Intelligence

Miss. Stone

Q. What does it mean to be intelligent in our society?

Q. What abilities do schools value and promote?

Q. How do we measure a person’s intelligence?

Intelligence is: ‘the cognitive ability of an individual to learn from experience, to reason well, to remember important information, and to cope with the demands of daily living.’ (Sternberg 1985)

Activity 1 from spiral book pg 129

Activity

William Stern defines intelligence as ‘a general capacity of an individual consciously to adjust his thinking to new requirements,...a general mental adaptability to new problems and conditions of life.’

Intelligent quotient (IQ): Involves dividing a child's measured mental age by their chronological age to achieve a relative intelligence score.

Find two words, one from each group, that are closest in meaning.

Group A Group Braise topfloor elevatestairs basement

Answer: Raise and elevate

Answer

Which number should come next in this series?

3,5,8,13,21,

A. 4B. 21C. 3D. 34

Answer: D

Answer

Which diagram results from folding the diagram on the left?

Answer: A

Answer

Which of the following figures is the odd one out? 

Answer: C

Answer

Which word does not belong? apple, marmalade, orange, cherry, grape

A. appleB. marmaladeC. orangeD. cherryE. grape

Answer: C

Answer

At the end of a banquet 10 people shake hands with each other. How many handshakes will there be in total?

A. 100B. 20C. 45D. 50E. 90

Answer: C

Answer

Q. What are some things that you think you are smart at?

Howard Gardner – Theory of multiple

intelligences“A psychological potential to solve problems or to fashion products that are valued in at least one cultural context;

there are multiple intelligences” (Gardner, 1999)

Gardner’s Types of Intelligence

Howard Gardner’s Multiple Intelligences

Howard Gardner’s Eight Intelligences

Aptitude Example1. Linguistic (“word smart”) Toni Morrison, writer

2. Logical-mathematical (“number smart”) Albert Einstein, scientist

3. Musical (“music smart”) Wynton Marsalis, musician

4. Spatial (“art smart”) Frida Kahlo, artist

5. Bodily-kinesthetic (“body smart) Tiger Woods, athlete

6. Intrapersonal (“self smart”) Anna Freud, psychoanalyst

7. Interpersonal (“people smart”) Mahatma Gandhi, leader

8. Naturalist (“nature smart”) John Audubon, naturalist

HANDOUT

Complete Multiple intelligence test

Alfred Binet – Intelligence as an age-related set of

abilities“the characteristics of an individuals though processes that

enable the individual to take and maintain a direction without becoming distracted, to adapt means to an end, and to criticise

his or her own attempts at problem solution” (Binet, 1905)

Binet invited the first intelligence test to be widely used throughout the world.

Designed to assess and predict performance at school.

Binet saw intelligence as a general ability associated with specific, but not related, “mental functions” such as reasoning, memory, vocabulary, length and quality of attention and perceptual judgment.

Description of Intelligence

http://www.free-iqtest.net/

TEST YOUR IQ

Activity 2 and 4 from spinal book

ACTIVITY

David Wechsler – Intelligence as verbal and

performance abilities“the global and aggregate capacity to act purposeful, to think rationally, and to deal

effectively with the environment” (Wechsler, 1958)

Wechsler Intelligence Scale for Children (WISC-R) Wechsler Adult Intelligence Scale (WAIS) Wechsler Preschool and Primary Scale of

Intelligence (WPPSI)

The Wechsler Scales

WAIS Test

Robert Sternberg – Triarchic theory of

intelligence“Intelligence has three aspects: componential,

experiential, and contextual” (Sternberg, 1985a)

Robert Sternberg (1949- ) Author of a Triarchic theory of multiple

intelligences consisting of of 3 mental abilities

Disagrees with Gardner in calling these intelligences. Instead believes these are talents or abilities. Said Intelligence is a general quality

Stresses both the universal aspects of intelligent behavior and the importance of adapting to a certain social and cultural climate.

