intelligence

Genetic basis of intelligence:

Genotype-genetic complement coded in DNA inherited from parents

Phenotype- outward manifestation of the individual

Heritability-proportion of phenotype variance due to genetic differences

Environmental influcences:

Family environment- children in same home similar, still have some variation of experiences

(socioeconomic status, prenatal health, brith order, family size, culture, education)

Early origins:

àgalton 1865= concluded that intelligence genetically determined and fixed at birth (CIANCIOLO AND STERNBERG,2004)

Methods of studying intelligence à(plomin 2004)

àfamily studies (first degree relatives, second and third degree)

-siblings,aunt-nice. Cousins, stepmother- stepchild

àtwin studies (monozygotic twins/100% vs dizygotic twins/ 50%)

-to investigate the influence of genetics need to manipulate the environment of mz twins

-BURT =heredity of intelligence, reared apart MZ twins. HOWEVER= FABRICATED DATA AND ASSISTANTS. Also how did he find so many reared apart mz twins (support has been found)

-virtual twins- Fullerton virtual twin study.  Non related siblings between 9  months apart. Absence of any events impating development. All 4 or older, same and mixed sex studied.  Found that importance of shared genes over shared environment increases over time

àadoption studies – Texas adoption study LOEHLIN ET AL 1994,1997

-300 families adopted child from home for unwed moters.

-found that initially when children are small environment influences intelligence but as they develop the genetics increase intelligence. However adoption of children from families in poverty to middle class families indicates child’s iq 10/15 points higher than birth mother (scar and Kidd 1983)

àSummary

-highest correlations most genetically similar individuals (MZ, DZ TWINS, SIBLINGS,PARENT)

-Lowest correlation least genetically similar or no genetic relationship (adopted child/cousin)

-those reared together more similar than those apart

àBinet 1905- first intelligence test (to identify a child’s mental age for classroom support) eg at 6 passing the test for 6-year-olds but not for 7 would mean child had mental age for 7

àTerman 1916- adapted the test to be used with children from 4-14 (sample 1000 kids) led to development of standardised testing (comparing one child against another)

àStern 1912-INTELLIGENT QUOTIENT IQ= MENTAL AGE/CHRONOLOGICAL AGE) X 100

àCharles spearman= introduced general intelligence ‘g’= analysed vocab, maths, special awareness and memory etc. then analysed the relationships between the different tasks. Conclusion: if someone did well on one task they would perform well on other tasks vice versa

-2 factor theory of intelligence. Specific abilities and general intelligence

àyerkes test= u.s army

àDAVID WECHSLER= expanded the test to be used from infancy to elderly. Still used today

NEW FORMULA

Actual test score/ expected test score for that age

i)determine expected score

ii)transform the variation of scores to a standardised form

IQ scores have been traditionally catagorised to provide some understanding of level of general intelligence

Ravenàtask was deigned to erase influence of language and culture thus making use primarily of non- verbal problems

LL. THURSTONEàSPEARMANS COUNTERPART= g results from primary mental abilities not underpins. Associative memory, spatial visualisation, verbal comprehension, number, word fluency

àCATTELL:FLUID AND CRYSTALISED INTELLIGANCE

àFluid intelligence= innate capacity. Basic reasoning ability applicable to a wide range of problems

=more affected by brain damage

=inherited

=decline more with age than crystallised

Crystallised intelligence= reflect schooling and cultural learning

=affected more by schooling

àGARDENER= theory of multiple intelligences

Linguistic, logical isual, bodily, musical, interpersonal, intrapersonal, naturalist, extitential

Flynn effect= year on year the average IQ score steadily increases

Causes: environmental boost, improvement schooling, modernisation, testing attitides, tests no longer measure IQ (or they may only measure specific cognitive abilities).

Twin studies to measure genetic differences in population but  Small genetic differences can be mistakenly credited with big effects

The bell curve controversy= Herrnstein and murray- iq scores

=the book considered the extent iq is inherited and made suggestions about specific groups being inferior . iq can only be raised in modest amounts, inconsistently and unusually temporarily.

Alternative explanations

-cultural bias in IQ tests=  iq tests devised by white middle class individuals

-sterotype threats= steele and aronson 1995 =self fuffilling prophecy

Gender differences are probably more to do with socialisation of children rather than anything else

Contemporary models of intelligence tend to include hot intelligences alongside more traditional types of intelligence

àeg ability that encompass an array of non cognitive traits instead of the analytical/ cold characteristics

Alternative models assume that

-IQ isn’t everuthong, interpersonal skills are independent of cognitive abilities, interpersonal skills are more important in real life than academic abilities, interpersonal skills should be conceptualised as a form of ability or intelligence

Thorndikeàintelligance breaks down into mechanical, abstract and social

àGARDERNER 1983,2994,1998= MULTIPLE INTELLIGENCES

-verbal linguistic

-bodily kinesthetic

-musical rhythmic

-intrapersonal

-interpersonal

-naturalstic

-logical mathematic

-visual spatial

-AND extestentialist intelligence

Multiple intelligences challenges the notion of g and states that different intelligences reside on different areas of the brain, they work together and each individuals intelligence may express differently. Education systems are biased towards logical and mathematic intelligences

àCASE STUDY PHINNEAS GAFE, MC MILLAN 2008)= intellifene and intelligence located left frontal lobe

Visser et al 200:conclusions

-contradicts notion 8 independent intelligences many correlated and all but bodily kinaesthetic coincide with ‘g’

-tests measuring same intelligence didn’t correlate

-consider talents not intelligence

àsternbergs thiarchic theory = ADAPTING, SHAPING,SELECTING

-these intelligences aren’t correlated

-conventional iq tests not always successful

-educational application

àmaltby et al 2017= componential subtheory analytical (metacomponents, performance components, knowledge acquisition components)

Emotional intelligence

=ability to recognise own and others emotions and regulate your emotions. This intelligence is often found in successful individuals

Mixed model of EI

-goleman 1998= emotional competence àself awareness, self management, social skills,

Emotional competence inventory

-bar-opn 2006= social and emotional competenceàinterpersonal competemnmce, intrapersonal competence, stress management

Emotional quotient inventory

-petrides et al 2007= trait Elàpercieving emotions in others, expression and communicating clearly, managing others emotions and self regulating

Trait emotional intelligence questionnaire

Conclusions

àAlternative approaches to intelligence take a much broader view on what intelligence is

àAll include some form of social intelligence alongside conventional intelligence (apart from EI)

àAccommodate different cultural views on intelligence

àDifferent intelligences are viewed as independent

àEvidence of alternative approaches in education

àTools have been developed to assess these alternative approaches

àEmpirical evidence is still weak for some of the theoretical approaches