EXPLORING PSYCHOLOGY (7th Edition in Modules) David Myers
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EXPLORING PSYCHOLOGY(7th Edition in Modules) David Myers
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Intelligence
Module 25
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Thinking, Language, & Intelligence
Intelligence What Is Intelligence? Theories of Intelligence Assessing Intelligence Genetic and Environmental
Influences on Intelligence Group Differences in Intelligence
Test Scores
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Intelligence
Do we have an inborn general mental capacity (intelligence)? If so, can we
quantify this capacity as a meaningful number?
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What is Intelligence?
Intelligence (in all cultures) is the ability to learn from experience, solve problems, and use our knowledge to adapt to new
situations.
In research studies, intelligence is whatever the intelligence test measures.
This tends to be “school smarts.”
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Intelligence: Ability or Abilities?
Have you ever thought that since people’s mental abilities are so diverse, it
may not be justifiable to label those abilities with only one word, intelligence?
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General Intelligence
The idea that general intelligence (g) exists comes from the work of Charles
Spearman (1863-1945) who helped develop the factor analysis approach in
statistics.
Athleticism, like intelligence, is many things
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General Intelligence
Spearman proposed that general intelligence (g) is linked to many clusters that can be analyzed by factor analysis.
For example, people who do well on vocabulary examinations do well on
paragraph comprehension examinations, a cluster that helps define verbal
intelligence. Other factors include a spatial ability factor, or a reasoning
ability factor.
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Contemporary Intelligence TheoriesHoward Gardner (1983, 1999) supports
the idea that intelligence comes in multiple forms. Gardner notes that brain damage may diminish one type of ability
but not others.
People with savant syndrome excel in abilitiesunrelated to general intelligence.
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Howard GardnerGardner proposes eight types of
intelligences and speculates about a ninth one — existential intelligence. Existential intelligence is the ability to think about the
question of life, death and existence.
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Raymond Cattell (1963)•Said that general intelligence can be
broken down into two relatively independent components called:
•Crystallized Intelligence•Fluid Intelligence•**Both types of intelligence are essential
to adaptive living.
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Crystallized Intelligence•The knowledge a person has acquired,
plus the ability to access the knowledge.•**reflects the ability of a person to store
and retrieve information from semantic memory.
•Measured by tests of vocabulary, arithmetic, and general information.
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Fluid Intelligence•The ability to see complex relationships
and solve problems.•Abilities that involve using algorithms and
heuristics.
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Robert Sternberg
Sternberg (1985, 1999, 2003) also agrees with Gardner, but suggests three intelligences rather than eight.
1. Analytical Intelligence: Intelligence that is assessed by intelligence tests.
2. Creative Intelligence: Intelligence that makes us adapt to novel situations, generating novel ideas.
3. Practical Intelligence: Intelligence that is required for everyday tasks (e.g. street smarts).
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Intelligence and Creativity
Creativity is the ability to produce ideas that are both novel and valuable. It correlates
somewhat with intelligence.1. Expertise: A well-developed knowledge base.2. Imaginative Thinking: The ability to see things
in novel ways.3. A Venturesome Personality: A personality that
seeks new experiences rather than following the pack.
4. Intrinsic Motivation: A motivation to be creative from within.
5. A Creative Environment: A creative and supportive environment allows creativity to bloom.
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Emotional Intelligence
Emotional intelligence is the ability to perceive, understand, and use emotions (Salovey and others, 2005). The test of emotional intelligence measures overall
emotional intelligence and its four components.
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Emotional Intelligence: ComponentsComponent Description
Perceive emotion Recognize emotions in faces, music and stories
Understand emotion
Predict emotions, how they change and blend
Manage emotion Express emotions in different situations
Use emotion Utilize emotions to adapt or be creative
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Emotional Intelligence: Criticism
Gardner and others criticize the idea of emotional intelligence and question whether
we stretch this idea of intelligence too far when we apply it to our emotions.
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Assessing Intelligence
Psychologists define intelligence testing as a method for assessing an individual’s mental aptitudes and comparing them with others
using numerical scores.
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Alfred Binet
Alfred Binet and his colleague Théodore Simon practiced a
more modern form of intelligence testing by developing questions
that would predict children’s future
progress in the Paris school system.
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Lewis TermanIn the US, Lewis Terman adapted Binet’s test for
American school children and named
the test the Stanford-Binet Test. The following is the
formula of Intelligence Quotient (IQ), introduced by
William Stern:
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David Wechsler
Wechsler developed the Wechsler Adult Intelligence Scale
(WAIS) and later the Wechsler Intelligence
Scale for Children (WISC), an
intelligence test for school-aged children.
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WAISWAIS measures overall intelligence and 11 other aspects related to intelligence that
are designed to assess clinical and educational problems.
