Intelligence Flashcards
Intelligence
The ability to learn, think logically about abstract concepts, and adapt to
the environment
Origin of Intelligence theory and measurement
- Alfred Binet (1904)
- Mental Age: level of mental development compared to other
- William Stern (1912)
- Intelligence Quotient: MA/CA x 100=IQ
- Stanford-Binet Intelligence Tests
- Approximate normal distribution
Spearman’s Two-Factor
Theory of Intelligence
General Intelligence (g): broad thinking ability; “mental power” that underlies all intellectual tasks; neurologically based Specific Intelligence (s): abilities in particular areas (verbal, nonverbal, etc); learned/honed
Cattell and Horn’s two factor theory
- Fluid Ability: biologically based ability to think, to reason - Crystallized Ability: acquired knowledge and skills
Sternberg’s Triarchic Theory
Three interrelated subtheories used to explain how mental processes,
situations, and experience relate to intelligence
• Componential: analytical intelligence
• Experiential: creative intelligence
• Contextual: practical intelligence
analytical (g)
- Ability to
- think abstractly
- Process information
- Analyze, evaluate, judge
creative
- Ability to
- formulate new ideas
- Combine seemingly unrelated information
- Create, design, event
practical
Ability to •Adapt to environment •Shape environment to maximize effectiveness (strengths and weaknesses) •Use, apply, implement
Gardner’s Theory of Multiple Intelligences
• “an intelligence is a biopsychological potential to process information that can be
activated in a cultural setting to solve problems or create products that are of
value in culture.”
• Contends that there is no “g” factor
• Overall level of functioning is determined by interaction of strengths and weaknesses
(intelligences) with cultural setting
• 7-9 intelligences, which may or may not be fully realized based on environmental influences
Criticisms of Gardner & MI theories
Redundant (Lacks parsimony)
Vague
Lacks executive processor
Doesn’t hold up to statistical analysis (factor analysis)
Creativity
• Original thinking and problem-solving that produces a product valued by
society
• Ability to do things in new or different ways
• Divergent (vs. Convergent)
• Brainstorming, free writing, etc.
• Thinking outside the box
Divergent thinking
- Higher scores on word fluency and reading tests
- Associated with Extroversion and Openness (5 Factor Model)
- Loose memory networks
- Right brain (especially temporal lobe)
- Alcohol, humor, and sleep all increase creativity
- Greater WMC decreases creativity
Nature or nurture: The scientific data
• Higher order thinking- structural & functional neural networks:
frontal, parietal, temp lobes and cerebellum
• Correlations:
• Brain size
• Processing speed
• Brain efficiency hypothesis (related to glucose metabolism rates)
• Heritability: .75 (strong)
• Enriched environments produce changes in IQ
• Most notable in impoverished environments
• Average IQ is increasing over time
• Evidence of critical periods of development dependent upon stimulation
Assessment of Intelligence
- Intelligence Quotient (IQ)
- Originally (mental age /chronological age) x 100; average IQ is 100
- Intelligence tests:
- Binet-Simon scale (1905)
- Stanford-Binet Intelligence Scale 1916-)
- Now in 5th Edition
- The Wechsler Scales
The Wechsler Scales
- WAIS-IV: Wechsler Adult Intelligence Scale (4th edition)
- Age 16 and up
- WISC-IV: Wechsler Intelligence Scale for Children (4th edition)
- Age 6 to 16
- WPPSI-IV: Wechsler Preschool and Primary Scale of Intelligence
- Age 2.5 to 7
The Wechsler Scales
- 15 subtests (10 basic, 5 optional)
- Time of Administration: 90-120 min
- 5 Index Scores
- FSIQ= Full Scale Intelligence Quotient
- Average of Four Indices:
- Verbal Comprehension
- Perceptual Reasoning
- Working Memory
- Processing Speed
Verbal Comprehension
capacity to reason using learned information
and verbal expression
Perceptual Reasoning
capacity to reason using visual stimuli
Working Memory
capacity to retain information and work with
it/manipulate it in real time
Processing Speed
capacity to complete simple tasks with speed and
accuracy
Problematic Issues in IQ Assessment
• Controversy related to underlying nature/definition of intelligence
• Difficulty measuring/testing theories of intelligence of abstract skills
(e.g., Gardner)
• Cultural bias in testing
• Various factors can reduce validity/reliability of measures
• Language, fatigue, ADHD, mental illness, time of day, inexperience/lack
of training of evaluator, etc.
Intellectual Disability
• Previously referred to as Mental Retardation
• Subaverage intellectual functioning, accompanied by
limitations in adaptive functioning
• IQ below 70 (mean=100, SD=15)
• Deficits in adaptive skills (self-care, work, social,
communication, health and safety)
• Must occur before 18
• Subtypes: IQ between…
• Mild: 50-55 and 70 (Mental Age:8-10 yrs); 85% of MR
• Moderate: 35-40 and 50-55 (MA: 4-7); 10% of MR
• Severe: 20-25 and 35-40 (MA:<4);3-4% of MR
• Profound Retardation: IQ below 20-25; 1-2% of MR
Causal Factors in ID
- Brain defects
- Chromosomal abnormalities
- Trisomy 21
- Fragile X
- Phenylketonuria (PKU)-recessive
- Infections and Toxic agents
- Encephalitis, genital herpes, syphillis, HIV, German measles
- Carbon monoxide, lead
- Vaccines (rare!)
- Drug/Alc exposure in utero
- Brain trauma/injury
- Radiation
- Malnutrition
- Other brain abnormalities
Giftedness
extraordinary talent or achievement in one or more areas
• In many school districts, above average IQ score is required (above 130 or 140)
plus high achievement in one or more areas
• Precocious, independent, voracious learners
• Internally driven to master their interest
Specific Learning Disorder
- Reading : Fluency and Comprehension
- Mathematics: Calculation and Reasoning
- Written Expression
Communication Disorders
- Language Disorder
- Speech Sounds Disorder
- Social Communication Disorder
- Child Onset Fluency Disorder (Stuttering)
Treatment for Learning Disorders and ID
- Special Education
- Least Restrictive Environment
- Extra academic support
- Alternative learning strategies
- Accommodations, Compensatory Strategies, Alternative schools
- Vocational training
- Life-skills classes
- Mainstreaming
- Severe ID: High level of care
- Institutionalization, day treatment, assisted living
