Theories of Intelligence Intelligence as a single trait “g” (general intelligence)
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Theories of Intelligence
– Intelligence as a single trait
• “g” (general intelligence)
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– Intelligence as a few/several abilities
• Ex: fluid vs. crystallized intelligence
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– Intelligence as many processes
• Ex: attending, planning, reasoning, problem-solving, language comprehension, etc.
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Measurement of Intelligence
– Most widely used intelligence test for children 6 years and older:
• Wechsler Intelligence Test for Children (WISC)
– Verbal and Performance sections, each with multiple subtests
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– Verbal Section
• Focuses on general knowledge of the world and language skill (mainly crystallized intelligence)
– Six subtests » Exs: Information; Vocabulary; Arithmetic
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– Performance Section
• Focuses on spatial and perceptual abilities (mainly fluid intelligence)
– Six subtests
» Exs: Picture Completion; Picture Arrangement; Block Design; Mazes
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• Intelligence Quotient (IQ)
– Summary measure of a child’s intelligence relative to other children of the same age
• Mean (average score) is always 100, regardless of child’s age
– Can compare IQ scores at different ages
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Stability of IQ Scores
• Infant measures of intelligence (developmental quotient measures)
– Test mainly perceptual and motor responses
– Are not typically correlated with later IQ or school achievement
• May help to identify babies with retardation/developmental delays
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• IQ scores are fairly stable from about 5 years of age
– The closer in time two tests are, the stronger the relationship between the scores
– The older the child at the time of first testing, the better the prediction of later IQ
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• IQ scores do show some change over time as well
– Ex: Average change between 4 and 17 years is 13 points (up or down)
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IQ Scores as Predictors of Later Development
• IQ scores are positively correlated with
– School grades and achievement test scores
– Years of education completed
– Occupational success and income
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• Other important predictors of these outcomes include:
– Motivation to succeed– Creativity– Social skills
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Genetic and Environmental Contributions to IQ Scores
• About half the variation in IQ across individuals is related to genetic differences (in the U.S.)
• About half . . . is related to environmental differences
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• Texas Adoption Project
– Compared two groups of adopted children (adoptive families were above average in income and education)
– Biological mothers with IQs below 95 and biological mothers with IQs above 120
– Both groups scored above average (>100) on IQ tests in childhood
– Children of biological mothers with low IQs had lower IQ scores than children of mothers with high IQs