Chapter 9 Intelligence and Creativity

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Chapter 9Intelligence and Creativity
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Chapter 9 Intelligence and Creativity

• What is intelligence?
• Adaptive thinking or behavior (Piaget)
• Ability to think abstractly, solve problems?
  (Sternberg)
• Genetics x Environment
• (interaction)

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The Psychometric Approach

• A trait can be identified, measured
• A single attribute?
• Spearman g general s special
• Many attributes?
• Thurstone 7 primary mental abilities
• Spatial ability, perceptual speed, numeric
  reasoning, verbal meaning, word fluency, memory,
  inductive reasoning
• IQ tests and IQ score

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Theories and Tests of Intelligence

• IQ tests
• Intelligence quotient (IQ) tests attempt to
  measure an individuals probable performance in
  school and similar settings.

Binet (1857-1911) and Simon created 1st IQ ?
test in 1905
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Theories and Tests of Intelligence

• The Stanford-Binet test
• The Stanford-Binet test
• Given individually
• IQ MA/CA x 100
• MA mental age
• CA chronological age

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Normal Distribution
Normal Distribution
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Cattell and Horn

• Fluid intelligence decreases in older adults
• Use mind to solve novel problems
• Skills reasoning, seeing relationships,
  inferences,
• Free of cultural influences
• Crystallized intelligence increases with age
• Knowledge from experiences (school)
• Gen. Info., vocabulary, etc.

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Other Theories

• Gardners Theory/multiple intelligences
• Eight distinct intelligences not measured with IQ
  tests
• 1) Linguistic
• 2) Logical-mathematical
• 3) Musical
• 4) Spatial
• 5) Bodily-kinesthetic
• 6) Interpersonal
• 7) Intrapersonal
• 8) Naturalist

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Gardners Multiple Intelligences
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Other kinds of Intelligence

• Savant Syndrome
• Extraordinary talent in one area
• Otherwise mentally retarded
• Musical, artistic, calculation abilities

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Sternbergs Triarchic Theory

• Contextual Component
• Adapting to the environment
• Street smarts, age group, culture, etc.,
• Experiential Component
• Response to novelty
• Componential Component
• Information processing
• Efficiency of strategies

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The Wechsler Scales

• Overall IQ and also verbal and performance IQs.
• (WPPSI-III) Wechsler Preschool and Primary Scale
  of Intelligence-Revised. Ages 2 ½ to 7 years, 3
  months
• (WISC-IV) Wechsler Intelligence Scale for
  Children-Revised. Ages 6 to 16 years, 11 months
• (WAIS-III) Wechsler Adult Intelligence
  Scale-Revised
• Ages 16-89
• 3 IQ scores derived
• Verbal IQ
• Performance IQ
• Full-scale IQ

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WISC_IV

• Word Reasoningmeasures reasoning with verbal
  material child identifies underlying concept
  given successive clues.
• Matrix Reasoningmeasures fluid reasoning a
  (highly reliable subtest on WAIS III and
  WPPSIIII) child is presented with a partially
  filled grid and asked to select the item that
  properly completes the matrix.
• Picture Conceptsmeasures fluid reasoning,
  perceptual organization, and categorization
  (requires categorical reasoning without a verbal
  response) from each of two or three rows of
  objects, child selects objects that go together
  based on an underlying concept.
• Letter-Number Sequencingmeasures working memory
  (adapted from WAISIII) child is presented a
  mixed series of numbers and letters and repeats
  them numbers first (in numerical order), then
  letters (in alphabetical order).
• Cancellationmeasures processing speed using
  random and structured animal target forms (foils
  are common non-animal objects).

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• Ravens Progressive Matrices
• Psychologists created culture-reduced tests
  without language. It tests abstract reasoning
  ability (non-verbal intelligence or performance
  IQ)

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The Infant

• Developmental Quotients (DQ)
• Bayley Scales Ages 2-30 months
• Correlations with Child IQ low to 0
• Useful for diagnostic purposes
• Best predictors
• From measures of information processing
• E.g., attention, speed of habituation, preference
  for novelty

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The Child

• DQ does not predict later IQ
• IQ at age 4 predicts later IQ
• IQ gains
• Parents foster achievement
• Neither strict nor lax parenting
• IQ drops Poverty
• Cumulative deficit hypothesis

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The Adolescent

• Brain growth spurt at age 11/12 (puberty)
• Formal operational thinking
• Improved memory and processing skills
• Stability of IQ evident
• IQ score a good predictor of school achievement

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The Adult

• Strong relationships between
• IQ and occupational prestige
• IQ and job performance
• IQ and good health/longevity
• IQ decline by age 80 (longitudinal studies)
• C-S studies show cohort effects
• Fluid IQ peaks at about age 24
• Crystallized (verbal) unchanged until 80s

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Predictors of Gains and Decline

• Decline Poor health, unstimulating lifestyle
• Gain (or maintain)
• Above average SES
• Intact marriages
• Intellectually capable spouses
• Active lifestyles
• Use it or lose it!

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Wisdom

• Expert pragmatic knowledge
• Rich procedural knowledge strategies esp. for
  handling conflict
• Lifespan contextual knowledge
• Recognition and management of uncertainty
• Age does not predict wisdom
• Intelligence, personality cognitive style

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Factors that Influence IQ

• Genes accounts for half (Twin studies)
• Home environment higher SES helps
• Never underestimate the power of the environment
• Parental involvement stimulation
• Firstborn and smaller family are advantages
• Racial and ethnic differences
• Different ability patterns
• Culture bias in IQ test

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Mental Retardation

• Below-average intellectual functioning IQ 75
• Limited adaptive behavior before age 18
• Self-care and social skills
• Below age-appropriate expectations
• Causes
• Organic e.g., Down syndrome
• Cultural-familial genes environment

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Giftedness

• High IQ
• Special abilities math, arts, leadership
• Renzuli combination high IQ, creativity, and
  task commitment
• Can be identified by 18 months
• Termans Termites
• Remarkable into adulthood
• Well adjusted

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Creativity

• Ability to produce novel responses
• Divergent thinking a variety of solutions
• Convergent thinking
• Focusing on best solution
• Measured by IQ test
• Ideational fluency

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Creativity in Childhood and Adolescence

• Freedom, originality, humor, violence,
  playfulness
• More fantasy and pretend play
• More open to new experience
• Little genetic influencerelated to home
• Value nonconformity and independence
• Encouragement of curiosity and playfulness
• Freedom to explore independently

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Creative Achievement in Adulthood

• Increases in the 20s, 30s, and early 40s
• Then declines
• Peak times vary by fields
• Humanities scholars peak in 60s
• Artists peak in 30s and 40s
• Scientists peak from 40s to 70s
• Enthusiasm and experience required.