INTELLIGENCE

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INTELLIGENCE
INTELLIGENCE
?
?
Arranged by Dr. Gordon Vessels 2005
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Francis Galton

• Francis Galton studied many family histories and
  concluded that success and brilliance were passed
  from one generation to the next.
• He discounted the advantages of good schooling
  and social-class, and proposed instead that
  eminence was genetically determined.
• He believed like many that the mind was built
  from elementary sensations. He sought to show
  that superior intelligence was reflected by
  superior sensory functioning. He failed in this
  effort and eventually concluded that there is no
  detectable difference between the sensory acuity
  of very intelligent people and others.
• He published his findings in his 1869 book
  entitled Hereditary Genius. Galton is credited
  with inventing the phrase, nature versus nurture.
• Although Galtons tests for intelligence were
  neither valid nor effective, he caused an
  interest in intelligence testing that set the
  table for future psychologists to make important
  breakthroughs. Unfortunately, it also fueled
  racism in the 1800s.

Paraphrased version of information found in a PPT
slide at http//maverick.sdstate.edu/users/shaffer
t/Cognitive20Psychology/Psychology20306-Human20
20Artifical20Intelligence.ppt4. Dr. Vessels
the arranger of this slide was unable to find the
full name of the author of the PPT show
identified.
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Click here to go to Dr. Smiths super website
Intelligence can be defined as a combination of
mental competencies and potentialities that
includes the ability to (a) learn from experience
and to (b) apply this knowledge, (c) formulate
new understandings, and (d) construct solutions
to novel problems encountered in new and
challenging situations (Vessels, 2004).
Sixty-eight percent of people score within
fifteen points above or below 100 on all
standardized, norm referenced IQ tests
Ninety-six percent of all people fall within 30
points of 100
Arranged by Dr. Gordon Vessels 2005
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Alan Kaufman WISC-R, WISC-III,
K-ABC, KABC-II
E.L. Thorndike CAVD IQ Test Abstract,
Mechanical, Social
Robert Thorndike Cognitive Abilities Test
Stanford-Binet
Alfred Binet Binet-Simon
Intelligence Scale
Charles Spearman G Factor specific
abilities in intelligence
Link to Dr. Jesse Smiths website on Intelligence
Link to Learning Curve website information about
intelligence theories
Practical Assessment, Research Evaluation
Journal (article Current issues Intelligence . .
.
Link to map of intelligence theorists and test
developers over decades
MAJOR FIGURES IN INTELLIGENCE THEORY
INTELLIGENCE TESTING
Link to description of basic multiple
intelligence theory
Link to multiple intelligence theory in
historical context
Link to website to assess your own intelligence
Link to a wild website with all kinds of
challenging tests
Francis Galton
James M. Cattell Psychological Corporation
Mental Tests and Measurements
David Wechsler WISC, WISC-R, WISC-III,
WISC-IV
Howard Gardner Multiple Intelligences Theorist
Robert Sternberg Sternberg Triarchic Abilities
Test
Lewis Terman Stanford-Binet Intelligence Scale
Arranged by Dr. Gordon Vessels 2005
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Click here to go to the same chart on an IU
website that will carry you to more information
via links.
HISTORY OF INFLUENCES IN THE DEVELOPMENT OF
INTELLIGENCE THEORY AND INTELLIGENCE TESTING
For further information please contact Dr.
Jonathan Plucker (jplucker_at_indiana.edu), Project
Director and Associate Professor of Educational
Psychology and Cognitive Science, at Indiana
University. This map is used here with the
written permission of Dr. Plucker and was
retrieved from http//www.indiana.edu/intell/map.
shtml
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Philosophy
Physiology
1632-1704
Psychophysical Parallelism
Idealism
(Reason/Emotion)
1789 1857
Descartes
1596 1650
1711 1776
Comte
Hume
1758 1828
John Locke
Spinoza
Rousseau
1712-1778

