Intelligence

Classes of Behaviors of Intelligence

Intelligence: ability to learn from experience, solve problems, and adapt to new situations

Fluid intelligence: reasoning ability, new skills, solving abstract problems
- Begins to decline in middle age
Crystallized intelligence: ability to use knowledge that one already has (facts, vocabulary, etc.)
- Increases over lifetime

Charles Spearman: Two Factor Theory of Intelligence
- g factor = general intelligence
- What is measured in IQ tests
- Single factor that underlies other intelligent behaviors
- Ability to think and solve problems
- s factor = specific factor
- Task specific skills
Howard Gardner: Theory of “Multiple Intelligences”
1. Musical: instrumental/perfect pitch
2. Spatial: awareness of surroundings
3. Kinesthetic: athleticism
4. Linguistic: languages, expressing oneself with language
5. Interpersonal: social skills
6. Intrapersonal: self-awareness
7. Logical: analytical problem solving
8. Naturalistic: patterns in natural world
- Savant Syndrome: exceptional ability in one area but not others → support for multiple intelligences
Robert Sternberg: Triarchic Theory of Intelligence
- 3 categories: analytical, creative, practical
Daniel Goldman: Emotional Intelligence
- Corresponds to Gardner’s interpersonal and intrapersonal intelligence
- Ability to perceive, manage, understand, and use emotions
- People with high IQ not necessarily successful
Walter Mischel: Marshmallow test
- With 4 year olds → eat marshmallow now or wait and get two
- Longitudinal study
- Related to EQ → self-regulation

IQ Tests

Normal curve
Median = 100
Standard deviation = 15
IQ < 70 = intellectual disability
IQ > 130 = “gifted”
Flynn Effect
- IQ scores are steadily increasing
- Gene pool hasn’t changed
- Access to schooling, medicine, nutrition, vaccines, and information has increased

1) Standardization

2) Reliability

Repeatability of results
Split-half reliability: are the scores similar for the two halves of the test?
Test-retest reliability: the more reliable the test → closer the correlation coefficient will be 1

3) Validity

Does the test measure what it is supposed to?
Content validity: measuring what you already know → how well does the test measure what you know?
Predictive validity: aptitude tests → how well does a test actually predict what it’s supposed to predict?
Some IQ tests are biased
- Valid for some groups and not for others
- Standardized for one group and applied to another
- Stereotype threat (Steele): fear of being viewed through a negative stereotype causes the person to confirm the stereotype

Alfred Binet
- 1900s, France
- Goal: tailor education to child (identify deficits)
- Mental age → intelligence increases as children grow
- If mental age < chronological age, child needs intervention
Lewis Terman
- Stanford-Binet Test (only for children)
- Coined “IQ” → Intelligence Quotient
- IQ = (mental age/chronological age) x 100
David Weschler
- Modern IQ tests
- No quotient (no division)
- Wechler Adult Intelligene Scale (WAIS)
- Overall score = verbal score + performance score