Intelligence and IQ

Definition of Intelligence:

• the ability to solve problems well and to understand and learn complex material

• the global capacity to act purposefully, to think rationally, and to deal effectively with the environment

• an inferred characteristic of an individual, usually defined as the ability to profit from experience, acquire knowledge, think abstractly, act purposefully, or adapt to changes in the environment.

Types of Intelligence Testing:

• Achievement Tests:

e.g.

 

• Aptitude Tests:

e.g.

 

 

• Intelligence Tests:

• Binet-Simon Scale - the first formal test of intelligence (1905), designed to identify children who would need special help in school (French Test).

  Method of Development:

  • came up with a ton of questions related to languge, reasoning, and arithemetic.

  • gave to children of different ages.

  • eliminated questions that answered the same by children of all ages (didn't discriminate).

  • kept questions that were answered more and more correctly by each successive age group.

e.g.

• Intelligence Quotient (IQ):

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• if have the same mental age as chronological age than IQ = 100

 

e.g. (8 year-old/8-year old) * 100 =

 

• if have a higher mental age than chronological age than IQ > 100.

 

e.g. (8 year-old/6-year old) * 100 =

 

• if have a lower mental age than chronological age than IQ < 100.

 

e.g. (6 year-old/8-year old) * 100 =

• Problem with that computation of IQ:

 

• Normal Distribution of IQ Test Scores:

• The Stanford-Binet IQ Intelligence Scale:

 

 

• Wechsler Adult Intelligence Scale (WAIS):

 

examples of items on the WAIS:

• picture arrangement: put the following in the correct order

 

• block design: reproduce the pattern

using these blocks

 

 

 

 

• verbal subtest: "What does 'A stitch in time saves 9' mean?"

"What does canal mean?"

"How are peanut butter and jelly alike?"

 

Theories of Intelligence: many different views on what intelligence is

• Spearman's Concept of General Intelligence (G):

e.g. general guides our abilities in verbal tasks, mathematical tasks, creative tasks, etc.

if a person has a high score in one area we should see a high score in another area.

 

Criticism of G:

 

 

 

• Gardener's Theory of Multiple Intelligences:

7 Intelligences:

• Linguistic Intelligence:

 

e.g. ability in storytelling, teaching, public speaking, poetry, prose, & journalism.

 

• Logical-mathematical Intelligence:

 

e.g. pose and solve math problems, use logic and reason to solve problems in engineering, science and related fields.

 

• Spatial Intelligence:

 

e.g. ability to solve a maze using just your internal map, visualize and transform objects in your mind.

 

• Musical Intelligence:

 

 

• Movement Intelligence:

 

e.g. The ability to dance, and play competitive sports, and to skillfully control the fingers and arms in tasks such as in typing, playing a musical instrument, or performing surgery.

 

• Interpersonal Intelligence:

 

 

 

• Intrapersonal Intelligence:

 

 

 

Criticism of Gardener's Theory:

 

 

Horn and Cattell's Two-Factor Theory of Intelligence: intelligence has 2 components

• Fluid Intelligence:

• Crystallized Intelligence:

Advantage:

 

 

Criticism:

 

 

 

Sternberg's Triarchic Thoery of Intelligence: 3 components of intelligence

• Componential Intelligence (analytic):

• Experiential Intelligence (creative):

• Contextual Intelligence (practical):

e.g.

Advantage:

 

 

 

 

Influences on Intelligence: The Nature vs Nurture Debate

Nature:

Nurture:

Determining the role/importance of genes:

Twin Studies:

Identical Twins:

Fraternal Twins:

 

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Adoption Studies:

 

 

 

Determining the role/importance of the environment:

Adoption Studies:

 

 

 

 

 

 

 

Current Conclusions:

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