CHAPTER 8 – INTELLIGENCE
CHAPTER 8 – INTELLIGENCE
Sternberg
Lay people Psychologists
*problem * verbal intelligence
solving
*verbal * problem solving
* social * practical intelligence
competence
I. FORMAL THEORIES OF INTELLIGENCE
Lumpers and Splitters
A. Spearman (~1900)
1. Quite general
2. Understands quickly,
B. L.L. Thurstone (1938) 7 primary
S – spatial
P – perceptual speed
N – Numerical ability
V – verbal meaning
M – memory
W – word fluency
R – reasoning
C. J.P. Guilford (1961)
1. Operations
2. Contents
3. Products
D. R.B. Cattell (1971)
1. Crystallized Intelligence
2. Fluid Intelligence
E. Robert Sternberg (1985,1986) – triarchic
1. Componential
2. Experiential
3. Contextual
II. INTELLIGENCE TESTS
A. Binet-Simon Scale – 1905
1. 30 tests
B. L. M. Terman – 1916 Stanford – IQ
1. Update as
2. Some questions easier
3. Individual
4. 4 areas
C. Wechsler Intelligence Scales
* David Wechsler – Bellevue Hospital
1. 2 parts
D. Group Tests
1. Individual –
2. What most
3. Advantages
a. eliminate
b. scored quickly
c. more
4. Disadvantages
a. examiner less
b. people not used
c. ED kids
III. WHAT MAKES A GOOD TEST?
A. Reliability
1. Dependability and consistency
2. Give test to
3. Problem is people
4. Alternate forms
5. Split-half reliability
6. Correlation coefficients –
7. IQ tests .90
B. Validity
1. Content Validity
2. Criterion-Related Validity
C. Criticisms of IQ tests
1. Test content and scores
a. only narrow set
b. measures ability
c. discriminate against
2. Use of IQ scores
a. putting in track
b. useful predict
c. much they don’t
3. IQ and success
a. correlation can be du
b. high IQ tend
c. social class
d. IQ not same as
IV. DETERMINANTS OF INTELLIGENCE
A. Heredity
1. Tryon (1940)
2. Twin studies
a. not many
b. adoption agencies
c. prenatal experience
B. Environment
1. Development intellectual abilities
2. Pre-natal nutrition
3. Extreme malnutritin
4. Wiesel & Hubel (1963)
5. Tryon 1950’s – little difference
6. Skeels 1930’s – orphanages
7. Spitz & Bowlby – France
8. Class
a. Lower class
b. Middle class
c. Poor kids
9. Effects extreme deprivation
C. Jensen Controversy
1. Article criticizing
2. Concludes heredity
3. Racial differences
4. Therefore concludes
5. Controversy
a. Generations
b. Teacher
c. Can’t assume
D. Gender Differences in Cognitive Abilities
1. Many occupations
2. Macoby & Jacklin (1974)
3. Feingold (1988)
4. Hyde (1981)
5. Not used
V. EXTREMES OF INTELLIGENCE
A. Mental Retardation
1. AAMD – significantly subaverage
2. Low IQ score
a. Tests
1) Oseretsky Tests
2) Adaptive
3) Vineland Social
3. Causes
a. Usually not
b. PKU
c. Downs Syndrome
d. Brain damage
e. Severe environmental
4. Steps taken
5. PL 97-142
a. Testing to
b. CSE team
c. Educ programs
d. Periodically
B. Giftedness – superior
1. Terman (1925) academic talent &
2. Renzuli (1978) interaction above
3. Sternberg & Davidson (1985) especially
4. 1971 – Congress – Gifted Children
a. General intellectual
b. Special academic
c. Creative or
d. Leadership
5. SMPY – Study of
6. Critics
a. Giftedness may not
b. Assumption will
c. Present measures
d. How kids
IV. CREATIVITY
A. Definition – ability to produce
B. Some feel
C. IQ tests
D. Getzels & Jackson (1962) – little
E. Criticisms – all high IQ
F. Threshold – in order for
G. Creative people perceived
VII. INTERVENTION PROGRAMS – DO THEY IMPROVE IQ?
A. Coaching
B. 1961 – Heber – Milwauke Project –
C. Scarr-Salapatek & Weinberg 1976
D. Head Start
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