�
We
use intelligence
tests
to
give
a numerical
value to ones
mental abilities
by comparing them to others.
The
Origins
of Intelligence
Testing
�
Francis
Galton
(1822-1911)
had
great enthusiasm
in measuring human traits
that lead to the eugenics movement.
His goal was to quantify
human superiority by
means of
tests on strength, reaction time, sensory
precision and even head
size. Despite
his
efforts,
no correlation
whatsoever
was found between
general
mental abilities
and the traits.
�
Alfred
Binet
founder
of modern intelligence testing,
sought
methods to identify
students who would
have
difficulties in
regular classes
by
measuring ones
Mental
Age
if
you perform the way
a typical
10 year
old would,
then your
mental age
is 10
years old,
regardless
of
your
real age. This
lead
to labelling
problems.
Ie, people saw
your level
of intelligence and not really who
you are.
�
Lewis
Truman-
developed
the current Stanford-Binet
intelligence test.
The
test
measures
IQ Intelligence
Quotient-
mental age
divided by chronological
age(real
age) times 100. If
you are 12
years old(chronological
age)
and
your mental abilities are the
same as those who
are 12
years
old (mental age).
Then your
IQ
is 12/12 X 100= 100, the average
IQ.
�
The
stanford-Binet test became applied to many
people of
differing
races.
The result, Truman realized,
the reason why
non-Anglo
Saxons did worst
is because the test
measures not only
their innate
abilities but also
education
and cultural distinctiveness.
What is Intelligence
�
We
define
Intelligence
as the
ability/capacity
to be
goal oriented
and exhibit
adaptive
behavior.
�
IQ
is not a
fixed thing
one has; it
is
merely
a score one obtains from
a test.
� Know that intelligence is always expressed in a context.
Ie, in the
context of
warriors,
musicians,
engineers, artists,
different intelligence
levels
will
be expressed
in different
areas
by one individual.
� To
determine
if
many
factors undermine ones
general
mental ability,
psychologists
make
use of factor analysis
a statistical
method
that identifies
a variety of related
factors
in a
test.
�
Charles
Spearman believed that there
is a general intelligence factor or g factor undermining
each ability/factor.
Ie, those
who excelled in reasoning
also did
quite well in all other areas
such
as spatial
ability,
verbal, memory,
and word fluency.
� People
with Savant syndrome
excel exceptionally
in one ability/skill
but has limited
mental abilities. Ie, a 12
year old who
has
difficulty
speaking
and walking
but can compute numbers as fast
as a calculator. Thus, contrary
to the g factor,
Howard Gardner believes
we have multiple
intelligences
that are independent
of each other.
� Also
supporting
the multiple intelligence
theory
is the existance
of emotional
intelligence
the
ability
to manage, express,
understand,
and perceive emotions.
People
with
high emotional
intelligence do better in social
situations
and thus are more
successful in careers,
marriages,
and parenting.
This EI is independent, if not
negatively
correlated,
with
academic
intelligence.
� With
modern brain imaging
techniques, researchers
still
fail
(as
did with Galton) to
find
significant correlation
between head size
and intelligence.
� Brains
of people with
high
performances are
less active
(intake
less
glucose), quick,
and registers information
with
more complexity. One explanation for this
could be that
people
with faster cognitive
processes acquire
more information.
Assessing Intelligence
�
Aptitude
tests
predict
your
future performance
or ability to learn new skill. Ie,
college entrance
exam(designed
to test
your ability
to do college
work),
intelligence
tests,
physical
examinations
�
Achievement
tests
assesses
your current
knowledge or what
you
know.
Ie, final course examinations (designed
to test the
knowledge
you already obtained
during
the course), and chapter tests.
�
Currently,
the
most
widely
used intelligence
test
is the Wechsler
Adult
Intelligence
Scale (WAIS) it has
11 subtests
and gives
a verbal
score, a performance
score, and an overall score. Large
differences between the verbal and nonverbal scores
indicate possible learning
difficulties.
�
Psychological
tests
must
meet all 3 of the following
criteria in order
to be
widely
accepted.
1. Standardization To
standardize
a test,
it
must
first be
given
to a large representative
sample of
people in which their
scores will
be set as the standard
for comparison.
Normal
curve-
a bell shaped
curve
of scores formed
by standardized
test results. The
majority (68%)
of people fall
within the center or average of the curve.
2. Reliability
To
be
reliable,
a test
must yield
consistent results.
This is done by
comparing scores
on two halves
of a test or by retesting.
3. Validity
The
degree to which
a test
measures
what
it
is supposed to measure.
Content
validity
corresponds to
achievements
tests. The
extent to which
a test
measures
its intended behavior.
Predictive
validity
(or criterion-related validity) - corresponds to
aptitude
tests.
The success the
test
has in
predicting
intended behavior
Criterion
The behavior
being tested.
� Flynn
Effect
Intelligence tests worldwide show an increase in
scores since 1960s. BUT aptitude test
scores
are decreasing;
Possible
explanations:
Greater academic
diversity,
better
education, and/or
improved nutrition.
The
Dynamics
of Intelligence
� Before
age 3, except for
extremely
impaired children, casual
observations and intelligence tests
predict future
aptitudes
minimally;
but by age 3, performances
on intelligence
tests
begin to predict adolescent
and adult
scores
�
By
age 7, intelligence
tests
become
more stable
and increases
in stability
with age of child
� Mental
retardation:
condition of limited
mental ability
as indicated
by an intelligence
score
of below 70 and produces
difficulty
in adapting to
demands
of life;
varies from mild to profound;
ONLY
one
percent of population
meets criteria
and
males outnumber females
by 50 percent
� One
cause of
mental retardation is Down
syndrome:
physical disorders
caused
by an extra chromosome
in ones genetic makeup
�
Creativity:
ability
to produce novel and valuable
ideas
� Discovered
that certain
level
of aptitude is necessary
but not sufficient
for
creativity,
correlates,
but only to certain
level
(score
of about
120)
�
Those
who are freed from concern
of social
approval demonstrate better
creativity
Genetic
and Environmental Influences
on Intelligence
� IQ
scores of identical
twins
are virtually
the same
as though one
person
taking
test twice
whereas
IQ
scores of fraternal
twins
are less
similar
� Evidence
of environmental
influence fraternal twins who
are no
more genetically
alike than any
other
sibling,
but are treated more alike
tend to score
high
than other siblings
�
Adopted children
score
more similar
to their
biological
parents
than
their
adopted parents
� Heritability:
proportion of variation among
individuals
that we can attribute
to
genes;
heritability
of trait
may
vary, depending on range
of populations
and environments
studied
� Environment
that
siblings
share
influenc
