Intelligence testingIntelligence testing

What is Intelligence?What is Intelligence?• Intelligence is a construct (i.e, concrete Intelligence is a construct (i.e, concrete observational entities), not a concrete object.observational entities), not a concrete object. • Researchers disagree on what the definition of Researchers disagree on what the definition of intelligence should be. intelligence should be.

• Although we may not be able to definitively answer Although we may not be able to definitively answer what intelligence is, we can list behaviors which we what intelligence is, we can list behaviors which we feel represent some level of intelligence. feel represent some level of intelligence.

For Example:For Example:

- Crossing a busy street without looking both ways. - Crossing a busy street without looking both ways. - Being able to solve a Rubiks cube- Being able to solve a Rubiks cube- Being able to get a super low airfare on - Being able to get a super low airfare on priceline.com priceline.com

• Additionally, none of these behaviors alone can be Additionally, none of these behaviors alone can be said to represent the entire range of intelligent said to represent the entire range of intelligent behavior.behavior.

What is Intelligence (cont.)?What is Intelligence (cont.)?Scientists believe that intelligence is a valid and Scientists believe that intelligence is a valid and useful construct for two reasons : useful construct for two reasons :

FirstFirst, , a wide variety of mental processing tasks a wide variety of mental processing tasks show systematic individual variation. An individual show systematic individual variation. An individual who performs well on one measure of cognitive who performs well on one measure of cognitive ability, will likely perform well on other measures ability, will likely perform well on other measures of mental processing. of mental processing.

SecondSecond, this construct is related to success in a , this construct is related to success in a wide variety of life tasks : school performance, wide variety of life tasks : school performance, training programs, and work behaviors. training programs, and work behaviors. So, since intelligence does exhibit consistent So, since intelligence does exhibit consistent individual differences and can be used to predict individual differences and can be used to predict performance in a number of important areas.performance in a number of important areas.

What is Intelligence (cont.)?What is Intelligence (cont.)?Although experts differ on an exact Although experts differ on an exact definition of intelligence most agree that definition of intelligence most agree that intelligent behavior has at least two intelligent behavior has at least two components:components:

1. The ability to 1. The ability to learn from experience. learn from experience.

2. The ability to 2. The ability to adapt to the surrounding adapt to the surrounding environment.environment.

Definition of IntelligenceDefinition of Intelligence•(1) The ability to learn or understand (1) The ability to learn or understand or to deal with new or trying or to deal with new or trying situations : the skilled use of reason situations : the skilled use of reason (2) : the ability to apply knowledge to (2) : the ability to apply knowledge to manipulate one's environment or to manipulate one's environment or to think abstractly as measured by think abstractly as measured by objective criteria (Webster's) objective criteria (Webster's) • The cognitive abilities of an The cognitive abilities of an individual to learn from experience, to individual to learn from experience, to reason well, and to cope effectively reason well, and to cope effectively with the demands of daily living.with the demands of daily living.

•

- - Relatively modern phenomenon - not until 1890Relatively modern phenomenon - not until 1890

- Before 1900, psychologists were not able distinguish - Before 1900, psychologists were not able distinguish intelligence from other human characteristics intelligence from other human characteristics

- Early development of theories of intelligence and test - Early development of theories of intelligence and test construction started in England & France.construction started in England & France.

- Galton & Cattell looked at individual differences - i.e., - Galton & Cattell looked at individual differences - i.e., reaction time, measures of strengthreaction time, measures of strength

- Classification of mentally retarded - treatment was - Classification of mentally retarded - treatment was inhumane.inhumane.

•

Sir Francis GaltonSir Francis Galton

Charles Spearman Charles Spearman

Louis ThurstoneLouis Thurstone

General factor (g)

J. P. GuilfordJ. P. Guilford

Howard GardnerHoward Gardner

G factorA greater ability to form neural connections which A greater ability to form neural connections which leads to a better general intellectual performanceleads to a better general intellectual performance(i.e. if we are generally intelligent, we are more likely to develop strong mechanical, musical, artistic, and other kinds of ability)

• Brain can process information more quicklyBrain can process information more quickly

• Better able to learn from experienceBetter able to learn from experience

Spearman observed that an individual’s scores on any two Spearman observed that an individual’s scores on any two cognitively demanding tasks were positively correlated. This led him cognitively demanding tasks were positively correlated. This led him to believe that a general intellectual factor (g), was responsible for to believe that a general intellectual factor (g), was responsible for this correlation.this correlation.

Basically His Idea Was:Basically His Idea Was:

Different types of problems require different types of abilities. For example, the abilities needed to fix a car are at least somewhat different from the abilities needed to do a geometric proof in math class. But, all types of problems require an ability to see relationships between things and to manipulate those relationships. All types of problems require g.

So performance on all tasks are determined by a general factor (g) which determines the ability to see relationships and manipulate those relationships and more specific factors (s)

Crystallized IntelligenceCrystallized Intelligence - - an individuals acquired set of an individuals acquired set of knowledge and skills. knowledge and skills.

In cognitive psychology, crystallized intelligence is further divided In cognitive psychology, crystallized intelligence is further divided into: into: Declarative KnowledgeDeclarative Knowledge: Fact based information : Fact based information Procedural KnowledgeProcedural Knowledge: How to do things. : How to do things.

