Intelligence

1
Chapter 11

• Intelligence

2
What is Intelligence?
3
Learning Defined

• A relatively permanent change in the behavior of
  an organism due to experience

4
Intelligence Defined

• No Single Definition of Intelligence suffices

5
Definitions of Intelligence

• A socially defined construct per the textbook,
  p.431 intelligence means whatever a particular
  culture says it means
• Another definition same as, or similar to,
  adaptive capacity (Learn from experience and
  use that learning to solve novel problems)
• Also intelligence is whatever an intelligence
  test says it is (not only a snide remark but
  also an operational definition)

6
Intelligence v. Learning

• What is the difference between intelligence and
  learning?

7
Intelligence v. Learning

• Intelligence is a higher order construct
  learning is more granular (precise)

8
Learning Intelligence

• Remember that re-acquisition of a learned
  behavior is typically faster than initial
  acquisition of that same learned behavior?What
  implications?

9
Learning Intelligence

• Recall the difference between crystallized
  intelligence and fluid intelligence? (p. 184,
  Chapter 4)

10
Learning Intelligence

• Crystallized intelligence is accumulated and
  may involve re-acquisition in some cases
• Fluid intelligence is the ability to solve novel
  problems

11
Other Aspects of Intelligence

• Aging (Chapter 4, 186)
• Cross-Sections v. Longitudinal (Cohort)
• Racial, cultural, and gender variance
• Norming Tests and Flynn Effect
• Concepts of Test Construction
• Historical Aspects
• Theories of Intelligence

12
Theories of Intelligence

• Reification Viewing an abstract concept (or
  higher order construct) as if it were a
  concrete thing
• What is g? Who developed the idea? (p. 432)
• What is factor analysis? (p. 432) What is it
  built from? (Correlation)
• What technique was used to develop Thurstones
  seven clusters?

13
Theories of Intelligence

• Spearman development of g correlation Factor
• Per Kanazawa (p. 433) would g more closely
  related to crystallized or fluid
  intelligence?
• What would we expect to happen to g with age?
• How do Gardeners multiple intelligences
  compare to g?

14
Theories of Intelligence

• Spearman development of g correlation Factor
• Per Kanazawa (p. 433) would g more closely
  related to crystallized or fluid
  intelligence?
• What would we expect to happen to g with age?
• How do Gardeners multiple intelligences
  compare to g?
• What is savant syndrome?

15
Theories of Intelligence

• g v. Multiple Intelligences can you have it
  both ways?
• Modern intelligence testing acknowledges multiple
  measures of intelligence, generally developed
  using factor
• However, all modern tests still include an
  estimate of g

16
Theories of Intelligence

• g v. Multiple Intelligences can you have it
  both ways?
• Modern intelligence testing acknowledges multiple
  measures of intelligence, generally developed
  using factor
• However, all modern tests still include an
  estimate of g

17
Sternberg Triarchic

• Analytic (roughly the same as crystallized)
• Creative intelligence (eqiv to fluid?)
• Practical Intelligence what is the problem with
  practical intelligence?
• How do you standardize?
• Generational issues wood stoves v. cell phones
• Cultural issues aboriginal v. rural v. urban
  (City Slickers)

18
Other Aspects of Intelligence

• Aging (Chapter 4, 186)
• Cross-Sections v. Longitudinal (Cohort)
• Racial, cultural, and gender variance
• Norming Tests and Flynn Effect
• Concepts of Test Construction
• Historical Aspects
• Theories of Intelligence

19
Historical Aspects Binet

• Binet was the original developer of the
  intelligence test (developed in France)
• As a consequence of legal and cultural changes in
  the French Educational system, testing was
  developed (p. 443)
• Binet Simon set out to measure what came to be
  called a childs mental age. (Later used to
  calculate IQ.)

20
Historical Aspects Binet

• Purely empirical no assumptions as to why
• To be used to indicate need for remedial measures
• Binets fear use of testing to produce
  labeling of children that reduced their
  opportunities
• Binets test was modified into the Stanford-Binet
  (for American use) by Lewis Terman

21
Historical Aspects IQ

• What is IQ? It is the intelligence quotient.
• Who developed the concept Stern (p. 444)
• How was it calculated?
• IQ (mental age / chrono age) 100
• Never intended for use on adults
• Has been replaced by statistical norms

22
Historical Aspects IQ

• What is IQ? It is the intelligence quotient.
• Who developed the concept Stern (p. 444)
• How was it calculated?
• IQ (mental age / chrono age) 100
• Never intended for use on adults
• Has been replaced by statistical norms(remember
  those from Chapter One?)

23
1 SD is 67 of the Scores
24
The Tails of 2SD have 2 each
25
Learning Intelligence

• Remember Chapter One Stats?
• J
• Remember that re-acquisition of a learned
  behavior is typically faster than initial
  acquisition of that same learned behavior

26
Historical Aspects

• Who else used Intelligence Testing in the early
  days?
• Answer US Military (Why?)

