Look Smart © Copyright 2006 Allyn & Bacon Mayer’s Personality: A Systems Approach Part 2: Parts...

Part 2: Parts of Personality Chapter 6: Mental Abilities and…

Look Smart

© Copyright 2006 Allyn & Bacon Mayer’s Personality: A Systems Approach

Look Smart

Theme and Variation onTopic 6. Mental Abilities and

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The Lecture and the Book…• Chapter 6: What is a

Mental Ability?1. What Are Some Major

Mental Abilities? 2. Are There Additional

Intelligences and Mental Abilities?

3. What Is the Relation Between Personality and Intelligence?

4. How Does Personality Express Its Intelligence?

• Lecture 6: Look Smart

1. Defining Intelligence2. Major Cognitive

Intelligences3. Concrete and Abstract

Thinking4. The Expression of IQ5. Mental Development6. Hot Intelligences


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Defining Intelligence

• Most important: The capacity to carry out abstract reasoning (similarities, differences, accurate generalizations)

• Adaptation and adjustment– Stern: the general capacity of an individual to adjust

• Learning– Hennon: capacity for knowledge and knowledge

possessed• Neural approaches

– Pinter: modifiability of the nervous system


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Major Intelligences: from Mid 20th Century

• Verbal IQ– Comprehension: If you find a letter with an address on

it but no stamp, what should you do? – Picture Completion– Arithmetic: How many hours will it take 2 people to do

a 4 hour job?– Similarities: How are a computer and a car alike?– Digit Span: Repeat after me…


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Major Intelligences: from Mid 20th Century

• Performance (Perceptual/Organizational) IQ– Block Design: Arrange blocks to form an

abstract pattern – Coding: Learn to copy an abstract symbol next

to another abstract symbol– Picture Arrangement: Complete a puzzle


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Verbal Intelligence as a Mental Ability (and Alfred Binet)

• Rejected sensory-motor approaches – concentrated on mental functions

• Binet examined what students did in school– Memory– Imagery– Imagination– Attention– Comprehension– Suggestibility– Aesthetic appreciation– Moral sentiments– Muscular force (will power)


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Development and the IQ Score

• Year 5:– Compare 2 boxes of

different weights– Repeat sentence of 10

syllables– Count four pennies (sous)

• Year 12:– Repeat 7 figures– Find 3 rhymes– Repeat 26 syllable sentences– Interpret the meaning of

pictures

• Binet noticed his older daughter better solved problems than his younger daughter

• No one had realized intelligence developed with age before

• His test was age graded


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Development and the IQ

• The IQ was proposed by Louis SternIQ = MA/CA x 100

• In words: Intelligence Quotient = Mental Age Divided by Chronological Age, times One Hundred

• Example:– A 6-year-old child (CA = 6)– Solves problems like the average 8-year-old (MA = 8) – IQ = 8/6 x 100 = (1.333) x 100 = 133.3


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Concrete and Abstract Thinking

Concrete Thinking• Events• Actions• Conditions

Abstract Thinking• Similarities and

Differences• Organizations• Relationships


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Nigel Hunt• Hunt, Nigel (1967). The world of Nigel Hunt: The Diary of a Mongoloid

Youth. New York: Garrett Publications. • Parents: Father and mother were both middle-

class public school teachers. • Education: extensive home tutoring of the

most sensitive and creative type. Nigel also attended his father's school.

• School standing and progress: no details provided.


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Example of Concrete Thinking

(Nigel Hunt, Selection 1)• It gives me great pleasure to write this, my very first book.

I hope it will do well in America and in England. • Now I had better introduce myself. • I am Nigel Hunt and I live at 26 Church Avenue, Pinner,

England with my parents. • They are very nice indeed. I was born at Edgware in 1947.

I have never been to America yet. The lady who advised me to write this was Mrs. Eileen J. Garrett and she says that I shall be very busy. (cont.)


