PSYC 135: General Psychology II

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PSYC 135General Psychology II

• Dr. Brett A. Steinberg
• Department of Psychology
• Room 172, W.A. Bousfield Hall
• Tel [phone] E-Mail brett.steinberg_at_ucon
  n.edu

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Intelligence as aDeterminant ofBehavior
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Overview of Topic (Dont Copy)

• 1) Introduction
• 2) Definitions and theories of intelligence
• 3) Early developments in intelligence testing
• 4) Wechslers intelligence tests
• 5) Factors that influence IQ

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Introduction

• Q What does it take to be successful at UConn?
• Antarea
• Tropical nation with small, closely packed
  islands
• Swimming is main form of transportation
• Spend hours socializing, conducting business in
  water
• Never leave islands, have contact with outsiders
• Q What would it take to be successful in
  Antarea?

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Introduction (Cont.)

• Intelligence
• influences relationship to environment
• affects ability to cope with challenges
• is one determinant of psychologic well-being

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Definitions

• 1) Binet Simon, 1916 judgment, otherwise
  called good sense, practical sense, initiative,
  the faculty of adapting ones self to
  circumstances. To judge well, to comprehend
  well, to reason well, these are the essential
  activities of intelligence.
• 2) Wechsler, 1958 global capacityto act
  purposefully, to think rationally and to deal
  effectively with environment.

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Definitions (Cont.)

• 3) Gardner, 1983 intellectual competence must
  entail a set of skills of
• 1) problem solvingenabling the individual to
  resolve genuine problems and, when appropriate,
  to create an effective productand
• 2) the potential for finding or creating
  problems, laying the groundwork for acquiring
  knowledge.

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Early Developments

• 1) England, Late 1800s Francis Galton and Karl
  Pearson develop correlation (psychometric
  approach)
• 2) United States, 1893 Hugo Munsterberg and
  Joseph Jastrow exhibit mental anthropometry at
  Worlds Fair

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Early Developments (Cont.)

• 3) France, Early 1900s Binet and Simon develop
  tests to predict who will benefit from formal
  education
• Track match that is passed before eyes
• Draw designs from memory after seeing for 10
  seconds
• Identify similarities (e.g. ant, fly, and flea)

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Early Developments (Cont.)

• 4) Stanford-Binet, 1916 Intelligence mental
  quotient (mental age/chronologic age)
• Mental age age when most examinees pass items
• Problem mental growth not constant (slows at 5,
  meaningless at 13), so numbers mean different
  things at different ages

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Early Developments (Cont.)

• 5) Wechsler-Bellevue, 1939 Intelligence
  deviation IQ (compare total points with same-
  age peers)

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Theories

• 1) Pragmatic Intelligence is what intelligence
  tests measure
• 2) Rational Develop theory that makes logical
  sense
• 3) Statistical Determine which scores are
  related to find core dimensions

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Example Crystallized vs. fluid (Cattell Horn)
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Wechslers Tests

• Two types of tests produce three scores
• Verbal IQ language-based tests
• Performance IQ visually-based problem-solving
  tests
• Full Scale IQ Combination of VIQ and PIQ the
  IQ score
• IQ scores have M 100 and SD 15
• 90 109 Average
• lt 70 Intellectually deficient 120
  Superior

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WISC-R Block Design
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Wechslers Tests (Cont.)

• Scores less stable in childhood than later
• Correlation with grades .40 - .50 (moderate)
• Imperfect measure of biologic intelligence
• Possible cultural biases
• Larry P. vs. Riles California, 1979 tests
  discriminate against African-American kids when
  used for EMR placement

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Factors that Influence IQ

• 1) Heredity
• MZ together .86
• MZ apart .72
• DZ together .60
• Nontwin sibs together .47
• Nontwin sibs apart .24

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Factors that Influence IQ (Cont.)

• 2) Family background Education, occupation,
  income, and emotional atmosphere
• 3) Home environment Encourage development of
  language and achievement motivation

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Factors that Influence IQ (Cont.)

• Genotype genetic code for characteristic sets
  upper and lower limits (range of reaction)
• Phenotype expression of genotype determined
  largely by environmental factors