Scientific Method
Intelligence
What is intelligence?
• Is intelligence a single overall ability (g) or is it multiple abilities?
• How do were measure intelligence?
• Is intelligence stable?
• What role does genetics and the environment play?
• Are we getting more intelligent?
Intelligence is the ability to learn from experience, solve problems and use knowledge to adapt to new situations (Myers, 2008).
In research studies, intelligence is whatever the intelligence test measures. This tends to be “school smarts.”
Conceptual Difficulties - Psychologists believe that intelligence is a concept and not a thing.
When we think of intelligence as a trait (thing) we make an error called reification — viewing an abstract immaterial concept as if it were a concrete thing.
Intelligence: Ability or Abilities?
How could you test this idea?
General Intelligence (g) -The idea that general intelligence (g) exists comes from the work of Charles Spearman (1863-1945) who helped develop the factor analysis approach in statistics.
Spearman proposed that general intelligence (g) is linked to many clusters that can be analyzed by factor analysis.
L. L. Thurstone, a critic of Spearman, analyzed his subjects NOT on a single scale of general intelligence, but on seven clusters of primary mental abilities, including:
Reasoning Memory Word Fluency
Verbal Comprehension Spatial Ability
Perceptual Speed Numerical Ability
Inductive
Later psychologists analyzed Thurstone’s data and found a weak relationship between these clusters, suggesting some evidence of a “g” factor.
Contemporary Intelligence Theories
Howard Gardner (1983, 1999) supports Thurstone’s idea that intelligence comes in multiple forms. Gardner notes that brain damage may diminish one type of ability but not others. People with savant syndrome excel in abilities unrelated to general intelligence.
Gardner’s 8 Intelligences
Linguistic/Verbal – the ability to think in words and use language (authors, journalists, speakers)
Mathematical/logical- ability to carry out mathematical operations (scientists, engineers, accountants)
Spatial – the ability to think 3-dimensionally (architects, artists, sailors)
Bodily-Kinesthetic – ability to manipulate objects and be physically adept (surgeons, dancer, athlete)
Musical – a sensitivity to pitch, melody, rhythm and tone (composer, musician, singer)
Interpersonal – ability to understand and interact effectively with others (teacher, mental health professional)
Intrapersonal – ability to understand oneself (theologian, psychologist)
Naturalist – ability to observe patterns in nature (farmer, botanist, ecologist, landscaper)
Sternberg’s (1986) Triarchic Theory
Analytical Intelligence: the ability to analyze, judge, evaluate, compare and contrast.
Intelligence that is assessed by intelligence tests.
Creative Intelligence: the ability to create, design, invent, originate, and imagine.
Intelligence that makes us adapt to novel situations, or generating novel ideas.
Practical Intelligence: the ability to use, apply, implement, and put ideas into practice
Intelligence that is required for everyday tasks (e.g. street smarts).
Assessing Intelligence - Psychologists define intelligence testing as a method for assessing an individual’s mental aptitudes and comparing them with others using numerical scores.
• Validity – does it measure what is it suppose to?
• Reliability – does it measure it consistently?
• Standardization – How uniform are the procedures and administration of the test?
Alfred Binet - In 1905 Alfred Binet and Théodore Simon developed the first modern form of intelligence testing
Asked to developed questions that would predict children’s future progress in the Paris school system.
Developed the concept of Mental Age (MA)
Lewis Terman - In 1916, Lewis Terman adapted Binet’s test for American school children and named the test the Stanford-Binet Test.
Intelligence Quotient (IQ), introduced by William Stern (German Psychologist):
IQ = mental age/chronological age X 100
Normal Distribution -Standardized tests establish a normal distribution of scores on a tested population in a bell-shaped pattern called the normal curve.
Intelligence: Wechsler Scales -WAIS measures overall intelligence and 11 other aspects related to intelligence that are designed to assess clinical and educational problems.
Influences on Testing
• Cultural Bias in Testing
• Genetic Influences on Intelligence (Heritability)
• Environmental Influences on Intelligence
Does intelligence remain stable over a lifetime or does it change?
Intelligence scores become stable after about 7-years of age. In numerous studies, stability of intelligence scores have been determined (Deary et al., 2004).
Genetic and Environmental Influences on Intelligence
Studies of twins, family members, and adopted children together support the idea that there is a significant genetic contribution to intelligence.
Genetics: Adoption Studies - Adopted children show a marginal correlation in verbal ability to their adopted parents.
Environment: Schooling Effects -Schooling is an experience that pays dividends, which is reflected in intelligence scores. Increased schooling correlates with higher intelligence scores.
Environment: Flynn Effect- In the past 60 years, intelligence scores have risen steadily by an average of 27 points. This phenomenon is known as the Flynn effect.
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