14E_Intelligence_Ch10

Intelligence Overview

  • Modules Covered

    • Module 29: What Is Intelligence?

    • Module 30: Intelligence Assessment and Dynamics

    • Module 31: Genetics and Environmental Influences on Intelligence

Module 29: What Is Intelligence?

  • Definition: Intelligence is the ability to learn from experience, solve problems, and adapt to new situations.

  • Cultural Aspect: The concept of intelligence is socially constructed and varies across cultures.

Intelligence Theories

Is Intelligence One General Ability?

  • Charles Spearman: Proposed the concept of general intelligence (g), suggesting that individuals who excel in one area often perform well in others.

  • L. L. Thurstone: Criticized Spearman, asserting that intelligence consists of seven primary mental abilities, rather than a single factor.

  • Research Consensus: While there are various abilities, evidence supports the existence of general intelligence (g).

Cattell-Horn-Carroll Theory

  • Components:

    • Fluid Intelligence (Gf): The ability to reason and think abstractly, which declines with age.

    • Crystallized Intelligence (Gc): Knowledge and skills acquired over time, increasing with age.

  • Cattell-Horn-Carroll (CHC): Integrates different abilities into a comprehensive framework recognizing general and specific abilities.

Gardner’s Multiple Intelligences

  • Howard Gardner: Identified eight intelligences (e.g., linguistic, logical-mathematical), later suggesting a ninth: existential intelligence.

  • Emphasizes that intelligence comes in diverse packages and reflects preferred learning styles.

  • Savant Syndrome: Cases such as Kim Peek illustrate unique skill combinations.

Sternberg’s Triarchic Theory

  • Robert Sternberg: Proposed three types of intelligence:

    • Analytical: Problem-solving skills.

    • Creative: Ability to generate new ideas.

    • Practical: Everyday task management.

Comparing Theories

  • Gardner vs. Sternberg:

    • Gardner focuses on multiple independent intelligences.

    • Sternberg suggests three interconnected intelligences contributing to success.

  • Common Ground: Both emphasize the importance of diverse abilities in achieving life successes.

Module 30: Intelligence Assessment and Dynamics

Key Differences in Intelligence Testing

  • Intelligence Tests: Assess mental aptitudes and compare them to others.

  • Aptitude Tests: Predict future performance based on capacity to learn.

  • Achievement Tests: Measure knowledge and skills already learned.

Historical Context of Intelligence Testing

  • Francis Galton: Early attempts to measure intelligence; emphasized hereditary factors.

  • Alfred Binet: Developed the first practical IQ test to predict school performance, recognizing individual differences in learning rates.

  • Lewis Terman: Revised Binet's test into the Stanford-Binet IQ test, aiming to measure innate intelligence.

  • David Wechsler: Created widely used intelligence tests (WAIS and WISC) that yield a general intelligence score and specific scores for different cognitive abilities.

Principles of Test Construction

  • Standardization: Establishing uniform procedures and score meanings compared to a normed group.

  • Reliability: Consistency of scores across different testing times or forms.

  • Validity: Accuracy in measuring what the test is intended to measure.

Module 31: Genetic and Environmental Influences on Intelligence

Heredity and Intelligence

  • Identical twins show high correlation in IQ, suggesting a strong genetic component.

  • Heritability estimates range from 50% to 80%, indicating genetics play a significant role, but not absolute.

Gene-Environment Interactions

  • Environmental differences increasingly predict intelligence scores in diverse settings.

  • Adoption studies show improvement in intelligence when children are placed in nurturing environments.

Impact of Environment on Intelligence

  • Adverse conditions can hinder cognitive development (e.g., deprivation in orphanages).

  • Emphasizes the importance of enriching environments to enhance potential.

Growth Mindset

  • Encourages viewing intelligence as malleable, fostering resilience and adaptability in learning contexts.

  • Overemphasis can lead to self-blame for difficulties.

Social and Gender Influences

  • Stereotypical perceptions impact self-esteem regarding intelligence.

  • Men and women show only minor differences in overall intelligence scores, but exhibit strengths in different areas (e.g., spatial vs. verbal).

Racial and Ethnic Considerations

  • Intelligence scores show group differences; however, these do not determine individual capabilities.

  • Factors such as education, socioeconomic status, and environment are critical to understanding these differences.

  • Cultural Bias: Tests may not predict behavior uniformly across different cultural groups.

Stereotype Threat

  • Negative stereotypes can impair performance, especially under pressure, impacting individuals' test results based on race or gender.

  • Interventions, such as reducing reminders of group identity, can mitigate these effects.