINE RETARD.-v 2.3 -2.00 70 68 | | | | SAT (old) Verbal+MathDULL-NORMAL--------v 9.1 -1.33 80 79 | | | | | ACT Composite**AVERAGE------------v25.0 -0.68 90 89 | | | | | |general pop. ave.---50.0 0.00 100 100 100 340 | | | |high sch. grad ave.-60.0 +0.25 104 104 106 370 | | 790 19 70.0 0.53 108 108 112 410 | | 860 21BRIGHT-NORMAL------v75.0 0.68 110 111 116 430 | | 910 22 80.0 0.83 112 113 120 450 420 | 940college grad ave.---84.1 1.00 115 116 124 470 440 38 980 23 90.0 1.29 119 120 130 500 470 43 1040 24SUPERIOR-----------v9l.O 1.33 120 121 132 510 480 44 1060 25 93.0 1.47 121 122 135 530 500 47 1100 26Ph.D. & M.D. ave.---95.0 1.63 125 126 139 550 530 52 1150 27 97.0 1.87 128 130 145 580 580 60 1190 28VERY SUPERIOR------v97.8 2.00 130 132 147 590 600 65 1220

32

Principles of Test Construction

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

1. Standardization

2. Reliability3. Validity

33

Standardization

Standardizing a test involves administering the test to a

representative sample of future test takers in order to establish a basis for

meaningful comparison.

34

Flynn Effect

In the past 60 years, intelligence scores have risen steadily by an average of 27

points. This phenomenon is known as the Flynn effect.

35

Reliability

A test is reliable when it yields consistent results. To establish reliability researchers

establish different procedures:1. Split-half Reliability: Dividing the test into

two equal halves and assessing how consistent the scores are.

2. Reliability using different tests: Using different forms of the test to measure consistency between them.

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

36

Validity

Reliability of a test does not ensure validity. Validity of a test refers to what the test is

supposed to measure or predict.

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

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