Intelligence (CH10) Flashcards
Intelligence
Ability to direct one’s thinking, adapt to one’s circumstances, and learn from one’s experiences
Binet & Simon
Initial motivation: develop a test that would allow educators to develop remedial programs for children who are lagging behind
Objective/unbiased measure: look at tasks that best students could perform and worst students could not -measure child’s aptitude for learning independently of the child’s prior educational achievement (“natural intelligence”)
Using this measure: estimate child’s “mental level” by computing average test score in diff. age groups (individual score vs. average)
William Stern
Suggested that mental level could be thought of as child’s mental age and the best way to determine a child’s development was to examine the ratio of child’s mental age to child’s physical age
Ratio IQ
Statistic obtained by dividing a person’s mental age by the person’s physical age and then multiplying by the quotient 100
Ratio IQ = Mental age/actual age * 100
Lewis Terman
IQ (intelligence quotient) or ratio IQ
Comparison BETWEEN ages
Problems: What happens when we grow older? A 30 year old who performs like an average 60 year old will have an IQ of 200. Doesn’t make sense because it means that they only need to maintain his/her mental abilities of a few decades to be a genius.
Deviation IQ
Statistic obtained by dividing a person’s test score by the average test score of people in the same age group and then multiplying by the quotient 100
Deviation IQ = (Your test score/average score for YOUR AGE) * 100
Advantage: a 30 year old cannot become a genius by just getting older
Disadvantage: does not allow comparisons between people of different age groups (a 5 year old and a 65 year old may both have a deviation IQ of 120 but does not mean they are equally intelligent)
Spearman
lumper
Two-factor theory: suggested that every task requires a combination of a general ability (g) and skills that are specific to the task (s)
(g) : general intelligence
(s) : strong verbal abilities tended both to speak & read well
Factor analysis
Statistical technique that explains a large number of correlations in terms of a small number of underlying factors
(ex. if there is a single, general ability called intelligence that enables people to perform a variety of intelligent behaviours, then those who have this ability should do well at just about everything and those who lack it will do well at just about nothing)
Thurstone
splitter
Primary mental abilities: no (g); there were instead a few stable and independent mental abilities
(ex. baseball, basketball but no athletic games therefore no g)
1. Word fluency: proficient in language/ communication (anagrams, rhymes)
2. Verbal comprehension: understanding language (words & sentences)
3. Number: mathematics (computations)
4. Space: process visual information (visualize complex shapes in diff. orientations)
5. Memory: acquire/ retrieve knowledge (recall, learn pairs of unrelated words)
6. Perceptual speed: how quickly you can process & respond to visual/auditory (able to detect visual details quickly)
7. Reasoning: ability to think abstractly (able to call upon previous experience to solve new situation)
Three-level hierarchy
Combination of Spearman & Thurstone
Top (g): general intelligence
Middle (m): memory, reasoning, verbal skills
Bottom (s): recalling movie titles, remembering birthdays; solving logic problems, making legal arguments; giving speeches, solving crossword puzzles
Carroll
splitter
Intelligence theory: 8 abilities
- Memory & learning
- Visual perception
- Auditory perception
- Retrieval ability
- Cognitive speediness: mental speed
- Processing speed: neural speed
- Crystallized intelligence
- Fluid intelligence
Fluid intelligence
Ability to see abstract relationships and draw logical inferences
- Peaks at mid 20’s then drops
- Ability to process information (reason and work in new situations)
Tests: assessed by tests that pose novel, abstract problems that must be solved under time pressure (Raven’s progressive matrices test)
Crystallized intelligence
Ability to retain and use knowledge that was acquired through experience
- Lifelong/ longterm/ expertise
- Accuracy and amount of information available for processing
Tests: assessed by tests of vocabulary, factual information, etc.
Sternberg
lumper
Triarchic theory: 3 kinds of intelligence
- Analytic intelligence: ability to identify & define problems and to find strategies for solving them
(ex. problem solving) - Creative intelligence: ability to generate solutions that other people do not
(ex. new situations, novel thinking, thinking outside the box, diff. approaches) - Practical intelligence: ability to apply and implement theses solutions in everyday settings
(ex. “street smarts”, moulded/cultivated by interactions with society)
Gardner
splitter
Multiple intelligences: 8 intelligences
- Visual-spatial: process and work with visual information; visual learners
- Verbal-linguistic: ability to use language efficiently; verbal learner
- Bodily kinesthetic: hands on learner (interactive)
- Logical-mathematical: numbers
- Interpersonal: ability to communicate/ relate with others; able to understand & respond; social intelligence (difficult for individuals with autism)
- Musical: rhythm
- Intrapersonal: ability to understand oneself
- Naturalistic: able to connect with/ appreciate nature (artistic painting, animals, outdoors)
