Presentation of Intelligence n Creativity

7/30/2019 Presentation of Intelligence n Creativity

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Chapter 9 Intelligence and Creativity

What is intelligence?

Adaptive thinking or behavior (Piaget)

Ability to think abstractly or to solve

problems effectively (Sternberg)

Early definitions: Genetics x Environment

(interaction)


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The Psychometric Approach

Intelligence

A trait or a set of traits that characterizes some people to a greaterextent than others

- can be identified and measured

A single attribute? Spearman (1863-1945)

2 - factor theory of intelligence

g = general mental ability

s = special abilities


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According to Spearman (1904), all intelligent abilities have an area of overlap, which he called (forgeneral). Each ability also depends partly on an s (for specific) factor.


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Measurements of sprinting, high jumping, and long jumping correlate with one another becausethey all depend on the same leg muscles. Similarly, the g factor that emerges in IQ testing couldreflect a single ability that all tests tap.


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Many attributes?

Louis Thurstone: 7 primary mental abilities

Spatial ability, perceptual speed, numerical

reasoning, verbal meaning, word fluency,

memory, inductive reasoning


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Raymond Cattell and John Horn

Fluid Intelligence - the ability to think and reasonabstractly and solve problems.

This ability is considered independent of learning,

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

problem solving strategies.

Fluid intelligence peaks in adolescence and begins to

decline progressively beginning around age 30 or 40.(decreases in older adults)


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Raymond Cattell and John Horn

Crystallized Intelligence learning from pastexperiences and learning. Acquired knowledge andthe application of that knowledge to experience.

Situations that require crystallized intelligence include

reading comprehension and vocabulary exams.

This type of intelligence is based upon facts and rooted inexperiences.

This type of intelligence becomes stronger as we age and

accumulate new knowledge and understanding.(increases with age)

Both types of intelligence increase throughout childhoodand adolescence.


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Concept Check:

A 16-year-old is learning to play chess and is becoming

proficient enough to be accepted into the schools

chess club. Is this fluid or crystallized intelligence?


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Concept Check:

Ten years later, the chess player achieves

grandmaster status. Is this a result of fluid or

crystallized intelligence?


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Howard GardnersMultiple Intelligences


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Howard Gardner

Author of a contemporary theory of multiple

intelligences consisting of eight separate kinds

of intelligence Multiple Intelligences several independent

mental abilities that allow a person to solve

problems, create products that are valued

within ones culture.

Intelligence defined within the context of

culture


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Gardners Types of Intelligence


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Howard Gardners Multiple Intelligences


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Howard Gardners Eight

Intelligences

Aptitude Example

1. Linguistic (word smart) Toni Morrison, writer

2. Logical-mathematical (number smart) Albert Einstein, scientist3. 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


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Savant Syndrome

condition in which a person otherwise limited

in mental ability has an exceptional specific

skill

Calculation abilities

Drawing

Musical


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Robert Sternbergs

Triarchic Theory of

Intelligence


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Robert Sternberg

Author of a Triarchic theory of multipleintelligences consisting of of 3 mental abilities

Disagrees with Gardner in calling these

intelligences. Instead believes these aretalents or abilities. Said Intelligence is ageneral quality

Stresses both the universal aspects ofintelligent behavior and the importance of

adapting to a certain social and culturalclimate.

Also called Successful Intelligence


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Sternbergs Triarchic Theory

Contextual Component (street smarts or practical)

Adapting to the environment

Experiential Component: (creative)

Response to novelty Automatization

Componential Component (academic or analytical) Information processing

Efficiency of strategies


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Figure 9.2


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TABLE 9.2 Four theories of intelligence


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The Infant

Developmental Quotients (DQ) Bayley Scales: Ages 1-42 months

Useful in charting infants developmental progress

Useful for diagnostic purposes

Correlations with Child IQ are low sometimesclose to 0

*Best predictors

From measures of information processing

E.g., attention, speed of habituation, preferencefor novelty


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The Child

DQ does not predict later

IQ

IQ gains

Parents fosterachievement

Neither strict nor lax

parenting

IQ drops: Poverty Cumulative deficit

hypothesis

AGE OF

CHILD

CORREL-

ATIONS

WITH IQ AT

AGE 9

CORREL-

ATION WITH

IQ AT AGE

12

4 .46 .42

5 .47 .49

7 .81 .69

9 ---- .80


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The Adolescent

Brain growth spurt at age 11/12 (puberty) Formal operational thinking

Improved memory and processing skills

Stability of IQ evident

IQ score a good predictor of school achievement

+.50 correlation between IQ score and grades

Adolescents with high IQ less likely to drop out ofhigh school and more likely to go to college


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The Adult

Strong relationships between

IQ and occupational prestige

IQ and job performance

IQ and good health/longevity


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Mental Retardation

Below-average intellectual functioning: IQ 75

Limited adaptive behavior: before age 18

Self-care and social skills

Below age-appropriate expectations

Causes

Organic: e.g., Down syndrome

Cultural-familial: genes & environment


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The Dynamics of Intelligence


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Types of intelligence quotients- IQ, EQ & SQ


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THANK YOU

Presentation of Intelligence n Creativity

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