Also called Successful Intelligence

Robert Sternberg

Analytic intelligence—mental processes used in learning how to solve problems

Creative intelligence—ability to deal with novel situations by drawing on existing skills and knowledge

Practical intelligence—ability to adapt to the environment (street smarts)

Sternberg’s Types of Intelligence

Triarchic Examples in Literature

Activity 5 and 7 from spiral book

Activity

Cattell-Horn-Carroll model of psychometric abilities

“Intelligence has two separate general abilities: fluid intelligence and crystallised intelligence”

(Cattell, 1971)

Two Kinds of Intelligence

Fluid Intelligence - the ability to think and reason abstractly and solve problems. ◦ This ability is considered independent of learning,

experience, and education. ◦ Examples: solving puzzles and coming up with

problem solving strategies. ◦ Both types of intelligence increase throughout

childhood and adolescence.◦ Fluid intelligence peaks in adolescence and begins to

decline progressively beginning around age 30 or 40.

Two Kinds of Intelligence

Crystallized Intelligence – learning from past experiences and learning. ◦ Situations that require crystallized intelligence

include reading comprehension and vocabulary exams.

◦ This type of intelligence is based upon facts and rooted in experiences.

◦ This type of intelligence becomes stronger as we age and accumulate new knowledge and understanding.

Salovey and Mayer’s ability-based model of emotional intelligence

Researchers/Writers Mayer and Salovey co-authored two academic papers in 1990 attempting to develop a method of

scientifically measuring the difference between people’s ability in the area of emotion

Researchers/Writers Mayer and Salovey Developed four branches of mental ability

◦ perception, appraisal, and expression of emotion ◦ emotional facilitation of thinking◦ understanding and analyzing emotions◦ reflective regulation of emotion to promote

emotional and intellectual growth

Mayer and Salovey

•prioritize thinking by directing attention toimportant information;

•are sufficiently vivid and availablethat they can be generated asaids to judgment and memoryconcerning feelings;

•emotional mood swings change theindividual’s perspective from optimistic topessimistic, encouraging consideration ofmultiple points of view;

•emotional states differentiallyencourage specific problem-solving approaches, such as whenhappiness facilitates inductivereasoning and creativity

Emotions

Mayer and Salovey ability to stay open to feelings, both

pleasant and unpleasant; to reflectively engage or detach from an

emotion depending its judged utility; to reflectively monitor emotions in relation

to oneself and others; to manage emotion in oneself and others

by moderating negative emotions and enhancing positive emotions

Q. How does an understanding of multiple intelligences make you view your own abilities?

Q. How could teachers use the multiple intelligences to meet all students needs?

Q. Do you think society puts too much pressure on having a high intelligence or?

How do we assess Intelligence

Intelligence is a quality that is age-related. The score obtained was determined by the number

of items correctly answered. However the score was expressed in terms of the age of the child for which the score was the average.

MENTAL AGE (MA): Whether the mental age was judged as advanced, average, or slow depended on….

CHRONOLOGICAL AGE (CA): E.g. An eight year old who scored the average number of items for an 8 year old who responded like an average six year old was assigned a mental age of six.

Binet’s Test of Intelligence

Designed to measure the intelligence of people who are aged between two and 85+ years.

The test is administered to one person at one time and takes about 45-60 minutes to complete.

Five cognitive abilities are assessed. These are fluid reasoning knowledge, quantitative reasoning, visual0spatial processing and working memory.

Stanford-Binet test of intelligence

Intelligence is complex and involves a variety of cognitive abilities.

Current test (2008) has 10 core (compulsory) tests. These are categorised into four categories Verbal comprehension, perpetual reasoning, verbal memory and processing speed.