Principle of Heredity 1822
-1884
Mechanistic View Man Rationalism
Evolutionary Biology
Empiricism
1632-1677
Fechner
Gall
1
Darwin
1801-18 87
Marx Materialism
Kant
1745-1826
1809 -1882
Free Will
G. Mendel
Cabanis, LaMittrie, Condillac Sensationalism
Psycho- physics
1820 1903
Social Darwinism
Idealism
(Reason)
Bell, Muller Flourens (nerves)
P. Pinel
1806-1873
Free Will
H. Spencer
Eclectic treatment of the Insane
1724-1804
J. S. Mill
Renouvier
John S. Mill
Nerve Impulse Speed
1806 -1873
Phrenology Mind as an Adaptive Function
Modern Foundations
1824 -1880
Man explained by examining sensation
Helmholtz
Libertiy Untilitarianism
Empiricism Associationism
Pragmatism
1825-1893
Broca
1822 -1911
1821-1894
Energy
Conservation
J. Charcot
C. Pierce
Neuropsychology Surgeon Aphasia
Brocas Area
Francis Galton
Functionalism
Structuralism
Neurologist
1839 -1914
Cognition Memory Experimental
Psychology
2
William James
Heredity Correlation Anthropo- metric
Lab Eugenics
1850-1909
Wilhelm Wundt
1856-1939
Ebbinghaus
Click Here
1850-1909
Physician
1842 1910
S. Freud
1832 -1920
Click Here
Ebbinghaus
Cognition Memory Experimental Psychology

Anthropo- metric Lab
Psycho- physical
1847 1931
The Great Schools
1857-1936
G.S. Hall
Dewey
Sociology
1860 1944
A. Adler
1844 1924
Pearson
1859 1952
E. Durkheim
J.M. Cattell
Edison
1857-1911
1858-1917
1866 1957
A. Binet
1867 1927
Gestalt Psych Wertheimer, Koffka, Kohler
1874-1949
Titchener
McDougall
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Goddard
E.L. Thorndike
1871 - 1938
SBIS
1877 1956
H.L. Holling-sworth
SBIS
CAVD
Zone of Proximal Development Mediated
Learning
L. Terman
Intelligence Hereditary
L. Stern
Simon
1878-1958
SBIS
C. Spearman
1885-1913
The Great Schools Influence
1886 -1939
Jung
Burt
1873 1961
Leta S. Hollings-worth
1870 1937
1863-1945
Goodenough
Vygotsky
1883 1901
1880-1957
Schema Memory
18961934
F. Bartlett
1886-1959
J. Watson
1896-1980
1870 1955
1913-1997
1902-1977
1902-1994
1886 1969
L. L. Thurstone
Inhelder
Cortical Spec.
M. Bentley
J. Piaget
A. Luria
LNNB
Erikson
Neuropsychologist
1896-1981
Accommodation Assimilation Adaptation
Structure of Intellect
K. Lashley
1887-1955
1897 1988
1897-1993
Wechsler
7 Factor Model
R.L. Thorndike
J. Guilford
1890-1958
T.G. Thurstone
K-ABC
WISC WISC-R
1921 - Pres
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Mediated Learning
1915 Pres
1920 - Pres.
A. Kaufman
1904-1990
J. Bruner
1910-1990 CAT
G. Miller
Skinner
Vernon
SBIS-IV
Feuerstein
1915-2000
1900 1986
R. Cattell
G. Miller
1920 Pres.
SBIS-IV
1905-1987
F. Taylor
LPAD
Kohlberg Damon
Modern Explorations
McNemar
1925-2000
Hard Science Intelligence (3 types A,B,C)
Chomsky
1928 Pres.
Hierarchical Model
Information Processing Psychologists
1925-Present
Fluid Crystallized Visual
Reasoning
M. Hoffman J. Kagan
1916-Present
1906-1991
1905 1998
Eysenck
R.B. Cattell
J. Carroll
A.Bandura
E. Hunt
1916-1997
Hierarchical 3 Stratum G, 8 generalized, many S
John Horn
Cognitive and Psychometric Blend
A. Jensen
PASSS
Mediated Learning
S. Kline
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Intelligence 80
Hereditary
C. Lidz
A. Kaufman
CAS CAS
8 intelligences linguistic, mathematical,
spatial, naturalist, intrapersonal, musical
interpersonal, kinesthetic
M. Jensen
ACFS
WJ-III
KABC-II
DAS
1923 pres.
Dynamic Assessment
Differential Abilities Scale
J.P. Das
R. Woodcock
C. Elliot
J. Naglieri
R. Sternberg
H. Gardner
RIAS
STAT
J. McClelland
Current Efforts
PASS Planning, Attention, Simultaneous,
Successive
Based on Horn-Cattell Fluid Crystallized
processing tests
1948 - present
Triarchic Analytic Practical
Creative
Reynolds
C. Shearer
MIDAS
1983 - present
1985 - Present
PDP Parallel Distributed Processing
Multiple Intelligences Theories
Dev. Assessment Scale Multiple Intelligences
Multiple Intelligences
student or assistant of
influenced by. Some info drawn
from a map created by J. Plucker in 1979 new
design created by Vessels in 2004.
Historical Origins of Psychology, Intelligence
Theory, Cognitive Psychology, and Intelligence
Testing
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Howard Gardners Eight Intelligences
Arranged by Dr. Gordon Vessels 2005
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Gardners Multiple Intelligences Model

