PSYC 307 1st Edition Lecture 12Overview of Previous Lecture - Cognition- Motor Development - LanguageOverview of Current Lecture- Defining Intelligence- Measuring Intelligence - Problems with Intelligence- Genes, Environment and Development of Intelligence- Other views on IntelligenceOctober 21 – Intelligence I. Intelligencea. Definition – what is it?i. g (general intelligence)1. Spearman ii. positive associations between cognitive tasksiii. 40-50% of variance in IQ performanceiv. IQ scores estimates of g b. Calculating Intelligencei. IQ = intelligence quotient1. Mental age/chronological age * 100a. MA/CA * 100 = IQII. Measuring Intelligencea. Stanford-Binet Testi. Appropriate for ages 2-85ii. Subtests: verbal and non-verbaliii. Five domains; fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing, working memory iv. Fifth Edition (SB5) classification1. Based on stratified random sample based on 2000 census 2. Mean is 100 (most people fall between 70 and 129)3. Standardized test b. Bayley Scales of Infant Development (BSID)i. Ages 0-3 yearsii. Domains: motor (fine and gross), language (receptive and expressive), cognitive development1. Poor predictors or future intelligence2. DQ = developmental quotient c. Raven’s Progressive Matrices (RPM)i. Ages 5 and upii. Does not use language at all iii. 60 multiple choice questions; complete the pattern1. Measures the ability to complete the pattern d. Wechler Series – different test can measure specific domains i. Wechler Preschool and Primary Scale of Intelligence (WPPSI)ii. Wechsler Intelligence Scales for Children (WISC)1. Verbal, comprehension, perceptual speed, working memory iii. Wechler Adult Intelligence Scale (WAIS) III. Problems with Measuring Intelligencea. Flynn Effect: IQs steadily increase from one generation to the next i. Racial/cultural biases1. Belgium: average IQ increases 18 points between generationsa. Restandardize IQ tests 2. Communication: ethnic minorities, immigrants (could be different than natives)ii. Gender biases1. May not be answerable by everyoneiii. Stereotype threat 1. Fear of being judged on performance a. Present in infants and adults b. Correlations with Intelligence gi. Academic achievement/SAT schoolsii. Job attainment and performanceiii. Incomeiv. Health and mortalityv. Total brain volumevi. Heightvii. Myopia – near sightedness (glasses)viii. **Correlation does not equal causation c. Low end of the Bell Curvei. Intellectual disabilities (formerly MR)1. IQ < 702. 2-3% of population 3. Adaptive functioningii. Interventions1. Can assist individuals; help them gain daily living skills, improve outcomesiii. Can be idiopathic or syndropathic (extra genetic material)d. High end of Bell Curve: giftednessi. IQ > 130ii. 2-3% of populationiii. Precocious1. Develop skills and abilities early in an areaiv. Rage to master1. Intrinsically motivated to master material – need stimulating environment and work v. March to their own drummer e. Why use IQ scores?i. Quantitative masure of a child’s intelligence relative to that of other childrenii. IQ scores for large, representative populations f. Stability of IQ scoresi. Longitudinal studies: continuity from 5 onward1. Closer in time = more closely correlated 2. More stable at older agesii. Changes in scores over time can be influenced by characteristics of children and their parents (academic performance and disciplinary strategies)g. IQ scores as predictorsi. More closely related to occupational success than SES, school attended or any other variable studiedii. Motivation, creativity, health, social status 1. High IQ generally leads to higher salary IV. Genes, Environment, and Development of Intelligencea. Genes have substantial influenceb. Environmental contribution (HOME)i. Nature and nurture both important ii. Relationship with SESiii. Racial/ethnic differences (stereotype threat)c. Higher correlation of IQ for siblings who share more DNA (twins) and live together d. Increased number of risk factors can lead to decrease in intelligence scoresi. Negative mother, child interactions; mother did not complete high schoolV. Other views on intelligence (away from g score)a. Two Types of Intelligence i. Crystallized intelligence: factual knowledge about the world; increases with ageii. Fluid intelligence: ability to think on the spot to solve problems; declines slowly after adulthoodb. Alternative Perspectives of Intelligencei. Sternberg’s Theory of successful Intelligence 1. Triarchic theory – made up of three componentsa. Analyticb. Creativec. Practical – everyday lifeii. Gardner’s Theory of Multiple Intelligences1. Individual Differencesa. Different types of people are intelligent in different ways 2. Intellectual inconsistencies3. People possess at least eight types of intelligencea. Linguistic, logical-mathematical, spatial, musical, naturalistic, bolidy-kinesthetic, intrapersonal,
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