Fluid and Crystallized intelligence measures are correlated, but Fluid and Crystallized intelligence measures are correlated, but distinctdistinct

Cattell (1963) agreed with Spearman but argued that g Cattell (1963) agreed with Spearman but argued that g was made up of two types of general intelligence:was made up of two types of general intelligence:

Fluid IntelligenceFluid Intelligence - - the ability to see relationships, i.e. the ability to see relationships, i.e. analogies and number and digit series completion. analogies and number and digit series completion. For example : 2 4 8 16 ___ For example : 2 4 8 16 ___

Grouping Factors of IntelligenceGrouping Factors of Intelligence

• Thurstone didn’t believe that the Thurstone didn’t believe that the g g factor could explain factor could explain all variation across cognitive tests. all variation across cognitive tests.

• Thurstone theorized that there were common group Thurstone theorized that there were common group factors present in different classes of tests. factors present in different classes of tests. For example, a reading comprehension test and a For example, a reading comprehension test and a vocabulary test show greater correlation than do a reading vocabulary test show greater correlation than do a reading comprehension test and a measure of numerical ability. comprehension test and a measure of numerical ability.

• These group factors are independent of one another, but These group factors are independent of one another, but still related to still related to gg. .

Grouping Factors of Intelligence (cont.)Grouping Factors of Intelligence (cont.) Thurstone hypothesized seven primary mental abilities, which together combined to create g:

1. Verbal Comprehension1. Verbal Comprehension - vocabulary, reading, verbal - vocabulary, reading, verbal analogies analogies 2. Word Fluency2. Word Fluency --- anagrams, rhyming tests --- anagrams, rhyming tests 3. Number 3. Number -- mathematical operations -- mathematical operations 4. Space4. Space - spatial visualizations and mental transformation. - spatial visualizations and mental transformation. 5. Associative Memory5. Associative Memory -- rote memory -- rote memory 6. Perceptual Speed6. Perceptual Speed -- quickness in noticing similarities and -- quickness in noticing similarities and differences differences 7. Reasoning7. Reasoning - skill in inductive, deductive, and math problems - skill in inductive, deductive, and math problems

Intelligence Core Components End-StatesLogical-mathematical

Linguistic

Musical

Spatial

Sensitivity to, and capacity to discern, logicalor numerical patterns; ability to handle longchains of reasoning.

Sensitivity to the sounds, rhythms, andmeanings of words; sensitivity to thedifferent functions of language.

Abilities to produce and appreciate rhythm,pitch, and timbre; appreciation of the formsof musical expressiveness.

Capacities to perceive the visual-spatialworld accurately and to performtransformations on ones initial perceptions.

ScientistMathematician

PoetJournalist

ViolinistComposer

SculptorNavigator

Gardner’s Seven Intelligences

Gardner’s Seven Intelligences

Intelligence Core Components End-StatesBodily-Kinesthetic

Interpersonal

Intrapersonal

Abilities to control ones bodymovements and to handle objectsskillfully.

Capacities to discern and respondappropriately to the moods,temperaments, motivations, and desiresof other people.

Access to ones own feelings and theability to discriminate among them anddraw upon them to guide behavior;knowledge of one’s own strengths,weaknesses, desires, and intelligences.

DancerAthlete

TherapistSalesman

Person withdetailedaccurate self-knowledge

- Stanford-Binet Intelligence Scale- Stanford-Binet Intelligence Scale - The Wechsler Scales- The Wechsler Scales

Group TestsArmy Alpha : Army Alpha : consisted of 8 subtests measuring verbal, consisted of 8 subtests measuring verbal, numerical, & reasoning abilities.numerical, & reasoning abilities.

Army Beta : Army Beta : equivalent non-verbal test and used pictorials & equivalent non-verbal test and used pictorials & nonverbal instructionnonverbal instruction

Individual Intelligence Tests

Mental Age (MA)Mental Age (MA)Chronological Age (CA)Chronological Age (CA)Intelligence Quotient (IQ)Intelligence Quotient (IQ)

IQ = MA/CA x 100IQ = MA/CA x 100Ratio IQRatio IQDeviation IQDeviation IQ

Normal distributionNormal distribution•Because Mental Age doesn’t typically grow after 25, this method Because Mental Age doesn’t typically grow after 25, this method underestimates most adult IQs. underestimates most adult IQs.

2. Norms2. Norms

3. Objectivity3. Objectivity

4. Reliability4. Reliability

5. Validity5. Validity

1. Standardization1. Standardization

• Predicts to some extent how well we will do in lifePredicts to some extent how well we will do in life

Predictability of Intelligence Scores• Many occupations are available only to persons Many occupations are available only to persons with college or graduate degrees.with college or graduate degrees.

• It takes less time to train persons with higher It takes less time to train persons with higher intelligence to a high level of job knowledge and intelligence to a high level of job knowledge and skill.skill.

• Persons with higher intelligence tend to perform Persons with higher intelligence tend to perform better in complex jobs.better in complex jobs.

Differences in intelligence and achievement:Differences in intelligence and achievement:

Gap is narrowingGap is narrowing

•White Americans score 15 points than African Americans

• Asian Americans score higher than White Americans