Chapter 8 part 1

Chapter 8: Intelligence

A Topical Approach to Life-Span Development 11th Edition by John W. Santrock

Learning Goals

• Nature of Intelligence: Explain what intelligence entails, its significance in daily life, and its role in personal, academic, and professional success.

• IQ Score Controversies: Outline key issues regarding observed differences in IQ scores among various demographic groups and the implications these differences hold for education and policy.

• Development Across Life Span: Discuss how intelligence evolves from childhood to adulthood, highlighting key developmental milestones and factors influencing these changes.

• Intellectual Disability, Giftedness, and Creativity: Describe the characteristics and implications of these concepts, including how they relate to education and social environments.

The Concept of Intelligence

• Definition: Intelligence is broadly defined as the capacity to solve problems and learn from experiences, which encompasses a range of cognitive abilities including logical reasoning, problem-solving skills, and adaptability to new situations.

• Alternative Perspectives:

  • Sternberg: Emphasizes practical know-how and contextual skills as essential components of intelligence, suggesting that true intelligence is not just academic but also functional in day-to-day situations.

  • Vygotsky: Proposes that intelligence is not merely an individual trait but involves dynamic interactions with the environment, utilizing cultural tools and receiving guidance from more knowledgeable mentors.

• Measuring Intelligence: Intelligence is often assessed using standardized tests designed to compare an individual's reasoning abilities against a normative sample. These assessments aim to quantify cognitive capabilities, although results can be influenced by various factors, including socio-cultural background.

Intelligence Tests: The Binet Tests

• Alfred Binet: Recognized the complex nature of intelligence involving various cognitive processes crucial for learning, including memory, imagery, comprehension, and judgment.

• Mental Age (MA): Refers to an individual’s cognitive development level, compared to their chronological age (CA); an MA that is greater than the CA indicates advanced cognitive abilities.

• Intelligence Quotient (IQ): Determined by the formula (MA/CA) × 100, where an average IQ is pegged at 100.

Intelligence Tests: The Binet Tests 2

• Stanford-Binet 5: Revised to assess cognitive abilities across five distinct areas:

  • Fluid reasoning

  • Knowledge

  • Quantitative reasoning

  • Visual-spatial reasoning

  • Working memory

• Normal Distribution: The scores of the test tend to follow a bell curve; approximately 68% of scores are clustered between 85-115, indicating the majority of the population falls within the average range. Notably, only about 2% score above 130 (considered gifted) or below 70 (indicative of significant cognitive impairment).

Intelligence Tests: The Wechsler Scales

• Wechsler Scales: Among the most widely utilized intelligence assessments, tailored to various age groups.

  • WAIS-IV: Intended for adult populations.

  • WISC-V: Aimed at children and adolescents ranging from 6 to 16 years.

  • WPPSI-IV: Designed for younger children aged 2 years 6 months to 7 years 7 months.

• Composite Scores: The WISC-V provides an overall IQ score along with five key composite scores:

  • Verbal Comprehension

  • Working Memory

  • Processing Speed

  • Fluid Reasoning

  • Visual Spatial

The 16 Subtests of the Wechsler Test

Key subtests encompass tasks such as:

• Block Design: Assessment of spatial visualization and motor skills.

• Similarities: Evaluates verbal reasoning and conceptualization.

• Digit Span: Tests attention and working memory.

• Picture Concepts: Assesses nonverbal reasoning.

• Coding: Measures processing speed and visual-motor coordination.

• Vocabulary: Tests verbal knowledge and language skills.

• Additional subtests cover comprehension, mathematical reasoning, and temporal cognitive tasks.

Sample Questions

• Visual Reasoning: Identify which of the four provided pictures relates to a given pattern, testing spatial awareness and visual pattern recognition.

• Arithmetic Problem: Calculate a split bill among couples while considering past dues, assessing mathematical reasoning and problem-solving skills in a real-world context.

The Use and Misuse of Intelligence Tests

• Predictive Limitations: While intelligence tests may predict potential academic and occupational success, it is critical to recognize that numerous other factors contribute to an individual's overall capabilities and achievements.

• Caution Against Overgeneralization: Relying solely on IQ scores can lead to oversimplified assumptions about individuals’ abilities and future potential. Additional information, including developmental history and health background, should always be considered.

Theories of Multiple Intelligences 1

• Sternberg's Triarchic Theory: Proposes three distinct forms of intelligence:

  • Analytical: Skills often recognized in academic settings, involving problem-solving and critical thinking.

  • Creative: Abilities to generate novel ideas and approaches.

  • Practical: Involves skills needed to manage everyday tasks effectively.

Theories of Multiple Intelligences 2

• Gardner's Theory: Challenges traditional views of intelligence by presenting eight types:

  • Verbal

  • Mathematical

  • Spatial

  • Bodily-Kinesthetic

  • Musical

  • Interpersonal

  • Intrapersonal

  • Naturalistic

  • Potentially Existential

Variability in intelligence demonstrates that individuals often possess varying strengths across these different types, highlighting the need for diverse educational approaches.

Theories of Multiple Intelligences 3

• Social Intelligence: Recognized by both Sternberg and Gardner as a crucial component of adapting and functioning within social contexts.

• Emotional Intelligence: Developed by Salovey and Mayer, this concept revolves around the ability to recognize and manage emotions in oneself and others, although critiques suggest it may be overly broad or poorly defined.

Theories of Multiple Intelligences 4

• Debate on Intelligence: Ongoing discussion about whether intelligence is a singular construct or composed of multiple abilities. Some challengers of the singular intelligence concept argue that it corresponds strongly with academic success.

The Influence of Heredity and Environment 1

• Genetic Factors: Studies show similarities in IQ scores among twins, indicating substantial hereditary influences on cognitive abilities. Research continues to uncover the interplay of genes and environmental factors in shaping intellectual development.

The Influence of Heredity and Environment 2

• Environmental Factors: Key indicators include the quality of parent-child interactions, educational resources available, and socio-economic conditions.

• The Flynn Effect: Observations of global increases in IQ scores over time may be attributed to better access to information and improved educational practices; however, socio-economic contexts remain critical in understanding these trends.

Group Comparisons and Issues 1

• Cultural Variance: Different cultures have diverse definitions of intelligence which can affect test performance. Western cultures often value analytical reasoning, while Eastern values may emphasize community roles and social harmony.

Group Comparisons and Issues 2

• Cultural Bias in Testing: Traditional intelligence tests can inadvertently disadvantage individuals from non-Western backgrounds, necessitating a reevaluation of testing practices to ensure fairness.

Group Comparisons and Issues 3

• Stereotype Threat: The anxiety stemming from the fear of confirming negative stereotypes can significantly hinder performance on intelligence assessments.

• Culture-Fair Tests: Initiatives to create tests that minimize cultural bias, utilizing familiar contexts to provide equitable measures of cognitive ability regardless of cultural background.

Group Comparisons and Issues 4

• Cultural Reflection: Intelligence testing may inadvertently reflect the priorities of dominant cultural norms, necessitating consideration of diverse perspectives in understanding intelligence.

• Achievement Gaps: Research shows that children from African American and Latino families frequently score lower than their peers, illustrating the profound impact of socio-economic factors. Initiatives aimed at increasing opportunities have shown promise in helping to bridge these gaps, particularly in higher education contexts.