(psychology) (english pps) intelligence and creativity

7/27/2019 (Psychology) (English Pps) Intelligence and Creativity

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West EducationalPublishing

Intelligenceand

Creativity

IntelligenceScientists are not

sure exactly whatintelligence and

creativity are. This

chapter looks at

methods and

devices designed to

measure these

complex concepts.

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http://localhost/var/www/apps/conversion/tmp/scratch_6/Openingscreen.ppshttp://localhost/var/www/apps/conversion/tmp/scratch_6/Openingscreen.pps


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Understanding IntelligencePsychologists define

intelligence as the ability to

understand and adapt to

the environment using a

combination of inherited

abilities and learned

experiences.

I believe

the

answer

to the

problem

is . . .

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The Stanford-Binet Intelligence TestConstructed in the early 1900s by Alfred Binet

Described four elements of intelligence

Direction = the ability to work toward a goal

Adaptability = making necessary adjustments

to solve a problem

Comprehension = understanding the basic problem

Self-evaluation = knowing if the problem has been

solved correctly

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Items Used in the Stanford-Binet Test

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Binet used the term mental age to describe the level of

intellectual functioning. The average five-year-old should

pass most items on a test designed for that age.

Intelligence Quotient

(I.Q.) is a measure

that compares

mental age with

physical age. A

seven-year-old child

with a mental age ofeight will have an IQ

of 114.

Mental Age

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Mental AgeChronological Age

X 100 = I.Q.7

7X 100 = 100

8

7X 100 =

Calculating I.Q.

What is the I.Q. of a 16-year-old girl with a mental age of 20?

114

Examples:

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Mental AgeChronological Age

X 100 = I.Q.

7

7X 100 = 100

8

7X 100 =

Calculating I.Q.

What is the I.Q. of a 16-year-old girl with a mental age of 20?

114

20

16= 12.5 X 100 = 125

Examples:

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The Wechsler Intelligence TestDavid Wechsler (WEX-ler) devised a differentintelligence test to measure real world intelligence.

The first part of the test included verbal items

like the Binet test.

The second part was a nonverbal I.Q. test called a

performance scale.

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New definitions of IntelligencePsychologists now realize that traditional academic

measures do not reflect all aspects of intelligence.

Howard Gardner and Daniel Goldman, among

others, developed new approaches for looking atintelligence.

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According to Howard Gardners Theory of Multiple

Intelligences, there are seven* broad components of

intelligence.

* He later added an eighth

(naturalistic) intelligence.

LanguageInterpersonal

Intrapersonal

Body Movement

Logical/Math

Visual/Spatial

MusicalClick on the intelligences

for more information.

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3 7 11 15 19 23Logical/Mathematical

Capacity tounderstand logical and

numerical patterns

Language

Interpersonal

Intrapersonal

Body Movement

Logical/Math

Visual/Spatial

Musical

Click for more information.

27 31 35 39 43

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LanguageCapacity to understand

sounds, rhythms,functions of language

Language

Interpersonal

Intrapersonal

Body Movement

Visual/Spatial

Musical


Logical/Math

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Musical

Capacity to appreciate

music, pitch, timbre

Language

Interpersonal

Intrapersonal

Body Movement

Visual/Spatial

Musical


Logical/Math

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Visual/SpatialCapacity to perceive

spatial world

Language

Interpersonal

Intrapersonal

Body Movement

Visual/Spatial

Musical


Logical/Math

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Body Movement

Capacity to control

ones movements

Language

Interpersonal

Intrapersonal

Body Movement

Visual/Spatial

Musical


Logical/Math

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Interpersonal

Capacity to understand

others moods, and

motivations

Language

Interpersonal

Intrapersonal

Body Movement

Visual/Spatial

Musical


Logical/Math

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Intrapersonal

Capacity to

understand your own

behavior and talents

Language

Interpersonal

Intrapersonal

Body Movement

Visual/Spatial

Musical


Logical/Math

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Daniel Golemans Theory ofEmotional IntelligenceThe ability to feel, deal with, and recognize

emotions makes up its own kind of intelligence.

Emotional self-awareness: knowing what we arefeeling and why

Managing and harnessing emotions: knowing howto control and respond to feelings appropriately

Empathy: knowing what another person is feeling

Aspects of this theory include:

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Is Intelligence Inherited?Research indicates that 50% of intelligenceis the result of heredity.

The other 50% is influenced by the

environment (family, education, social class,nutrition, stimulation, and so on).

Heredity sets limits on intelligence and the

environment allows people to realize their fullintelligence.

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Fraternal twins reared together

Siblings reared together

Siblings reared apart

100%

100%

50%

50%

50%

% SharedGenes

Median Correlation in I.Q. Scoresfor Twins and Siblings

Identical twins reared together

Identical twins reared apart

.85

.72

.60

.45

.25

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Issues in Intelligence TestingIndividual vs. group testing: Group I.Q. testing

can give fairly accurate results, but relies on verbaltesting only.

The average range of error in I.Q. scores is about

seven points.

The Supreme Court has ruled that I.Q. test results

cannot determine placement of children in schools.

Cultural bias in the creation of test questions may

discriminate against minority populations.

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Superior Intelligence

Dr. Lewis Terman discovered that people with

I.Q.s over 150

had done well in school

were well adjusted

The stereotype of the mad scientistdoesnt hold up to scrutiny . . .

have been studied at intervals since the 1920s

remained healthier and moresuccessful than the average person

had lower rates of alcoholism, divorce,

and suicide

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Basic Classifications ofMental RetardationBorderline Mental Retardation

This group is composed of slow learners who can be

employed in basic skills occupations. They are not retarded

by legal definition and would not be entitled to disability

benefits.

I.Q. 70-79

Mild Mental Retardation

Individuals in this group receive special help in school and

and are legally termed retarded. People at the upper endof the I.Q. range can function on their own, marry, and raise

families. People at the lower end of the scale need help and

supervision.

I.Q. 52-69

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Moderate Mental Retardation

People in this group have physical problems stemming

from diseases. They are trained to take care of themselves

and can live at home under supervision. Skill levels rarely

exceed those of normal 4 to 7 year olds.

Severe Mental Retardation

Severely mentally retarded people need constant

supervision. Most cannot benefit from attending school.

Profound Mental Retardation

This group of people comprise less than 1% of thepopulation. They rarely mature beyond the age of two and

only engage in limited communication. They are unable to

dress or care for themselves.

I.Q. 36-51

I.Q. 20-35

I.Q. 19 or below

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CreativityIntelligence andcreativity are somewhat,

but not closely, related.

People who are creative

tend to excel in one area.

One measure of creativity

is the ability to break set,

or think about something

in an entirely new way to

problem solve.

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Summary of MainTopics CoveredIntelligence Testing

New Definitions of Intelligence

Heredity and Environment

Problems in Intelligence Testing

Below and Above the Norm

Breaking Set

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(psychology) (english pps) intelligence and creativity

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