27
Modern Testing

• Popular intelligence tests (know this!!) include
  WAIS, WISC, Stanford-Binet, and KABC (all of
  these are individual tests)
• WAIS Wechsler Adult Intelligence Scale
• WISC Wechlsler Intelligence Scale for Children
• Developed using statistics, especially Factor
• Normed by age, race, gender, culture,
  geographic location
• Also MAT and Ravens Progressive Matrices

28
Modern Testing

• Achievement tests academic and primarily
  measures of crystallized intelligence
• Aptitude tests not necessarily academic and
  primarily measures of fluid intelligence
• Wechsler Tests also provide precise measures of
  11 subtests these add to Verbal Performance
  scores
• Wechsler Verbal Performance used to estimate
  g

29
Modern Testing

• Modern intelligence tests (such as WAIS) can
  indicate need for other assessments, such as
  clinical neuropsychology testing
• Practically the Bender-Gestalt is given to
  screen for organicity prior to intelligence
  testing
• The B-G is a simple measure that can detect a
  number of obvious forms of brain damage
• WISC has been used as part of diagnosis of ADD

30
Other Aspects of Intelligence

• Aging (Chapter 4, 186)
• Cross-Sections v. Longitudinal (Cohort)
• Racial, cultural, and gender variance
• Norming Tests and Flynn Effect
• Concepts of Test Construction
• Historical Aspects
• Theories of Intelligence

31
Testing Construction

• Standardization What is it?
• Reliability
• Validity
• Operational Definitions, again
• Statistics Norming
• ReStandardization the Flynn Effect (p. 447)
• Stability v Change

32
Standardization

• Procedures designed to remove effects of
  extraneous variables (for example, a noisy
  environment)
• Also based in statistics and normal groups
• Used to take into account variance due to age,
  gender, race, or cultural
• Standardization is the foundation upon which
  testing is built

33
Reliability (p. 448)

• Essential to ALL testing, not just intelligence
• Know this two common forms test-retest and
  split half
• Test-retest involves the same group administered
  repeated administrations of the same test over
  time
• Split half may be different groups or same group
  over time
• Reliability is calculated in terms of (Pearsons
  R) correlation co-efficient
• Possible BQ Spearman Pearson knew each other
  and were contemporary to each other

34
Validity (p. 448)

• Know this validity cannot exist without
  reliability
• Validity general means that a test measures what
  it claims to measure (such as intelligence)
• Two forms (1) content validity (2) predictive
  validity
• Content validity the test taps the pertinent B
• Predictive validity test predicts future
  performance

35
Problems in Testing (p. 448)

• Know this narrowed ranges bring into question
  whether or not a test is sufficiently granular.
• Open Admissions v. Closed Admissions?
• Norming Tests attrition in the population may
  possibly skew the results / reliability /
  validity
• Tests tend to fail at extremes (low or high) in
  the data (typically 2 to 3 SDs out)

36
Operational Defs, Again

• So, what is intelligence? Quite legitimately
  whatever an intelligence test says it is.
  (What alternatives? Bob says John is a bright
  boy?)
• Other testing is used to create operational
  definitions
• Many concepts from intelligence testing
  (reliability, validity, predictive validity) are
  applied in other situations (breaking points of
  bolts?)
• What problems with operational definitions?

37
Stability v Change (p. 451)

• Fluid intelligence, compared to a general norm
  group, changes with age
• Crystallized intelligence, stays the same or
  increases, with age
• Fluid intelligence within a particular cohort
  group probably stays relatively the same for many
  individuals as compared to other members of the
  cohort group
• Please read study re Scots on pp. 451-452 know
  about intelligence as possible protection against
  Alzheimers

38
Extremes of Intelligence (p. 452)

• KNOW Table 11.3 on p. 452
• IQ as measured by the WAIS has fifteen (15)
  points per SD 2 SD below is 70 2 SD above is
  130
• IQ of 70 or below is generally considered the
  criteria for MRDD
• Special scales such as the Slosson and SIT-R are
  used to measure IQ below 70
• IQ above 130 usually results in measures of
  particular kinds of intelligence (V-S, Advanced
  Math, Verbal, etc.)

39
Diagram 1
40
Extremes of Intelligence (p. 453)

• Not mentioned in the book was another reason
  Binet developed intelligence testing to separate
  MRDD from those with other mental defects, such
  as schizophrenia or sociopathy
• IQ tests generally cannot predict achievement
  individuals above a certain level (ex. Piaget
  Nobel Prize Winners)
• Another possible problem labeling bias

41
Other Topics

• Know that correlation of IQ between identical
  twins reared together is highest know graph on
  p. 455
• Recall Enriched Environment Studies (Chap 4)
  Early Intervention Effects (p. 457) What US
  government program launched as a result?
  Relevance to Sesame Street? (Tipping Point)
• Know about gender differences recall from Exam 2
  material about masculinization of the brain in
  utero asymmetry V-S processing in males (pp.
  461-3)

42
Finis