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Chapter 9

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Title: Chapter 9


1
Chapter 9Intelligence and Creativity
2
Chapter 9 Intelligence and Creativity
  • What is intelligence?
  • Adaptive thinking or behavior (Piaget)
  • Ability to think abstractly, solve problems?
    (Sternberg)
  • Genetics x Environment
  • (interaction)

RAISED TOGETHER RAISED APART
IDENTICAL TWINS .86 .72
FRATERNAL TWINS .60 .52
3
Theories and Tests of Intelligence
  • IQ tests
  • Intelligence quotient (IQ) tests attempt to
    measure an individuals probable performance in
    school and similar settings.

Binet (1857-1911) and Simon created 1st IQ ?
test in 1905
4
Theories and Tests of Intelligence
  • The Stanford-Binet test
  • The Stanford-Binet test - V (2-85)
  • The mean or average IQ score for all age groups
    is designated as 100 15 (85-115).
  • Given individually

5
Normal Distribution
Normal Distribution
6
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7
Individual Intelligence TestsThe Wechsler Scales
  • Overall IQ and also verbal and performance IQs.
  • (WPPSI-III) Wechsler Preschool and Primary Scale
    of Intelligence-Revised. Ages 2 ½ to 7 years, 3
    months
  • (WISC-IV) Wechsler Intelligence Scale for
    Children-Revised. Ages 6 to 16 years, 11 months
  • (WAIS-III) Wechsler Adult Intelligence
    Scale-Revised
  • Ages 16-89

8
WPPSI
WPPSI-III
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11
WISC-IV
  • Word Reasoningmeasures reasoning with verbal
    material child identifies underlying concept
    given successive clues.
  • Matrix Reasoningmeasures fluid reasoning a
    (highly reliable subtest on WAIS III and
    WPPSIIII) child is presented with a partially
    filled grid and asked to select the item that
    properly completes the matrix.
  • Picture Conceptsmeasures fluid reasoning,
    perceptual organization, and categorization
    (requires categorical reasoning without a verbal
    response) from each of two or three rows of
    objects, child selects objects that go together
    based on an underlying concept.
  • Letter-Number Sequencingmeasures working memory
    (adapted from WAISIII) child is presented a
    mixed series of numbers and letters and repeats
    them numbers first (in numerical order), then
    letters (in alphabetical order).
  • Cancellationmeasures processing speed using
    random and structured animal target forms (foils
    are common non-animal objects).

12
Theories and Tests of Intelligence
  • Ravens Progressive Matrices
  • Psychologists created culture-reduced tests
    without language. It tests abstract reasoning
    ability (non-verbal intelligence or performance
    IQ)

13
  • Figure 9.2 Items similar to those in Ravens
    Progressive Matrices test. The instructions are
    Each pattern has a piece missing. From the eight
    choices provided, select the one that completes
    the pattern, both going across and going down.
    (You can check your answers against answer A on
    page 339.)

14
The Psychometric Approach
  • Intelligence -
  • A single attribute?
  • Spearman (1863-1945)
  • 2 factor theory of intelligence
  • g general ability
  • s special abilities

15
  • Figure 9.3 According to Spearman (1904), all
    intelligent abilities have an area of overlap,
    which he called (for general). Each ability
    also depends partly on an s (for specific)
    factor.

16
  • Figure 9.4a Measurements of sprinting, high
    jumping, and long jumping correlate with one
    another because they all depend on the same leg
    muscles. Similarly, the g factor that emerges in
    IQ testing could reflect a single ability that
    all tests tap.

17
  • Many attributes?
  • Thurstone 7 primary mental abilities
  • Spatial ability, perceptual speed, numeric
    reasoning, verbal meaning, word fluency, memory,
    inductive reasoning

18
What is Intelligence?
  • Fluid intelligence and crystallized intelligence
  • Cattell Horn believed that the g factor has
    two components
  • - Fluid intelligence is the power of reasoning,
    solving unfamiliar problems, seeing relationships
    and gaining new knowledge
  • - Crystallized intelligence is acquired knowledge
    and the application of that knowledge to
    experience.

19
Concept Check
  • A 16-year-old is learning to play chess and is
    becoming proficient enough to be accepted into
    the schools chess club. Is this fluid or
    crystallized intelligence?

20
Concept Check
  • Ten years later, the chess player achieves
    grandmaster status. Is this a result of fluid or
    crystallized intelligence?

21
Gardners Multiple Intelligences
22
  • Savant Syndrome
  • condition in which a person otherwise limited in
    mental ability has an exceptional specific skill
  • Calculation abilities
  • Drawing
  • Musical

23
Sternbergs Triarchic Theory
  • Contextual Component (street smarts or
    practical)
  • Adapting to the environment
  • Experiential Component (creative)
  • Response to novelty
  • Automatization
  • Componential Component (academic or analytical)
  • Information processing
  • Efficiency of strategies

24
  • Figure 9.2

25
  • TABLE 9.2 Four theories of intelligence

26
The Infant
  • Developmental Quotients (DQ)
  • Bayley Scales Ages 2-30 months
  • Correlations with Child IQ low to 0
  • Useful for diagnostic purposes
  • Best predictors
  • From measures of information processing
  • E.g., attention, speed of habituation, preference
    for novelty

27
The Child
AGE OF CHILD CORREL-ATIONS WITH IQ AT AGE 9 CORREL-ATION WITH IQ AT AGE 12
4 .46 .42
7 .81 .69
9 ---- .80
  • DQ does not predict later IQ
  • IQ gains
  • Parents foster achievement
  • Neither strict nor lax parenting
  • IQ drops Poverty
  • Cumulative deficit hypothesis

28
The Adolescent
  • Brain growth spurt at age 11/12 (puberty)
  • Formal operational thinking
  • Improved memory and processing skills
  • Stability of IQ evident
  • IQ score a good predictor of school achievement
  • .50 correlation between IQ score and grades
  • Adolescents with high IQ less likely to drop out
    of high school and more likely to go to college

29
The Adult
  • Strong relationships between
  • IQ and occupational prestige
  • IQ and job performance
  • IQ and good health/longevity

30
Mental Retardation
  • Below-average intellectual functioning IQ 75
  • Limited adaptive behavior before age 18
  • Self-care and social skills
  • Below age-appropriate expectations
  • Causes
  • Organic e.g., Down syndrome
  • Cultural-familial genes environment

31
The Dynamics of Intelligence
32
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