The Nature of Intelligence: Is It Real?
Intelligence
is the general capacity to profit from experience, acquire knowledge, and adapt
to changes in the environment. Intelligence is an abstract construct: so we use
an operational definition of it.
What
is considered intelligent differs from culture to culture. Intelligence is culturally relative.
v Intelligence
Ø
Intelligence as a Single Ability
§ Spearman: underlying intelligence is one broad,
general factor, called the general factor. There is a general ability factor at the
root of intelligence.
§
Cattell proposed that g is divided into two types:
fluid & crystallized.
·
Fluid Intelligence - pretty independent of your educational history. It tends to decrease as we age.
·
Crystallized Intelligence - This type of intelligence is dependent upon
education and experience.
Ø Multiple
Intelligences
§
Gardner:
8 different kinds of intelligence. They
are identified in Table 8.5 on page 301.
People have different profiles on these 8 types of intelligence
§
Sternberg:
triarchic (three-part) theory of successful intelligence. was interested in the processes involved in
thinking (what process brought you to the answer that you gave?) Theorized 3
types of intelligence:
§
analytical
-
§
Creative
-
§
Practical
-
Test Construction: What Makes a Good Test?
Basic
concepts of Testing
1)
Standardization - methods for testing & grading are consistent for all
test-takers. Ex: ACT. This concept also
ties into that of norms: average scores. Norms provide you something to which you can compare your
score. If the average is 19 and you got
a 21, then great!
2)
Reliability -
Reliability is a measure of consistency
- similar results every time?
a)
test-retest reliability: this involves administering the test two
times and then comparing the scores.
b)
split-half reliability: the
test will be administered and results from one half of the test will be
compared with results from the other half of the test.
3)
Validity- is the degree to which a test measures what it is supposed to
measure. Intelligence test should
measure intelligence, not aggression, not motivation.
a)
Criterion-related validity: How well
can your test score predict another variable - the criterion. Compare the score
to something in the real world.
Assessing Intelligence: The Development of
the IQ Test
Intelligence
testing begun Binet. Terman revised
Binet’s work for American
children. Today, this test is known as
the Stanford-Binet Intelligence Scale,
Fourth Edition.
v
The Wechsler
Tests
Ø
Aside
from the SB-IV, there is another widely
used intelligence test called the Wechsler Adult Intelligence Scale.
Ø
There
are three Wechsler scales, yielding 3 separate IQ scores.
Ø
Versions
for use with school age children as well as the wee-ones have been developed.
Extremes In Intelligence
People
falling in the tails of the distribution can be considered either gifted or
mentally retarded.
v
Mental
Retardation
Ø
IQ
of 70 or less & impairment in the performance of adaptive behaviors.
Ø MR exists in different
degrees. See your textbook page 307. Categories of mild, moderate, severe, and
profound. Most MR are mild cases -
still able to lead similar to higher functioning peers - may sustain jobs,
marry, and raise families.
Ø
Mental
retardation can be due to environmental or genetic causes.
§
Environmental:
extreme deprivation, fetal exposure to harmful substances such as alcohol &
drugs, birth injuries.
§
Genetic: PKU, Down Syndrome, Fragile-X
·
PKU
- metabolic disorder
·
Down
Sydrome: chromosomal abnormality
· Fragile-X: chromosomal
abnormality
v
Mental Giftedness
Ø
Terman
did a long-term study of gifted. Found many of them to be successful. However, some were not successful
(criminals, etc.) Key to translating
giftedness into success: motivation,
desire.
EXPLAINING DIFFERENCE IN INTELLIGENCE: BRAIN, GENES, & THE
ENVIRONMENT
Heredity
vs. Environment: a loaded question when it comes to intelligence. Intelligence is the impacted by both.
v
Hereditary
Influences
Ø It can be very difficult to
tease apart what is environment & what is heredity (families share a common
genetic pool and common environment).
So, what to do? Twin studies.
Ø
Twin Studies
§
Twin
studies focus on comparisons of identical twins & fraternal twins
·
Identical,
or monozygotic (MZ) [one zygote] twins, are genetically the same. Fraternal, or dizygotic (DZ) [two zygotes]
twins are only as similar as any pair of siblings.
§
Studies
compare MZ twins reared together with MZ twins reared apart. They are compared with DZ twins reared
together and DZ twins reared apart.
· Allows for greater effect of
either heredity or environment
v Environmental Influences
Ø Studies indicate that
socioeconomic status of the family has an impact on the IQ of the child.
v
The Brain's
Influence on Intelligence
Ø
What
role does the brain have in intelligence?
Ø
When it comes to the brain, is bigger better? - how it functions is very
important
Ø
Is faster better? - response time and intelligence are positively correlated
Ø
Does smarter mean work harder? - the efficiency of brain processes are linked with
intelligence
CulturAL FACTORS & MEASURED IQ
Please
remember that intelligence is culturally defined. For a great example, see the comic on page 312. What is valued as intelligent in one culture
may have little impact in another.
Because of this, tests which are culturally biased can be constructed.
Is
one ethnic group more intelligent than another? There are greater differences within groups than there are
between groups.
Make
sure you read the section on Gender & Cultural Diversity carefully. It's on page 311.
Please
remember: this outline is supplemental in nature only! This is not meant to take the place of your
notes from class lectures or the textbook.
I reserve the right to modify, add, or delete material at any time.