Intelligence and its theories in psychology

Psychology

1. Intelligence

2. Sample Definitions “...intelligence, that is to say, reasoning, judgment, memory, the power of abstraction” (Binet (1890) quoted in Matarazzo, 1972, p.65). “... adjustment or adaptation of the individual to his total environment , or limited aspects thereof...the capacity to reorganize one’s behavior patterns so as to act more effectively and more appropriately in novel situations...the ability to learn ...the extent to which (a person) is educable...the ability to carry on abstract thinking ...the effective use of concepts and symbols in dealing with...a problem to be solved” (Freeman, 1955, pp.60-61). “Intelligence, as a hypothetical construct, is the aggregate or global capacity of the individual to act purposefully, to think rationally and to deal effectively with his environment” (Wechsler, 1958, p.27). “...the resultant of the processes of acquiring, storing in memory, retrieving, combining, comparing, and using in new contexts information and conceptual skills; it is an abstraction” (Humphreys, 1979, p115). “...a human intellectual competence must entail a set of skills of problem solving - enabling the individual to resolve genuine problems or difficulties that he or she encounters, and, when appropriate, to create an effective product - and must also entail the potential for finding or creating problems - thereby laying the groundwork for the acquisition of new knowledge” (Gardner, 1983, pp.60-61). “Intelligence comprises the mental abilities necessary for adaption to, as well as shaping and selection of, any environmental context” (Sternberg, 1997, p.1030). Copyright ©Allyn & Bacon 2005

3. Definitions: Common Characteristics Important elements of intelligence % of respondents checking Descriptor Abstract thinking or reasoning 99.3 Problem-solving ability 97.7 Capacity to acquire knowledge 96 Memory 80.5 Adaptation to one’s environment 77.2 Mental speed 71.7 Linguistic competence 71 Mathematical competence 67.9 General knowledge 88.3 Creativity 59.6 Sensory acuity 24.4 Goal directedness 24 Achievement motivation 18.9 Copyright ©Allyn & Bacon 2005

4. Theories of Intelligence Spearman’s Two-Factor Theory g – general factor s – specific factors Thurstone’ Primary Mental Abilities Verbal, perceptual speed, inductive reasoning, number, rote memory, deductive reasoning, word fluency, and space/visualization Cattell & Horn’s Fluid and Crystallized Fluid – native abilities Crystallized – acquired skill and knowledge

5. Multiple Intelligences Howard Gardner Linguistic Musical Logical-mathematical Spatial Bodily-kinesthetic Personal

6. Multiple Intelligences Robert Sternberg – Triarchic theory Analytic Practical Creative

7. Defining IQ

8. Defining IQ Binet: MA - CA Mental Age approach IQ = MA/CA X 100 Deviation IQ Obtained Score/Expected Score X 100

9. Stanford-Binet: A short history Binet-Simon -1911 Stanford-Binet -1916 Stanford-Binet – 1937, Forms L and M Stanford-Binet – 1960, Form L-M Stanford-Binet – 1972 Norms Stanford-Binet Fourth Edition – 1986 Stanford-Binet Fifth Edition - 2003

10. Stanford-Binet Intelligence Scale: 4 th Edition Hierarchical Model Highest level = g Next level: Crystallized abilities Fluid abilities Short-term memory

11. Stanford-Binet: 4 th Edition 15 subtests organized into four categories Verbal Reasoning Vocabulary Comprehension Absurdities Verbal relations Abstract/visual reasoning Pattern analysis Coping Matrices Paper-folding and cutting

12. Stanford-Binet: 4 th Edition Quantitative Reasoning Quantitative Number Series Equation-Building Short-Term Memory Bead Memory Memory for Sentences Memory for digits Memory for objects

13. Wechsler Scales: A short history Wechsler-Bellevue - 1939 Wechsler Adult Intelligence Scale – 1955 Wechsler Adult Intelligence Scale – Revised – 1981 Wechsler Adult Intelligence Scale – Third Edition - 1997

14. Wechsler Scales: Current Versions Wechsler Adult Intelligence Scale – Third Edition (WAIS-III) Wechsler Intelligence Scale for Children – Fourth Edition (WISC-IV) Wechsler Preschool and Primary Scale of Intelligence – Revised (WPPSI-R)

15. Wechsler Scales Full-Scale IQ Verbal IQ Performance IQ

16. WAIS-III: Factors Verbal Comprehension Perceptual Organization Working Memory Processing Speed

17. Wechsler Scales: Interpretation 130 + Very Superior 120-129 Superior 110-119 High Average 90-109 Average 80-89 Low Average 70-79 Borderline < 70 Extremely Low

18. Wechsler Scales: Levels of Interpretation FSIQ V-P difference Subtest variability Observations

19. Kaufman Scales Kaufman Assessment Battery for Children (K-ABC) Kaufman Adolescent and Adult Intelligence Test

20. Interpreting tests of intelligence Overall IQ Confidence interval Factor Scores Variability among scores Qualitative

21. Screening Measures Slosson Intelligence Test Shipley Institute of Living Scale Wechsler Abbreviated Scale of Intelligenc (WASI) General Ability Measure for Adults (GAMA)

22. Issues and Controversies Correlates of IQ Heritability of IQ Malleability of IQ Race and IQ

23. Preliminary points IQ is a descriptive not explanatory concept IQ tests should be used to understand not label.

24. Correlates of IQ Academic performance Academic longevity Occupational success

25. Heritability of IQ

26. Heritability: Twin Studies Monozygotic (MZ) or identical twins share 100% of their genetic make-up Dizogotic (DZ) or fraternal twins share 50% of their genetic make-up Reared together – share environment Reared apart – different environment

27. Heritability: Twin Studies Correlations between twin pairs MZ twins raised together: r = .86 DZ twins raised together: r = .60 MZ twins raised apart: r = .68 to .78 Non-twin siblings raised apart: r = .24

28. Heritability estimates Heritability – the percentage of the variance in the population due to heredity IQ heritability estimates range from .50 to .80

29. Malleability of IQ Quantity and quality of education Cross cultural differences Biological factors (nutrition, lead poisoning, alcohol exposure) “Flynn effect”

30. Race and IQ European Americans score about 15 points higher than African Americans European Americans score about 7 points higher than Hispanic Americans European Americans score about 10 points higher than Native Americans Asian Americans score the same or slightly higher than European Americans

31. Black-White IQ differences Its the tests Its economics Its racism Its genetics

32. Intelligence over the lifespan Types of studies Cross-sectional studies suggest a gradual decline in IQ starting at about age 30 Longitudinal studies suggest that declines do not begin until about age 60, are gradual and vary across cognitive tasks

33. Educational Assessment Tests of aptitude Tests of achievement Learning disabilities Public Law 94-142