HDFS 2317 1st Edition Lecture 13IntelligenceOutline of Previous LectureI. APA Style CitationII. Information ProcessingIII. The Enactment EffectOutline of Current Lecture I. What is Intelligence?II. Theories of Intelligencea. Alfred Binetb. Charles Spearmanc. L.L. Thurstoned. J.P. Guilforde. Howard Gardnerf. Sternberg’s Triarchic TheoryIII. Do People Have One or Many Intelligences?IV. Intelligence TestsV. Emotional IntelligenceVI. The Influence of Heredity and the EnvironmentVII. Group Comparisons and IssuesVIII. Ethnic ComparisonsThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.IX. Ethnic and Gender ComparisonsX. Intelligence in AdulthoodXI. Intellectual DisabilityXII. Creative ThinkingCurrent LectureI. What is Intelligence?a. Similar to thinking and memory skillsb. Cannot be directly measuredc. Ability to solve problems; adapt to and learn from everyday experiencesd. Individual differences are stable, consistentII. Theories of Intelligencea. Alfred Bineti. Binet was asked to create a measure to determine which children would benefit from instruction in France’s schools.b. Charles Spearmani. Spearman found through the use of factor analysis that the structure of intelligence was NOT unitary.ii. His findings accounted for differential abilities in subjects.iii. Spearman concluded that heredity was more important than education in determining ‘g’, but specific factors could be shaped through schooling.iv.c. L.L. Thurstonei. Thurstone identified 7 primary mental abilities through factor analysis. Each primary mental ability was separate and distinct.ii. Thurstones’s findings were the basis for subsequent multiple theoriesiii.d. J.P. Guilfordi. Guilford was involved in selecting candidates to go into pilot training. He tried unitary (global) predictors, but found multi-factor measures were better predictors. This is reflected in his work regarding intelligence.ii.e. Howard Gardner: Theory of Multiple Intelligencei. The theory of multiple intelligences suggests that there are a number of distinct forms of intelligence that each individual possesses in varying degrees. Gardner proposes eight primary forms: 1. linguistic2. musical3. logical-mathematical4. spatial5. body-kinesthetic6. naturalistic7. intrapersonal (e.g., insight, metacognition) 8. interpersonal (e.g., social skills)9. Multiple Intelligences in the Classrooma. Allow students to discover and explore domains in which they have natural curiosity and talentb. Attention given to understanding oneself and othersf. Sternberg’s Triarchic Theoryi. Three main types of intelligence1. Analytic - ability to solve problems, retain information, perform in school2. Creative - ability to solve novel problems, think outside the box, think in unique ways3. Practical - “street smarts”, how you get along with people, howyou can use what you’ve learned to your advantageii. Assessing Sternberg Triarchic Ability Theory (STAT)1. Effective in predicting college GPA2. More research needediii. Triarchic Theory in the Classroom1. Analytic ability favored in conventional schools2. Creative students may be reprimanded or marked down for nonconformist answers3. Practical students may do better outside schoolIII. Do People Have One or Many Intelligences?a. Many argue research base to support theories not yet developedb. Some say Gardner’s classification seems arbitraryc. Some experts who argue for general intelligence believe individuals also havespecific intellectual abilities IV. Intelligence Testsa. The Binet Testsi. Mental age (MA) — individual’s level of mental development relative to othersii. Intelligence quotient (IQ) — individual’s mental age divided by chronological age, multiplied by 100b. Normal distribution — symmetrical distribution of scores around a meanc. The Normal Curve and Stanford-Binet IQ Scoresi.d. The Use and Misuse of Intelligence Testsi. Intelligence tests:1. substantially correlated with school performance2. moderately correlated with work performance; correlation decreases as experience increasesii. IQ tests can easily lead to false expectations and generalizations aboutindividualsiii. Other factors also affect success V. Emotional Intelligencea. Perceive and express emotions accurately and adaptivelyb. Four aspectsi. Perceiving Emotionsii. Understanding Emotionsiii. Facilitating Thoughtiv. Managing Emotionsc.d. The Marshmallow Experimenti. Students who waited to eat the marshmallow grew up to be more successful and socialii. Students who wanted instant gratification were more lonely and had lower SAT scoresVI. The Influence of Heredity and Environmenta. Genetic Influencesi. Jensen argued heredity; studies of twinsii. Adoption studies: educational levels of biological parents better predictor of IQiii. Heritability: fraction of variance in IQ in a population that is attributed to geneticsiv. Environmental Influences1. Modifications in environment can change IQ scores considerablya. The more interaction you have with your children, the more successful in IQ tests they will beb. Depends on schoolingv. Intelligence test scores increase each year around the world1. The Flynn EffectVII. Group Comparisons and Issuesa. Cross-cultural comparisons problematici. Different cultures define intelligence differentlyii. Practical and academic intelligence can develop independentlyb. Cultural bias in testingi. Culture-fair tests: intelligence tests intended not to be culturally biasedVIII. Ethnic Comparisonsa. The Bell Curveb. African Americans students average lower intelligence test scores than White studentsi. Individual scores vary considerablyc. SES may have more effect than ethnicity; gap narrows in colleged. The BITCH Test (Black Intelligence Test of Cultural Homogeneity) DCBAi. Williams, 1970’s (Brick, chicken, deeply in love, insulting a person’s parents)IX. Ethnic and Gender Comparisonsa. Stereotype threat — fear of confirming negative stereotypes raises anxiety intestingi. Some studies confirm existenceii. Others believe stereotype threat is exaggerated to explain gapb. Gender differences in intellectual abilitiesi. Males more likely to have extremely high or low scores X. Intelligence in Adulthooda. Fluid and Crystallized Intelligencei. Crystallized Intelligence1. Accumulated information and verbal skills, which increase with ageii. Fluid Intelligence1.