WAIS-IV (Wechsler Adult Intelligence Scale) WISC-IV (Wechsler Intelligence scale for

children) WPPSI-III (Wechsler preschool and Primary scale

of intelligence)

Wechsler’s tests of intelligence

IQ stands for Intelligence quotient: A numerical score on an intelligence test. It shows how much someone’s intelligence, as measured by an intelligence test, compares with that of other people of the same age.

IQ= MA x 100 CA 1

MA: Mental Age CA: Chronological Age

IQ and its calculation

Normal distribution curve – Always falls in same spot

Standard Deviation- Used to spread the scores out in relation to the mean

Variability of intelligence test scores

Test Validity and Test reliability

A test must actually measure what it is supposed to measure.

For example: It must measure intelligence or cognitive abilities involving intelligence and not other characteristics.

Test Validity

Means that the content of the test, including all its subtests and items, adequately measure what it is designed to measure.

E.g. A test of fluid intelligence should contain items which match a widely accepted definition of fluid intelligence and all the abilities associated with fluid intelligence.

Content Validity

Means that the test can adequately predict performance on other tasks that most people agree require intelligence.

E.g. school performance also depends on a students motivation, interest and distractibility as well as the quality of teaching.

Criterion-related validity

Means that the test provides a good reflection if the theory on which it is based and that there is empirical evidence supporting the theory.

E.g. If an intelligence test is based on a theory that intelligence is biologically based ad therefore inherited, then scores on a large, representative sample who are given the test would show a normal distribution if graphed in a frequency distribution.

Construct Validity

Refers to the ability of a test to consistently measure what it is supposed to measure each time it is given.

There are several ways to establish reliability of an intelligence test. These include test-retest reliability, parallel-forms reliability, split-half reliability, internal consistency and inter-rater reliability.

Test Reliability

Involves giving the intelligence test to the same group of people on two different occasions and then comparing the two sets of scores. If the test is reliable then each person should achieve similar scores on the subtests and the test overall each time they do it.

Test-Retest Reliability

Involves giving another version of the same test instead of using exactly the same test twice. If scores on the two tests are similar, it suggests that they measure the same thing.

Parallel-forms reliability

Involves dividing the original test into halves and examining the correlation between scores on each half.

E.g. scores on the odd numbered items might be compared with scores on the even numbered items.

Split-half reliability

Involves using correlations between different items in the same test to determine whether the items produce similar scores.

E.g. if a test has 10 items of about the same difficulty to measure a specific cognitive ability that all 10 items have been designed to assess, then a test-taker should achieve similar scores on the items.

Internal Consistency

Checking that different test administrators (i.e. those ‘rating’ the test takers performance) get similar results from it.

E.g. two similarly qualified and experienced psychologists should be able to administer the same test to the same individuals at different times and get consistent scores for them all.

Inter-rater reliability

LA 11.22 Questions 1 and 2

Activity

Standardised: If scores on an intelligence test are to have meaning

Test norms: show the mean score on the test by particular groups of people.

Restandardised: for iq scores to remain accurate indicators of levels of intelligence, intelligence tests must be restandardised.

Test standardisation

The test must be given in the same way to every person.

If standardised testing procedures aren't administered then the test is not valid and reliable.

Standardised testing procedures

Cultural Bias: The tendency of a test to give a lower score to a person form a culture different from that on which the test was standardised.

Culture-fair tests: Attempts to provide items that will not disadvantage or penalise a test-taker o the basis of their cultural or ethnic background.

Culture-biased and culture-fair tests

LA 11.24 Questions 1-4

Activity

How do we construct Intelligence tests?

Tests must be:

StandardizedReliable

Valid

Standardization The test must be pre-tested to a

representative sample of people and Form a normal distribution or bell curve

Reliability

The extent which a test yields consistent results over time.

Spilt halves or test–retest method.

ValidityThe extent to which a test measures what it

is supposed to measure. Content Validity: does the test sample a

behavior of interest

Predictive Validity: does the test predict future behavior.

Criterion related validity

Writing up a ERA

YOUR SAC