Intelligence and Creativity- chap 8

Psychometric Approach: Intelligence is the capacity to act purposively, think rationally, and deal effectively with the environment. Includes fluid intelligence (raw information processing) and crystallized intelligence (acquired knowledge).

CHC Theory: Intelligence is hierarchical with a general ability factor (g) at the top, followed by broad cognitive abilities (e.g., fluid & crystallized intelligence, memory, visual/auditory perception, processing speed), and then specific abilities.

Test Structure (WISC-V): Full Scale IQ is derived from Verbal Comprehension, Visual Spatial, Fluid Reasoning, Working Memory, and Processing Speed indices.

Key Features of IQ Tests: Binet-Simon introduced mental age (MA). Stanford-Binet scale introduced the intelligence quotient (IQ): IQ = \frac{MA}{CA} \times 100. Current tests use norm-referenced/deviation IQ.

Normal Distribution: 95% of people have IQ scores between 70 and 130. Scores below 70 indicate intellectual disability; above 130 indicate giftedness.

Intellectual Disability: Characterized by IQ ≤ 70, limitations in adaptive behavior, and onset before age 18.

Nature vs. Nurture: Genetics account for ~50% of IQ variation. Environmental factors and parental IQ also play significant roles. Genetic factors set the range; environment influences the outcome.

Gardner's Theory: Multiple intelligences exist (8 distinct types), challenging a single IQ score.

Sternberg's Triarchic Theory: Includes practical, analytic, and creative intelligence.

Successful Intelligence: Involves using all three components, adapting, optimizing strengths, and achieving goals.

Bayley Scales: Used to measure infant intelligence (motor, mental, behavior). Infant DQ has low correlation with later IQ.

Stability of IQ: IQ scores stabilize around age 4, but can fluctuate due to SES and environmental factors.

Causes of Gain/Loss: Gains linked to stimulating home environments; losses to unstable environments and cumulative-deficit hypothesis.

Creativity: The ability to produce novel, appropriate responses. Requires divergent thinking, unlike IQ's convergent thinking.

Flynn Effect: Average IQ scores have increased over time due to better education, nutrition, and cognitive stimulation.

IQ and Achievement: IQ correlates with school grades; SES is also a strong predictor. IQ predicts occupational success and is linked to better