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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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 - V (2-85)
• The mean or average IQ score for all age groups
  is designated as 100 15 (85-115).
• Given individually

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Normal Distribution
Normal Distribution
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Individual Intelligence TestsThe 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

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WPPSI
WPPSI-III
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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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Theories and Tests of Intelligence

• 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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• Figure 9.2 Items similar to those in Ravens
  Progressive Matrices test. The instructions are
  Each pattern has a piece missing. From the eight
  choices provided, select the one that completes
  the pattern, both going across and going down.
  (You can check your answers against answer A on
  page 339.)

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The Psychometric Approach

• Intelligence -
• A single attribute?
• Spearman (1863-1945)
• 2 factor theory of intelligence
• g general ability
• s special abilities

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• Figure 9.3 According to Spearman (1904), all
  intelligent abilities have an area of overlap,
  which he called (for general). Each ability
  also depends partly on an s (for specific)
  factor.

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• Figure 9.4a Measurements of sprinting, high
  jumping, and long jumping correlate with one
  another because they all depend on the same leg
  muscles. Similarly, the g factor that emerges in
  IQ testing could reflect a single ability that
  all tests tap.

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• Many attributes?
• Thurstone 7 primary mental abilities
• Spatial ability, perceptual speed, numeric
  reasoning, verbal meaning, word fluency, memory,
  inductive reasoning

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What is Intelligence?

• Fluid intelligence and crystallized intelligence
• Cattell Horn believed that the g factor has
  two components
• - Fluid intelligence is the power of reasoning,
  solving unfamiliar problems, seeing relationships
  and gaining new knowledge
• - Crystallized intelligence is acquired knowledge
  and the application of that knowledge to
  experience.

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Concept Check

• A 16-year-old is learning to play chess and is
  becoming proficient enough to be accepted into
  the schools chess club. Is this fluid or
  crystallized intelligence?

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Concept Check

• Ten years later, the chess player achieves
  grandmaster status. Is this a result of fluid or
  crystallized intelligence?

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Gardners Multiple Intelligences
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• Savant Syndrome
• condition in which a person otherwise limited in
  mental ability has an exceptional specific skill
• Calculation abilities
• Drawing
• Musical

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Sternbergs Triarchic Theory

• Contextual Component (street smarts or
  practical)
• Adapting to the environment
• Experiential Component (creative)
• Response to novelty
• Automatization
• Componential Component (academic or analytical)
• Information processing
• Efficiency of strategies

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• Figure 9.2

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• TABLE 9.2 Four theories of intelligence

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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 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
• .50 correlation between IQ score and grades
• Adolescents with high IQ less likely to drop out
  of high school and more likely to go to college

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The Adult

• Strong relationships between
• IQ and occupational prestige
• IQ and job performance
• IQ and good health/longevity

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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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The Dynamics of Intelligence
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