Intelligence and Creativity (copy)

What is intelligence?

The ability to learn, understand, and apply knowledge and skills.

How is intelligence defined?

• It is defined by a combination of several skills, such as problem solving, understanding abstract concepts, and critical thinking.

• There are many different types of intelligence.

• It is also defined by different methods of learning e.g. social learning, classical conditioning

General intelligence

A level of intelligence that is general, and this influences your performance of many cognitive skills.

Classical conditioning

• This type of learning is when a neutral stimulus is paired with a stimulus that naturally produces a response.

• After being repeated, the neutral stimulus will eventually produce the same response.

• E.g. Pavlov's experiment with dogs, who salivated in response to a bell tone - even if there was no food present.

Operant conditioning

• The type of learning is when behaviour is modified by its consequences.

• A behaviour is more likely to be repeated when it is followed by a positive consequence, whereas a behaviour is not likely to be repeated when it is followed by a negative consequence.

Social learning

• This is a type of learning that occurs through observation and imitation of others.

• We learn by watching how others behave and by seeing the consequences of their behaviour.

Cognitive learning

• This is a type of learning that involves the acquisition of knowledge and skills through mental processes.

• These include thinking, reasoning, and problem-solving.

Intelligence Quotient (IQ)

This is a numerical representation of cognitive abilities (intelligence).

Intelligence testing

• Intelligence tests are designed to measure cognitive abilities - or thinking, reasoning and solving problems.

• There are many types of tests, but most of these are standardised, meaning that they are administered and scored in a consistent way (to ensure that the results are reliable and valid).

• They are often used to determine an individual's IQ.

Alfred Binet

• Binet defined intelligence as a dynamic, multifaceted ability that can be developed and improved.

• He rejected the idea of intelligence as a fixed trait and emphasized the role of environmental factors and education.

• Binet identified components of intelligence: logical reasoning, problem-solving, and memory.

• He developed the Stanford-Binet Intelligence Scale, to measure these components.

• Binet's work laid the foundation for modern intelligence testing and influenced theories of intelligence, including special education programs.

Limitations of IQ testing

Does not account for…

• Hereditary or environmental factors that can affect a person's general intelligence - genetics, parenting styles, their education

• Difference types of intelligence (emotional and social intelligence).

Implications of IQ testing

• IQ testing also does not account for the different factors that affect intelligence - the results are invalid.

• Generally, other types of intelligence are not tested (musical/linguistic intelligence).

Usefulness of IQ testing

• Allows comparison of intellectual abilities.

• Studies relationship between IQ and academic achievement, job performance, health outcomes.

• Used in education, clinical psychology, neuroscience to measure cognitive ability.

• Identifies individuals benefiting from intervention.

Howard Gardner’s Theory of Multiple Intelligences

• Outlines distinct types of intellectual competencies.

• Develops eight inclusion criteria for each intelligence.

• Suggests individual intelligence profiles may differ based on genetics or experience.

How did Howard Gardner's theory of multiple intelligences challenge traditional beliefs about intelligence?

• He believed that there are many aspects of intelligence, and several factors that affect intelligence.

• He challenged the traditional belief that there is one type of intelligence.

• He defined intelligence as: “biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture”.

Logical mathematical intelligence

• Good at taking tests

• Critical thinking

• Making/reading graphs

• Organisation

• Logics/reasoning

Verbal linguistic intelligence

• Good at poems

• Rhymes

• Reading

• Writing

• Learning other languages

Interpersonal intelligence

• Good at understanding people’s emotions

• Good receptions to other people’s moods and what motivates them

• Work with other people well

• Social norms of a situation

Body kinetics intelligence

• Good at handling or manoeuvring your own body

• Can handle objects skilfully

• Move them around however your want them to?

• E.g. sport athletes, dancers, actors, soldiers

Musical intelligence

• Associated with rhythmic and harmonic music

• Being able to interpret sounds, rhythms, tones and pitches better than most people can understand

• Probably can compose, play an instrument

Visual spatial intelligence

• How well you can visualise something in your mind.

• How well you could get through a maze

• Judging distances

• Reading maps

Intrapersonal intelligence

• How well you understand yourself

• What emotions you feel

• How well you control your thoughts, actions and feelings in general

• Understanding of your strengths and weaknesses

Naturalistic intelligence

• Being able to recognise stuff in the real world - flowers, trees (living things)

• E.g. chefs, fishermen, hunters, botanists

• Biological sciences

Heredity

The passing on of physical or mental characteristics from one generation to another - through genes.

Environmental factors

An individual’s surroundings or conditions - the external influences and experiences we encounter throughout our lives. E.g. quality of education

Genes

Genes can provide a foundation or a starting point for our intelligence.

Genes are like instructions that determine certain aspects of our physical appearance and abilities, including intelligence.

Social context

The environmental and social factors that influence behaviour and development.

socioeconomic status

A measure of a person's social and economic position in relation to others, often based on income, education, and occupation

Nature vs Nurture

• Nurture - The environment we grow up in affects our behaviour/who we are (upbringing and life experiences)

• Nature - Innate biological factors e.g. Genes are an unchangeable blueprint, in you from birth decides everything.

Mental age

Refers to one's relation to the cognitive performance of others of the same biological age.