• Gardners (1999, p. 20) criteria for acceptance
  as a distinct form of intelligence
• Potential localization in the brain via brain
  damage cases
• Existence of individuals who display the form of
  intelligence to an exceptional degree
• An identifiable set of core operations such as
  the detection of relationships among musical
  tones
• A regular developmental progression by way of
  experience beginning with novice and resulting in
  mastery
• An evolutionary history wherein increases in
  intelligence can be associated with better
  adaptation to the natural environment
• Supportive evidence from psychometric tests
  showing intelligence systems or clusters of
  abilities (e.g. visual spatial vs. verbal
  skills)
• Supportive evidence from cognitive psychology
  showing cross-task performance strengths or
  information processing strengths (e.g. mental
  rotation, recall of visual spatial images)
• Possible or actual encoding in a symbol system
  (e.g. linguistics, math, dance, athletics,
  music).
• Gardner, H. (1999).  Disciplined Minds
  What all students should understand.  New York
  Simon and Schuster.

Paraphrased and arranged by Dr. Gordon Vessels
2005
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Theories of Multiple Intelligence Sternbergs
Triarchic Model

• Sternberg proposes that intelligence is comprised
  of three fundamental aspects
• Factors related to the internal world of the
  individual (e.g. executive processes, performance
  components as in sensory functioning, and problem
  solving or knowledge acquisition components)
• Factors relating to the external world (e.g.
  how we adapt to the external world, how we shape
  our environment to suit our needs, how we select
  new environments)
• Factors related to experience (e.g. difficult
  tasks may become easy with practice, so
  experience shapes intellectual functioning)
• Primary source for this slide Sternberg, R.J.
  (1988). The triarchiic mind A new theory of
  human intelligence. New York Viking.

