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
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