Intelligence (Ch. 10)

Intelligence

= ability to solve problems/learn from experience (understand/reason)

• several types, tests only measure sm aspect (limitation)

• shaped by society & reflects values of specific times (dom social values/historical epochs)

History of Intelligence Tests

• not entirely objective

• measures society’s values at particular time

• reflects cultural values of those in power/authority

• justify sterilization laws, segregation, dehumanization, racial superiority

• labelled as moron= stunted personal growth (long lasting impacts)

History of Intelligence Testing: Binet & Simon

• problem: late 1800s, new law in france required universal ed

• solution: Binet & Simon devised tests to

1. determine childs aptitude for learning

2. identify children needing remedial help

Binet & Simon: Purpose

goal of test

• help rural children succeed in school by identifying those who need ed support

course of development

• all follow same sequence (diff rates)

• children w lower ability delayed, not cog deficient (can improve w help)

view of intelligence

• influenced by environment (nurture, not perm fixed)

• consistent w contemporary research on growth mindset

Intelligence: Single vs. Multiple

• spearman: general intelligence (g)

• thurstone: 7 independent clusters of abilities

• gardner: 8

• sternberg: 3

• em intelligence: 4 components

Gardner’s 8 Intelligences

= gives large insight into intelligence

• IQ tests (analytical) measure 3 types: linguistic, logical-mathematical, spatial

1. naturalist

2. linguistic

3. logical-mathematical

4. musical

5. spatial

6. bodily kinesthetic

7. intrapersonal

8. interpersonal

Ratio vs. Deviation IQ

• R: ratio of mental to phys age (divide ma by pa times 100)

• D: deviation of adults score from average adults score → more common for estimating intelligence

Impacts of Intelligence Scores

• predict outcomes: school/job performance, health, wealth

• personality: more patient, better risk calculation, predict how people will act

Spearman Two Factor Theory of Intelligence

=performance on test due to gen cog ability & specific abilities unique to test

• gen cog ability= g (score well on one test, tend to score well on others)

• specific abilities= s (score highest on one test, doesnt mean score high on all)

Thurstone

• stronger correlation b/w performances when tests had similarities

• primary mental abilities (3 level hierarchy→ middle level abilities b/w g & s)

Fluid vs. Crystallized Intelligence

• f: solve novel problems

• c: adapt knowledge from experience

Sternbergs Intelligence Triarchy

1. analytical: intelligence assessed by IQ tests

2. practical: intelligence for everyday living

3. creative: intelligence makes us adapt to novel situations, generate new ideas, no functional fixedness

Heritability Coefficient

=how much of difference b/w IQ scores of diff people due to difference in genes (doesnt tell about individuals)→ h²

• suggests IQ more heritable in higher income children

Environmental Influence on Intelligence

• SES/education powerful influences on IQ

• flynn effect: average IQ score today roughly 30 points higher than a century ago

• whether person has specific gene depends on parents→ environmental factors determine if gene activated

Wechsler Intelligence Scale

diff tests for adults/kids

• set so about 2% of population above 130 & about 2% below 70

Extremes of Intelligence from Wechslers IQ Test

• cog delay/disability: 70/below & unable to live independently

• savant syndrome: 70/below, extraordinary islands of brilliance

• gifted: 130/above

Termans Standford-Binet Test

• added items & extended test to adulthood

• said intelligence inherited/fixed (wrong)

• eugenics→ endorsed invol sterilization of low scorers

Intelligence Under Termans Influence

• purpose: no longer used only to identify students needing help

• eugenics: used to advance eugenics movement (identify people considered unfit)

• underlying assump: intelligence wrongly viewed as racially inherited

• problem: assumptions scientifically flawed (not supported w research) & helped legitimize discrimination/inequal

Terman & Eugenics

= idea that intelligence of human kind should be increased by controlled breeding

1. intelligence influenced by genes

2. some racial groups score better than others

3. reason some racial groups score better than others is they have superior genes

Variation: Test & Test Takers

1. tests biased: early tests asked q's certain groups more likely to know

2. biased testing situations (asked race before→ perform worse)

3. stereotype threat: anxiety w possibility of confirming others stereotypes about own group

Improving Intelligence

1. supplement w long chain polyunsaturated fatty acids

2. enroll low SES infants in early ed interventions

3. interactively read to children

4. preschool

→ cog enhancers: drugs improve psychological processes underlying intelligence

Analogical Arguments

• makes hard/abstract idea easy to grasp by comparing to something simple/familiar

• A is like B (claims like not is)

says:

• A/B share some important similarities

• understand A in relation to B

• similar is some ways & dissimilar in others

Viability/Nonviability of Analogical Arguments

V: if A & B share more significant similarities than differences

NV: if A & B share more significant differences than similarities

Emotional Intelligence (EI)

effectively recognize/understand/manage ems, esp difficult ones, within self/others

Emotional Intelligence Skills

crucial= delay gratification/control impulses (hard to develop in our society)

• awareness: recognize/name own ems

• regulation: manage/control own ems

• empathy: understand/respond to others ems

• interpersonal skills: build healthy relations w others thorough communication/conflict resolution

Components of Emotional Intelligence

• perceive: recognize in expressions/stories/music

• understand: see blended ems, predict em states/changes in self/others

• manage: express in diff situations

• use: fuel/motivation for creative/adaptive thinking