Arranged by Dr. Gordon Vessels 2005
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Robert Sternbergs Triarchic Theory of
Intelligence
ANALYTIC
Characteristic of people who have high IQs on
traditional tests includes the capacity to
acquire and apply knowledge.
CREATIVE
PRACTICAL
Shown by people who think divergently and
flexibly and can consider a wide range of
original solutions to problems.
Displayed by people who can size up a
real-world situation and then adapt effectively
to demands and circumstances.
Sources Sternberg, Robert (1985). Beyond IQ, A
triarchic theory of human intelligence. New York
Viking Sternberg, R. J.  (1997).  The triarchic
theory of intelligence.  In Dawn P. Flannagan,
Judy, L. Genshaft, Patti L. Harrison (Eds.).
Contemporary Intellectual Assessment Theories,
tests, and issues (pp. 92-104) New York Guilford
Press.)
Arranged by Dr. Gordon Vessels 2005
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He has attempted to identify the cognitive
processes that contribute to intelligence. He
proposes that these processes fall into three
categories metacomponents, performance
components, and knowledge-acquisition
components.
Sternbergs model of intelligence consists of
three parts the contextual subtheory, the
experiential subtheory, and the componential
subtheory. Much of his research has been devoted
to the componential subtheory.
Practical Intelligence
Triarchic Theory of Intelligence
Types of Intelligence
Creative Intelligence
Analytical Intelligence
Experiential Subtheory Specifies how experiences
affect intelligence and vice versa
Meta- components Control, monitor, and
evaluate cognitive processing
Triarchic Theory of intelligence
External-Contextual Subtheory Specifies the
behaviors thought intelligent in a particular
culture
Internal- Componential Subtheory Specifies
the internal cognitive processes that underlie
all intelligence
Componential Subtheory
Knowledge acquisition components Encode,
combine, and compare information
Performance components Execute strategies
assembled by metacomponents
Robert Sternberg
Sources Sternberg, Robert (1985). Beyond IQ, A
triarchic theory of human intelligence. New York
Viking Sternberg, R. J.  (1997).  The triarchic
theory of intelligence.  In Dawn P. Flannagan,
Judy, L. Genshaft, Patti L. Harrison (Eds.).
Contemporary Intellectual Assessment Theories,
tests, and issues (pp. 92-104) New York Guilford
Press. Slide arranged by G. Vessels.
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Robert Sternbergs Triarchic Theory of Human
Intelligence
Meta- components control, monitor, and
evaluate cognitive processing
Contextual Subtheory Specifies the behaviors
thought intelligent in a particular culture.
Knowledge acquisition components encoding,
combining, and comparing information
Componential Subtheory Specifies the
cognitive processes that underlie all
intelligent behavior.
Experiential Subtheory Specifies how experiences
affect intelligence and vice versa.
Performance components Execute strategies
assembled by meta- components
Adapted by Dr. Gordon Vessels from a similar
graphic in Beyond IQ A Triarchic Theory of Human
Intelligence, by Robert Sternberg, 1985.
Cambridge University Press
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Mental Ability, Cognitive, Intelligence Tests
Used by Applied Psychologists Including School
and Clinical Psychologists
Primary sources (1) Carolyn Ks website called
Hoagies Gifted Education Page An Inventory of
Tests. Retrieved at http//www.hoagiesgifted.org/
tests.htm (2) Machek, Greg (2003). Individually
administered intelligence tests, a webpage
accessed at http//www.indiana.edu/intell/intelli
genceTests.shtmlcharacs This is a page on the
website at Indiana University created and
maintained by Dr. Jonathan Plucker and which
covers in-depth key contributors to intelligence
testing and theory.
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Charles Spearmans g In his analysis of the
structure of intellect, Charles Spearman found
that specific mental talents (S1, S2, S3, etc.)
were highly Inter-correlated. He concluded
that all cognitive abilities share a common
core, which he labeled g for general
mental ability.
S2
S1
S3
S4
g
Arranged by Dr. Gordon Vessels 2005
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Guilfords Structure of Intellect
Memory
Visual
Cognition
CONTENTS
Auditory
Evaluation
Divergent Production
OPERATIONS
Convergent Production
Symbolic
Semantic
OPERATIONS
Behavioral
Cognition
Evaluation
Divergent Production
Evaluation
Auditory
Visual
Convergent Production
PRODUCTS
Transformations
Visual
PRODUCTS
Symbolic
Implications
Semantic
Visual
PRODUCTS
Relations
Behavioral
Transformations
Visual
Systems
Implications
CONTENTS
Visual
Classes
Relations
In contrast to Spearman, Guilford concluded that
intelligence is made up of numerous abilities.
According to his analysis, people have as many as
150 distinct mental abilities that can be
described in terms of operations, contents, and
products.
Visual
Units
Systems
Auditory
Units
Units
Symbolic
Units
Classes
Semantic
Units
Behavioral
Arranged by Dr. Gordon Vessels 2005
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Guilfords Structure of Intellect
Click title to learn more.