What is Intelligence?
-Intelligence: the ability to learn from experience,solve problems, and use knowledge to
adapt to new situations.
-People assign this term to the qualities that enable success in their own time and culture.
It doesn’t have the same meaning to everyone in every culture.
Spearman and Thurstone’s Intelligence Theories
-General Intelligence (g):underlies all mental abilitiesand is therefore measured by
every task on an intelligence test. This was introduced by Charles Spearman. He noted
that people have special abilities, but typically if you scored high in one area then you
typically score higher in other areas similar to it.
-Spearman’s belief in the g theory stemmed from factor analysis.
-Thurstone was a critic of Spearman. He gave 56 teststo people and mathematically
found seven different clusters of primary mental abilities. He found that those who
scored well in one of the seven clusters generally scored well in the other ones too.
-The seven clusters: word fluency, verbal comprehension,spatial ability, perceptual
speed, numerical ability, inductive reasoning, and memory.
-Several distinct abilities tend to cluster together and to correlate enough to define a
general intelligence factor.
-Mental activities are often likened to physical abilities. Athleticism is not one thing but
many.
The Cattell-Horn-Carroll Intelligence Theory
-Raymond Cattell and John Hornsimplified Thurstone’sprimary mental abilities into
two factors known as fluid intelligence and crystallized intelligence.
-Fluid Intelligence (Gf):our ability to reason speedilyand abstractly; tends to decrease
with age, especially during late adulthood. An example would be solving logical
problems.
-Crystallized Intelligence (Gc):our accumulated knowledgeand verbal skills; tends to
increase with age. An example of this is in vocabulary and applied skills.
-The Gf and the Gc tend to work together by solving problems using accumulated
knowledge.
-John Carrollanalyzed hundreds of intelligence studiesand found support of the
following: 1) there is a general intelligence factor 2) W have more specific abilities 3) Gf
and Gc bridge the gap from general intelligence to specific abilities. We use our g-based
fluid intelligence to learn, and we gain crystallized intelligence (specific abilities) in return.
-Cattell-Horn-Carroll (CHC) Theory:The theory thatour intelligence is based on g as
well as specific abilities, bridged by Gf and Gc. It affirmed the existence of Gf and Gc.
And it identified more specific abilities, such as reading and writing ability, memory
capacity, and processing speed. It also recognizes there are many abilities that comprise
intelligence, but that these abilities exist under a broader umbrella of intelligence.
Theories of Multiple Intelligences
Gardner’s Multiple Intelligences
-Howard Gardner has identified eightrelatively dependentintelligences, including
verbal and mathematical aptitudes.
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Unit 13 Testing/Individual differences unit, 18-19 class
intelligence | mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations |
intelligence test | a method for assessing an individual's mental aptitudes and comparing them with those of others using numerical scores |
Charles Spurgeon | came up with the concept of general intelligence, g, that underlies all other behaviors and special skills or talents in relation to another, can be found by factor analysis |
general intelligence(g) | a general intelligence factor that according to Spurgeon and others underlies specific mental abilities and is therefore measured by every task on a general intelligence test |
factor analysis | a statistical procedure that identifies clusters of related items(factors) on a test; used to identify different dimensions of performance that underlie a person's total score |
Howard Gardener | viewed intelligence as multiple abilities that come in different packages. One area may be damaged, others remain intact |
savant syndrome | a condition in which a person otherwise diminished in mental ability has an exceptional specific skill such as computations or drawing |
the 8 intelligences | Gardener's aspects of intelligence that are separate; naturalist, linguistics, logical-mathematical, musical. spatial, bodily-kinesthetic, intrapersonal, interpersonal |
grit | in psychology, the passion and perseverance in pursuit of long term goals |
Robert Sternberg | agrees there's much mores to success than traditional intelligence, but proposed a theory of 3 intelligences instead of 8 |
Triarchic Theory | analytical(academic problem solving), intelligence, creative intelligence, practical intelligence |
emotional intelligence | the ability to perceive, understand, manage, and use emotions |
mental age | a measure of intelligence test performance devised by Binet, the chronological age that most typically corresponds to a given level of performance. Thus, a child who does well as the average 8 year old is said to have a mental age of 8 |
Lewis Terman | extended upper range of Binet's mental age test, gave revision official Stanford-BInet name, and created Termites group |
Stanford-Binet Test | the widely used(Terman at Stanford U.) version of Binet's original intelligence test, |
Intelligence quotient | (originally)- as the ratio of mental age to chronological age multiplied by 100. IQ+ ma/ca times 100. (contemporary) tests, average performance for a given age is assigned a score of 100, with scores assigned to relative performance above/below average |
achievement test | a test designed to assess what someone has learned |
aptitude test | a test designed to predict a person's future performance, aptitude is the capacity to learn |
Weschsler adult intelligence scale(WAIS) | the most widely used intelligence test, contains verbal and performance subtests |
standardization | defining uniform testing procedures and meaningful scores by comparison with the performance of a pretested group |
normal curve | the symmetrical, bell shaped curve that describes the distribution of many physical and psychological attributes. Most scores fall near the average and fewer and fewer near the extremes |
Flynn effect | the increase in intelligence scores worldwide in the recent decades/century |
reliability | the extent to which a test yields consistent results, as assessed by the consistency of scores on two halves of the test, or alternate forms of the test, or on retesting |
validity | the extent to which a test measures or predicts what it is supposed to |
content validity | the extent to which a test measures/samples the behavior of interest |
predictive validity | the success with which a test predicts the behavior it is supposed to predict; it is assessed by comparing correlation between test scores and the criterion behavior |
cohort | a group of people from a given time period |
crystallized intelligence | our accumulated knowledge and verbal skills, tends to increase with age |
fluid intelligence | our ability to reason speedily and abstractly, tends to decrease by late adulthood |
intellectual disability | a condition of limited mental ability, indicated by a score of 70 or lower and difficulty in adapting to the demands of life(formerly known as mental retardation) |
Down Syndrome | a condition of mild to severe mental disability, and associated physical disorders caused by an extra copy of chromosome 21 |
Termites | Lewis Terman's extremely smart group of children who were later retested and had attained high education levels, though 2 future Nobel Peace Prize winners did not make the cut |
heritability | the proportion of variation among individuals that we can attribute to genes. The heritability of a trait may vary depending on the range of populations and environments studied. |
stereotype threat | a self-caring concern that we will be evaluated based on a negative stereotype |