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Principles of Test Construction
For a psychological test to be acceptable it must fulfill the following three criteria:
1. Standardization
2. Reliability3. Validity
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Standardization
Standardizing a test involves administering the test to a representative sample of future test takers in order to establish a basis for
meaningful comparison.
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Normal Curve
Standardized tests establish a normal distribution of scores on a tested
population in a bell-shaped pattern called the normal curve.
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Reliability
A test is reliable when it yields consistent results. To establish reliability researchers
establish different procedures:
1. Split-half Reliability: Dividing the test into two equal halves and assessing how consistent the scores are.
2. Test-Retest Reliability: Using the same test on two occasions to measure consistency.
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Validity
Reliability of a test does not ensure validity. Validity of a test refers to what the test is
supposed to measure or predict.
1. Content Validity: Refers to the extent a test measures a particular behavior or trait.
2. Predictive Validity: Refers to the function of a test in predicting a particular behavior or trait.
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Extremes of IntelligenceA valid intelligence test divides two groups of people into two extremes: the mentally retarded (IQ 70) and individuals with high
intelligence (IQ 135). These two groups are significantly different.
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High Intelligence
Contrary to popular belief, people with high intelligence test scores tend to be healthy,
well adjusted, and unusually successful academically.
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Mental Retardation
Mentally retarded individuals required constant supervision a few decades ago, but with a supportive family environment and special education they can now care for
themselves.
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Flynn Effect
In the past 60 years, intelligence scores have risen steadily by an average of 27
points. This phenomenon is known as the Flynn effect.
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Genetic and Environmental Influences on Intelligence
No other topic in psychology is so passionately followed as the one that asks
the question, “Is intelligence due to genetics or environment?”
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Genetic InfluencesStudies of twins, family members, and
adopted children together support the idea that there is a significant genetic
contribution to intelligence.
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Adoption Studies
Adopted children show a marginal correlation in verbal ability to their adopted
parents.
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HeritabilityThe variation in intelligence test scores
attributable to genetics. We credit heredity with 50% of the variation in
intelligence. It pertains only to why people differ
from one another, not to the individual.
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Environmental Influences
Studies of twins and adopted children also show the following:
1. Fraternal twins raised together tend to show similarity in intelligence scores.
2. Identical twins raised apart show slightly less similarity in their intelligence scores.
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Early Intervention Effects
Early neglect from caregivers leads children to develop a lack of personal control over the
environment, and it impoverishes their intelligence.
Romanian orphans with minimalhuman interaction are delayed in their development.
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Schooling Effects
Schooling is an experience that pays dividends, which is reflected in intelligence scores. Increased schooling correlates with
higher intelligence scores.
To increase readiness for schoolwork,projects like Head Start facilitate leaning.
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Group Differences in Intelligence Test Scores
Why do groups differ in intelligence? How can we make sense of these differences?
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Ethnic Similarities and Differences
1. Racial groups differ in their average intelligence scores.
2. High-scoring people (and groups) are more likely to attain high levels of education and income.
To discuss this issue we begin with two disturbing but agreed upon facts:
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Racial (Group) Differences
White-Americans Black-Americans
Average IQ = 100 Average IQ = 85
If we look at racial differences, white Americans score higher in average
intelligence than black Americans (Avery and others, 1994). European New Zealanders score higher than native New Zealanders
(Braden, 1994).
Hispanic Americans
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Environmental EffectsDifferences in intelligence among these
groups are largely environmental, as if one environment is more fertile in developing
these abilities than the other.
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Reasons Why Environment Affects Intelligence1. Races are remarkably alike genetically. 2. Race is a social category.3. Asian students outperform North American
students on math achievement and aptitude tests.
4. Today’s better prepared populations would outperform populations of the 1930s on intelligence tests.
5. White and black infants tend to score equally well on tests predicting future intelligence.
6. Different ethnic groups have experienced periods of remarkable achievement in different eras.
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Gender Similarities and Differences
1. Girls are better spellers2. Girls are verbally fluent and have large vocabularies
3. Girls are better at locating objects
4. Girls are more sensitive to touch, taste, and color5. Boys outnumber girls in counts of underachievement6. Boys outperform girls at math problem solving, but under perform at math computation7. Women detect emotions more easily than men do
There are seven ways in which males and females differ in various abilities.
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The Question of Bias
Aptitude tests are necessarily biased in the sense that they are sensitive to performance differences caused by cultural differences.
However, aptitude tests are not biased in the sense that they accurately predict
performance of one group over the other.
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Test-Takers’ ExpectationsA stereotype threat is a self-confirming
concern that one will be evaluated based on a negative stereotype.
This phenomenon appears in some instances in intelligence testing among
African-Americans and among women of all colors.