Lecture 1 Theories of Intelligence Flashcards
What areas has intelligence research impacted on society?
Policy: health, law, education, Organisational: schools and workplaces, Individual: lifestyle decisions
How does Plato define intelligence? 350 BC
Gain information through the senses (passive intellect), make sense of it and use it (active intellect)
First intelligence test? 1905
Alfred Binet Binet-Simon test, 1905, 30 tasks, child vs mental age/reading age
William Stern 1912
Intelligence Quotient (IQ): IQ= mental age/chronological age X 100
Lewis Terman 1916
Stanford-Binet - 40 new items, arrange weights from highest to lowest
Advances: 1) Standardised testing Terman
Terman tested the Stanford-Binet test on a big sample of 1000 children
Why is this important?
More representative
Beginning of standardised testing
Advances: 2) Use of IQ scale Terman
Stern’s procedure of calculating IQ applied to the Stanford-Binet scale
Robert Yerkes 1917 Adult tests
Yerkes (1917) During WW1, the American army wanted a test to classify soldiers
Army Alpha: for those with literacy skills
Army Beta: for those without literacy skills
Tested 1.75 million people
Key advances
Time-limited testing, in groups
Raised the profile of IQ testing with the public and businesses (National Intelligence Test, 1919)
Summary (history) of intelligence research
Early intelligence research was mainly motivated by practical needs, not theory-driven
It developed key elements of intelligence testing, in terms of:
What should be measured (vision -> multiple tasks)
Who could be tested (children -> adults)
Practicalities of testing (timed, group tests)
Comparisons across individuals (standardised IQ scores)
Implicit theories of intelligence: Sternberg et al (1981)
Sternberg et al. (1981) lay persons thoughts on intelligence:
Practical problem solving
Verbal ability
Social competence
What is intelligence?
Different studies produce different dimensions (Sternberg, 1985)
Practical problem-solving ability
Verbal ability
Intellectual balance and integration - seeing similarities, making connections
Goal orientation and attainment
Contextual intelligence – learns from experience, understands environment
Fluid thought – thinks quickly
Intelligence across culture
Conceptions of intelligence change depending on what part of the world you live in
Western culture: speed of
mental processing associated
with high intelligence
Eastern cultures: awareness of
self in society, history and
spirituality associated with high intelligence
Intelligence across culture: Yang and Sternberg (1997)
Yang and Sternberg (1997) Asked Taiwanese Chinese people to define intelligence
General cognitive factor of intelligence - practical problem solving, fast learning, etc.
Interpersonal intelligence – relating well to others, showing understanding and empathy
Intrapersonal intelligence – good knowledge of self
Intellectual self assertion – confidence in intellect
Intellectual self effacement – modesty about intellect
Intelligence across the lifespan
Age group differences in 11 to 16 year olds (Yussen & Kane, 1985)
Knowledge is central to intelligence - all
Intelligence is inborn - child
Intelligence is a one-dimensional construct - child
Understand the influences of both nature and nurture on intelligence - older
Understand differences between academic, social, and physical intelligence - older
Intelligence to the expert
In 1921 Journal of Educational Psychology asked 14 prominent psychologists to describe what comprises intelligence
Sternberg and Detterman (1986) replication with 24 experts
Jensen (1998): 38 experts, 38 definitions!
But Sternberg (2000) found some common themes:
adaptation to the environment
basic mental processes
higher order thinking (reasoning, problem solving, decision making)
Different definitions of the ideal intelligent person: Business, Physics, Philosophy, and Arts (Sternberg, 1985) Intelligence to the expert
Arts: Knowledge
Ability to use knowledge
To weight up possible alternatives
To see analogies
Business: Ability to think logically
To focus on essential aspects of a problem
To follow others’ arguments
Philosophy: Critical and logical abilities
Ability to follow complex arguments
To find errors in arguments and generate new arguments
Physics: Precise mathematical thinking
Ability to relate physical phenomena to the concepts of physics
To grasp the laws of nature quickly
Summary (non-expert theories)
We have a strong intuitive sense
of what ‘intelligence’ is…
But:
The definition of ‘intelligence’ is different for different cultures, age groups, and subject areas
Lots of different traits, skills, abilities and achievements are associated with intelligence
What are the current theories of intelligence?
General intelligence – Spearman’s g
Multifactor and hierarchical theories
Thurstone – primary mental abilities
Cattell – crystallised (gc) and fluid (gf)
Cattell-Horn-Carroll theory
Other intelligences
Multiple intelligences; emotional intelligence
General intelligence (g)
1904: Charles Spearman tested children
‘intelligence’ tests
memory, light, weight, sound discrimination
‘intellectual’ tests
vocabulary, maths, spatial abilities
Positive Manifold: Positive correlation between scores on different tests, e.g. Children who did well on one test tended to do well on others
Spearman championed the use of factor analysis, to group correlated tests together, adapted from Jensen (1998)
Spearman’s theory of intelligence (1904):
‘Specific abilities’ or ‘s’ (e.g. vocabulary intelligence, mathematical intelligence, etc.)
‘General intelligence’ or ‘g’ (i.e. underlying “mental energy”)
Thurstone: multiple factors
Thurstone (1938) argued that ‘g’ was the result of, rather than the underlying mechanism behind, 7 primary mental abilities:
Associative memory – rote learning
Number – carry out mathematical operations
Perceptual speed – perceive details of visual stimuli
Reasoning – inductive and deductive reasoning
Space – transform spatial figures mentally
Verbal comprehension – reading, comprehension, verbal analogies
Word fluency – generate and use words and letters
Cattell: Crystallised & fluid intelligence
Cattell (~1966): ‘g’ comprises two related but distinct components
Crystallised intelligence (Gc)
acquired knowledge and skills, vocabulary, comprehension, factual knowledge, etc.
Fluid intelligence (Gf)
reasoning ability, problem solving, patterns, analogies, understanding new information
Dynamic (changing) relationship between the two components
Cattell-Horn-Carroll (CHC) theory
Influential theory of intelligence, especially for the development of IQ tests
A combination of:
Cattell’s concept of crystallised and fluid intelligence
Horn’s additional ‘g’ abilities
Carroll’s three-stratum hierarchical model
Combined to develop the Cattell-Horn-Carroll (CHC) theory of cognitive abilities (1999)
Influential in the development of IQ tests
Dynamic theory
Horn: additional ‘g’ abilities
Horn worked with Cattell
Concluded that there were 9 broad ‘g’ abilities (no single ‘g’)
Cattell-Horn Gf-Gc (~1985)