Psych slides Unit 5

Definition of Intelligence

  • Intelligence is often defined as a measure of general mental ability.

  • David Wechsler describes it as "the global capacity to act purposefully, to think rationally, and to deal effectively with the environment."

  • It encompasses the ability to learn from experience, solve problems, and adapt knowledge to new situations.

Major Intelligence Theorists

Francis Galton

  • Defined intelligence as dependent on physical abilities.

  • Measured various physical attributes such as strength, reaction time, sensitivity to pain, and weight discrimination.

  • He emphasized systematic study in measuring behavior.

Alfred Binet

  • Hired by the French government to identify children needing special education.

  • Proposed that intelligence can be measured through memory, comprehension, and judgment tasks.

  • Along with Theodore Simon, developed concepts of mental age and chronological age.

Louis Terman

  • Adapted Binet's test for California children, which became the Stanford-Binet Intelligence Test.

  • Terman believed that intelligence indicated innate capacity at birth.

Intelligence Quotient (IQ)

  • William Stern derived the formula: IQ = (MA/CA) x 100,where MA = mental age, and CA = chronological age.

Wechsler Adult Intelligence Scale (WAIS)

  • Developed by David Wechsler.

  • Comprises 15 subtests, assessing various cognitive abilities such as:

    • Similarities

    • Vocabulary

    • Block design

    • Letter-number sequencing

  • Provides an overall intelligence score along with specific scores for verbal comprehension, perceptual organization, and working memory.

Types of WAIS Subtests

Verbal Subtests

  • General Information: E.g., What day is Independence Day?

  • Arithmetic Reasoning: E.g., Cost of 1 egg if a dozen costs 60 cents.

  • Vocabulary: Define 'corrupt'.

  • Comprehension: Reasons for purchasing fire insurance.

  • Digit Span: Recall sequences of numbers forwards and backwards.

Performance Subtests

  • Block Design: Recreate a design using blocks.

  • Object Assembly: Assemble parts to make an object quickly.

Challenges in Measuring Intelligence

  • Intelligence can be subjective and influenced by bias.

  • Ongoing debates exist about general intelligence versus multiple intelligences.

The G-Factor Theory

  • Proposed by Charles Spearman, suggesting intelligence consists of:

    • G-factor: General intelligence

    • S-factor: Specific cognitive skills

  • Utilizes factor analysis to evaluate these components.

Multiple Intelligences Theory

  • Introduced by Howard Gardner, comprising:

    • Linguistic intelligence

    • Logical-mathematical intelligence

    • Spatial intelligence

    • Musical intelligence

    • Bodily-kinesthetic intelligence

    • Interpersonal intelligence

Howard Gardner's Assessment

  • Activity: Identify a famous person for each type of intelligence.

Intelligence Test Evaluation

  • Raymond Cattell & John Horn's theory differentiates:

    • Fluid Intelligence: Problem-solving in unfamiliar contexts.

    • Crystallized Intelligence: Utilization of learned knowledge and experience.

Robert Sternberg's Triarchic Theory

  • Distinct types of intelligence:

    • Analytical Intelligence: Academic abilities.

    • Experiential Intelligence: Creativity and insight.

    • Practical Intelligence: Common sense or "street smarts."

Applications of Sternberg’s Theory

  • Career task examples integrating all three intelligence types.

Emotional Intelligence

  • Defined by Peter Salovey and John Mayer as the capacity to perceive, express, understand, and regulate emotions.

  • Emotional intelligence scale assessment activity.

Creativity

Thinking Styles

  • Convergent Thinkers: Solve problems targeting one correct answer.

  • Divergent Thinkers: Generate multiple solutions to a single question.

Creativity Characteristics

  • Ability to create original, novel, and useful ideas.

  • Threshold Theory: A certain level of intelligence is necessary but not the only requirement for creativity.

Types of Psychological Tests

  • Include assessments of abilities, interests, creativity, personality, and intelligence.

  • Good tests are standardized and reliable.

Standardization in Testing

  • Standardized tests are given under controlled conditions to establish norms for comparison.

  • Norm-referenced tests require consistency in administration and conditions.

Norm Distribution

  • Normal Curve: Describes the score distribution, where most scores cluster around the average.

  • Ninety-five percent of the population scores within 30 points of 100.

Reliability in Testing

  • Reliability refers to the consistency of test scores over time or occasions.

Methods to Determine Reliability

  1. Test-Retest: Same test given twice for consistency.

  2. Split-Half: Comparing scores from different halves of the test.

  3. Alternate Form: Two forms of the same test checked for consistency.

Validity in Testing

  • Validity reflects how accurately a test measures what it's intended to measure.

  • A reliable test must also be valid.

Types of Validity

  1. Face Validity: Appearance of measuring what it's supposed to measure.

  2. Content Validity: Degree to which content reflects the construct.

  3. Predictive Validity: Test’s ability to predict outcomes.

  4. Criterion-related Validity: Correlation with established measures.

  5. Construct Validity: Accurately measuring hypothetical constructs.

Types of Tests

  • Performance Tests: Like SATs, AP tests, Wechsler tests, etc.

  • Speed Tests & Power Tests

  • Observational Tests: Employment evaluations and interviews.

  • Self-report Tests: Participants report their feelings, attitudes, etc.

Group Activity - Reliability and Validity

  • Practice reliability types through interactive group tasks, answering questions, and scoring correctly within a competitive framework.