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Nigel Hunt (Selection 2) • So it's hallo! Welcome to my first good attempt in making this

book and Douglas Hunt is assisting me. I had a royal honour in coming to London to see Mrs. Garrett at the Claridges Hotel and the flags were out for me and I saluted my own colour. I was educated at many places; at Longfield Primary School, Inellan School, Pinner, and at my father's school, Atholl School.

• I have my own typewriter and I taught myself to type. When I went to London many years ago I made a film with Prof. Penrose looking at my palms. [One sign of Trisomy-21is a particular pattern in the palm] I also smiled at the camera, and he says it will go to America, and I hope you have seen it. (cont.)


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How is IQ Expressed

• Recalling Nigel Hunt (Selection 3) • My mother has been so kind tome all my life. My mother

taught me to read. When I was very tiny we used to play together with plastic letters and a book with huge letters in it. I learnt the sounds of the letters from my mother as we played.

• After I had learned the sound of every letter mother held things up and sound-spelt them like "This is a C-U-P" and soon I could do it all by myself; all our friends were amazed and pleased with me when I began to read properly from books.

• My mother used to read to me and she would read all the way through and the title of the book was "Alaplied" which I said every time my mother came up. [This was actually "he replied". It was not the title of the book.]


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Hunt (Selection 6) • One day I was taught good English from Mr. Hunt and

then came the periods. Periods 1, 2, 3, 4, and so on; when I went there I became independent and polite to all the boys. Then we had two French teachers.

• One French master was Mr. Piper. He was a very good person, so I said to myself, "I had better surprise him."

• When Mr Piper was there I used to do a lot of French with him; then he used to take me to Rayners Lane Library to borrow some books, and I used to take them home with me just to clutter Mum's kitchen up, so like a good boy I had to put my books on my own pile.


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Example of Abstract Thinking

Alexander Hamilton• Signer of the Declaration of Independence• Coauthor of the Federalist Papers


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Example of Abstract Reasoning

As to what you say respecting your soon having the happiness of seeing us all, I wish an accomplishment of your hopes, provided they are concomitant with your welfare, otherwise not... To confess my weakness, Ned, my ambition is prevalent, so that I contemn the grovelling condition of a clerk or the like, to which my fortune, etc., condemns me, and would willingly risk my life, though not my character, to exalt my station. I am confident, Ned, that my youth excludes me from any hopes of immediate preferment; nor do I desire it; but I mean to preface the way for futurity. I'm no philosopher, you see, and may justly be said to build castles in the air; my folly makes me ashamed, and I beg you'll conceal it; yet Neddy, we have seen such schemes successful when the projector is constant…[How old?]


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Example of Abstract Reasoning

• The previously quoted letter from Alexander Hamilton was written to a school friend when Hamilton was 12 years, 10 months old.

• Note– Virtuousity, developed style of writing– Excellent organization– Sustained theme (wanting greatness)– Application of intelligence to life planning

• Estimated IQ: 135


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How is IQ Expressed

• John Stuart Mill • Philosopher• Author of “On Liberty” and “Utilitarianism”


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How is IQ Expressed?

• John Stuart Mill (1806-1873): First Alban Government: Roman conquest in Italy. We know not any part, says Dionysius of Halicarnassus, of the History of Rome till the Sicilian invasions. Before that time, the country had not been entered by any foreign invader. After the expulsion of Sicilians, Iberian (?) kings reigned for several years; but in the time of Latinus, Aeneas, son of Venus and Anchises, came to Italy, and established a kingdom there called Albania. He then succeeded Latinus in the government, and engaged in the wars of Italy. The Rutuli, a people living near the sea, and extending along the Numicius up to the Lavinium, opposed him. However, Turnus their king was defeated and killed by Aeneas. Aeneas was killed soon after this. The war continued to be carried on chiefly against the Rutuli, to the time of Romulus, the first king of Rome. By him it was that Rome was built.


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Expression of IQ

• Preceding passage written at the age of 6 ½• Estimated IQ: 190• Grandfather, shoemaker; father, a

philosopher• Mother, daughter of woman who managed a

lunatic asylum (cont.)


