Intelligence

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Intelligence

• Chapter 9

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Intelligence

• Part I Evolution of Intelligence
• How should we conceptualize intelligence?
• Part II Measurement
• How can we measure individual differences in
  performance?
• Part III Nature vs. Nurture
• What are the sources of intelligence?

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Part I Evolution of Intelligence

• Psychometrics to measure the mind
• Galton
• Binet
• Spearman Factor g
• Thurstone Seven Primary Mental Abilities
• Hierarchical Models
• Cattell Crystallized and Fluid Intelligence
• Sternberg Three facets of intelligence
• Gardner Multiple Intelligences

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Galton Binet

• Galton
• Later part 19th century, one of the first to
  attempt to measure intelligence systematically
• Wrote Hereditary Genius and concluded that
  intelligence runs in families as it is inherited
• He advocated Eugenics programs ? wanted
  intelligent people to mate together to improve
  human race
• Binet
• Devised a test in 1904 to test French school
  children to identify those in need of extra
  attention

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Spearman Factor g

• Early 1900s
• Used mathematical technique called factor
  analysis
• FA groups together related items by analyzing
  correlations among test scores
• Found g factor ? general intelligence
• Acknowledged s factor ? specific intelligence

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Thurstones Primary Mental Abilities

• Around 1938 - 1947
• Thurstone rejected notion of general g factor
• Found seven primary mental abilities
• Verbal comprehension Understanding
  verbal statements
• Verbal fluency Producing verbal
  statements
• Number (computation) Dealing with
  numbers
• Spatial Visualization Reasoning
  about visual scenes
• Associated memory Memorization
• Perceptual speed
  Recognizing visual patterns
• Reasoning
  Dealing with novel problems

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Hierarchical Theories

• Combine Spearman and Thurstones ideas
• Vernon (1961)
• Practical-mechanical intelligence
• Solving everyday problems
• Verbal-educational intelligence
• Verbal ability and abstract thinking ? academic
  work
• The Wechsler IQ tests are based
• on model similar to Vernons
• (verbal and performance IQ)

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Cattell

• Mid 1960s
• Fluid Intelligence
• Ability to deal with novel problem-solving
  situations
• Creative problem solving skills, ability to
  reason abstractly, thinking logically
• Crystallized Intelligence
• Ability to apply previous acquired knowledge to
  current problems
• Vocab and information tests are good measures
• Depends in large part on the ability to retrieve
  information and previously learned problem
  solving schemas

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Sternbergs Triarchic Theory

• Around 1985
• Analytic
• Involves kinds of academically oriented problem
  solving skills assessed by traditional
  intelligence tests
• Creative
• Mental skills needed to deal adaptively with new
  problems
• Practical
• Skills needed to cope with everyday demands and
  manage oneself and others practically

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Sternbergs Triarchic Theory

• Sternbergs theory outlines 3 specific cognitive
• processes that underlie intelligent behavior
• Metacomponents
• Plan and regulate task behavior
• Performance Components
• Execute strategies specified by metacomponents
• Knowledge-Acquisition Components
• Encode and store information

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Gardners Multiple Intelligences

• Around 1985
• Suggests intelligence may be broadly conceived as
  multiple independent intelligences
• Nine kinds of intelligence
• Musical Intelligence
• Bodily-kinesthetic intelligence
• Logical mathematical intelligence
• Linguistic intelligence
• Spatial intelligence

Interpersonal intelligence Intrapersonal
intelligence Naturalist intelligence Spiritual
intelligence
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Criticisms of Gardners View

• Independence of intelligences?
• Most activities require multiple intelligences
• E.g., conversation is linguistic and
  interpersonal
• Lack of empirical support
• If excel at particular activity, should excel at
  one of the intelligences
• Talent vs. Intelligence??

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Part II Measurement

• Three key measurement concepts that characterize
  good tests
• Reliability
• Validity
• Standardization
• IQ The intelligent quotient
• Termins study of the gifted

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Reliability

• Consistency of measurement
• Reliable tests produce similar scores when test
  is administered more than once.
• Why do we care?
• If a test is not reliable, we cannot draw
  conclusions from peoples scores

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Types of Reliability

• Test re-test reliability
• Tests on a measure should be stable, consistent
  over time
• Internal Consistency
• Has to do with the consistency of measurement
  within the test itself.
• If internally consistent, all items measuring the
  same thing
• Inter-rater reliability
• Refers to consistency of measurement when two
  people score the same test
• Split-half reliability
• Correlate persons scores on first and second
  half of the test. Scores cannot be trusted if
  they change from first to second half

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Validity

• Refers to how well a test measures what it is
  designed to measure
• A test can be reliable without being valid

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Types of Validity

• Construct Validity
• The extent to which a test measures the
  psychological construct that it is purported to
  measure
• Content Validity
• The extent to which test items adequately sample
  the domain that the test is supposed to measure
• Predictive Validity
• The ability of a test to predict future outcomes
  (e.g., academic success) that are influenced by
  the characteristic measured (e.g., intelligence)

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Standardization

• Standardization uniform procedures used in the
  administration and scoring of a test
• Standardized administration is important as it
  ensures all test takers will be treated the SAME.
• Test norms provide information about where a
  score on a psychological test ranks in relation
  to other scores on the test.

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The Intelligent Quotient

• How do you operationalize IQ?
• Binet and Simon (1904)
• Mental age chronological age that best
  describes childs current level of intellectual
  performance
• Problem Does not allow for an easy comparison of
  the ability of children of different ages.
• E.g., an 8 year old with a MA of 10, is likely
  smarter than a 10 year old with a MA of 10.

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Ratio Formula for IQ

• William Stern solved the problem of comparisons
  across age groups
• IQ Mental Age
• Chronological Age
• People of average intelligence will have an IQ
• of 100 as mental age chronological age.

X 100
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Problems with MA/CA x100

• Performance seems to level off around age 16
• Some skills show an actual decline at advanced
  ages rather than growth previously assumed
• Flynn Effect Much of worlds population is
  scoring progressively higher on intelligence
  tests
• Nutrition, richer learning environment, unknown
  factor?
• However, IQ distribution must be recalibrated if
  the average IQ is to remain at 100.

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Deviation IQ

• Solution Deviation IQ
• People are ONLY compared against others the same
  age.
• Test score is calculated relative to average
  score, in overall distribution of scores for that
  age range.
• In other words, you compare the individual to the
  standardization sample

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Extremes of Intelligence--Gifted

• Lewis Termin
• Found 1500 Californian children with IQs over
  130-135 on Stanford-Binet Test
• Followed the group throughout their lives
• very high achieving, earned high incomes,
  published important writings, business or
  political leaders

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Limitations of Terman Study

• Participant selection
• Demographic
• Personal involvement

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Part III Nature vs. Nurture

• Intelligence is determined by interacting
  hereditary and environmental factors
• Evidence for hereditary influence
• Twin studies
• Correlation identical twins .86
• Correlation fraternal twins .62
• Adoption studies
• Adoptive siblings .30

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Reaction Range

• Hereditary establishes a reaction range with
  upper and lower limits
• Intelligence is NOT fixed at birth
• Inherit a range environmental factors determines
  where a person falls

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