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.