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John Stuart Mill (Cont.)

• Educated at home– Learned Greek at 3– Read Plato with understanding at 7– At 8 studied Latin– Also at 8, covered geometry and algebra– At 9, conic sections, spherics, and Newton’s arithmetic– Of his math, it was said, “He performed all problems

without the book and most of them without any help from the book.”


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Development and the IQ

• Mental age 10? -- They aren’t the same for a 5-year-old and a 20-year-old

• Problems with the Rate IQ led to the Introduction of the Deviation IQ

• Developed by David Wechsler• Measures deviation from average within a

given age-range


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Mental Development and the IQ

40 55 70 85 100 115 130 145 160

The IQ Distribution

Rel

ativ

e Fr

eque

ncy

50

40

30

20

10

0

Mean = 100

SD = 15


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40 55 70 85 100 115 130 145 160

The IQ Distribution

Rel

ativ

e Fr

eque

ncy

50

40

30

20

10

0

Mean = 100

SD = 15

68%


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40 55 70 85 100 115 130 145 160

The IQ Distribution

Rel

ativ

e Fr

eque

ncy

50

40

30

20

10

0

Mean = 100

SD = 15

95%


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40 55 70 85 100 115 130 145 160

The IQ Distribution

Rel

ativ

e Fr

eque

ncy

50

40

30

20

10

0

Mean = 100

SD = 15

99%


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Life Status Correlation with IQ

Primary school rank in class r = .50

Secondary school rank in class r = .45-.50

High School grades r = .60

Freshman GPA r = .44**The r between IQ and SAT’s is .80


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Educational Level Average IQ

Primary School 100

Secondary School 110

College 118

Professional School 126


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Focus on Hot Intelligences and Creativity

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What is “hot?”

• “Hot” information is motivational, emotional, or social information of direct importance or concern to the individual.

• Hot mental abilities are abilities to process and cope with such personally meaningful and important information


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Social Intelligence

• E. L. Thorndike (1920) first described social intelligence as “The ability to understand and manage men and women, boys and girls – to act wisely…”

• Appeared to correlated so highly with general IQ as not to be distinct.

• Research on social intelligence slowed and was unattended to for much of the second half of the 20th century


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• First sustained theory and measure of emotional intelligence (Mayer & Salovey, 1990; Salovey & Mayer, 1990)

• Popularization of emotional intelligence (Goleman, 1995)

• Huge research endeavor thereafter

Emotional Intelligence


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Emotional Intelligence.

• Emotions Are Signals about Relationships and Related Actions

• Each emotion means something and operates in a particular way.

• An emotion is, in some sense, like a piece on a chessboard; each emotion has its own function and set of moves.


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Emotional Intelligence

Managing Emotions

Understanding Emotions

Facilitating Thought

Perceiving Emotions


Four Branch Model of Emotional Intelligence (Mayer & Salovey, 1997; Salovey & Mayer, 1990)


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The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT)

Another Example:Question: A blend of regret,

sentimental feelings, love, and loss might lead to what feeling?

Answer: nostalgia


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How is Emotional Intelligence Expressed?

• Stronger, closer relationships• Fewer fights and conflicts• Less drug abuse, alcohol abuse


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Defining Creativity

• Definition: The ability to come up with many novel solutions to problems


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Measuring Creativity

• Alternate Uses– How many uses can you come up with for a

shoe?• Verbal Fluency

– What words rhyme with nation? • Remote Associates

– What goes with: MATE, CLASS, & STORE?


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Causes

• Educational– 1 year of school = 2 IQ points– Each time you hear me, your IQ goes up .02 points!

• Biological– Neural transmission speed studies

• Choice reaction time

– Brain size studies• Brain scanning results

– IQ is highly heritable


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How is Creativity Expressed?

• Greater output of products (books, poems, music, scientific achievements) judged as creative

• Longer, delayed, career attainments

• Novel or unusual career paths

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