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If you believe in Multiple Intelligence, is intelligence solely academic?

Emotional intelligence - Ability to understand yours and others emotions and actions, not necessarily correlated with high IQ

Males are more likely to have intellectual disabilities than females

Correlation between intelligence and creativity until 120 IQ, correlation goes away, don't have to be super intelligent to be creative

First IQ test in the United States - Stanford-Binet conducted by Turman

WAIS - Weshler adult intelligence scale is an intelligence test

WISC - Weshler intelligence scale for children

Find an IQ score - Mental age / physical age x 100

Factor analysis

Difference between aptitude test and achievement test

Predicts how well you learn vs tests what you already know

Test validity - Tests what it says it is going to test

Test baseball hitting ability, go in the outfield is not useful

Test Reliability - Test scores will repeat with more trials

IQ Tests should be reliable

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J.P. Guilford:

Psychology professor at the University of Nebraska

Developed from the ideas of L.L. Thurstone but rejected Spearman's idea of General Intelligence

Covergent and Divergent Thinking

Wechsler Intelligence Scale for Children, 4th Edition (WISC-IV) age 6-16 Adolescence

Wechsler Preschool and Primary Scle of Intelligence (WPPSI) - age 4-6.5

School Placement

Determining prescence of learning disability, developmental displays

Identify giftedness

Wechsler Adult Intelligence Scale (WAIS)

11 Subtests and gives a score on overall intelligence and verbal and performance

Determine vocational ability

Assess adult intellectual ability in the classroom

Determine organic defects

Age 16-74

Limited since fluid intelligence goes down

Intelligence testing

Intelligence tests contain a diverse mixture of questions that tap abstract reasoning skills

Modern deviation IQ scores indicate where people fall in the normal distribution of intelligence for their age

For most modern tests the mean score is 100 and the standard deviation is 15

IQ tests are intended to measure intellectual potential rather than factual knowledge, but they really reflect both

Assessing Testing Accuracy

Reliability- Measurement consistency of a test

Validity- Ability to measure what is was designed to measure

Content Validity refers to the degree to which the content of a test is a representative of the domain it is supposed to cover

Predictive Validity is estimated by correlating subjects' scores on a test with their scores on an independent measurement of the trait

IQ Issues

Socioeconomic status: middle class kids tend to do better than lower class kids

Language status: children from the dominant culture tend to do better

Age: IQ scores on timed tests tend to decline with age

Heredity: IQ scores of identical twins raised apart are quite similar

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Stern: Made the IQ Test

Simon-Benet: First Intelligence Test, French

Spearman: G factor

L. L. Thurstone: 7 mental clusters precursors to Gardner's 8 intelligences

Gardner: 8 intelligences

Lewis Terman: Standford-Binet Scale

Sternberg: Triarchic Intelligence

Special Education:

Learning Disabilities (LD): Deficit in attention, reasoning, processing, memory, communication

Behavior Disorders (BD): Deviant behaviors, impulsive, aggressive, withdrawn. Approximately 2% of the population

Ex: Autism (withdrawn, honest but inapp, repetitive behaviors), Socialized aggressive, conduct disorders (authority), anxious/withdrawn (sensitive)

Physical Disability: Need personalized equipment ot modify performance on curriculum (cerebral palsy, skeletal deformities, spinal cord injury)

Education Plans

IEP- Individual Education Plans

504- Modified educational setting for needs of student

Inclusion vs. self-contained

Two different ways to handle kids w learning disabilities

Inclusion: Have kids w normal kids in class

Self-contained: Have kids only w other like them

Exceptional students- students who are above or below the norm

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62-2: What are the traits of those at the low and high intelligence extremes?

A way to test validity is to see if the lower end and higher end differ which they really do

The Low Extreme

At one extreme are those that have unusually low intel test scores said to have an intellectual disability and are IQ 70 and below and usually have difficulty adapting to the normal demands of independent living

The second part of this is a limitation in adaptive behavior such as

Conceptual Skills like language, literacy, and concepts of money time and number

Social Skills like interpersonal skills, social responsibility, and ability to follow basic rules and law and avoid being victimized

Practical skills like daily personal care, occupational skill and travel and health care

Intellectual disability is a developmental condition before 18 w a physical cause like Down Syndrome

Now, this score of 70 could b a problem as it actually isn't the same as before but the boundary still means a lot as you could avoid execution w a score of under 70

The High Extreme

In 1921, Lewis Terman looked at high scoring children w IQ over 135 and while some said these kids were maladjusted, they were actually all good and got high levels of edu and became good jobs but no Nobel Prize winners

A more recent study shows how those that do better on the math part of the SAT are more likely to take out patents while on reading and english they are more likely to write a book

Also the those that score high at age 12 or 13 on SAT show 50% doctorates compared to 1% of total people

Though these smart kids are usually more isolated, introverted and in their own worlds, they usually thrive

So, is it ok to let these really smart kids have their own classes? No not really since this could cause others to fall behind so everyone should have a chance

Therefore, education might be better changed in a way that looks more into what the kids are good at and not just one thing and whether they are smart or not

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62-1: How stable are intelligence scores over the life span?

Aging and Intelligence

Does intelligence to slow as we age or does it remain constant? We answer this w psych's self correcting process seen in phases

Phase I: Cross-Sectional Evidence for Intellectual Decline

In cross sectional studies, psychologists saw that older adults weren't as good as younger adults on tests and many believed

Phase II: Longitudinal Evidence for Intellectual Stability

With testing longitudinally for intelligence, psychologists saw that intelligence remained stable in the same people and even went up

Well the researchers saw the problem as they tested people from different eras when they did cross section

This changed that view that we lost intelligence as we aged

Phase III: It All Depends

But the longitudinal studies could've been off since some could've died because they weren't smart or left study and retested w over 75 and saw steeper decline in intel

Also not good w how intelligence is more than 1 thing as mental speed could screw old people over but they are hella wise

Therefore, it depends on how we see it sas crystallized intelligence, what we know, gets better w age as Fluid intelligence, how quick and abstract we think w new problems goes down

This helps explain why older adults don't like tech and how some careers have limits due to the type of thinking needed

Stability Over the Life

What one sees in early life is not the best predictor of future success

By age 4, things are better to predict and stay stable as seen w study of SAT takers and then GRE takers saw that similar tests predicted and that english and math didn't, so they're different

Ian Dreary set up a long term follow up as they tested kids at age 11 in Scotland and then results were found 65 years later and retested and saw good correlation

This retest also showed that the smarter kids were more likely to live longer and healthier lives as well

There are reasons behind this as

Intelligence makes it easier to get an edu, better jobs, and better environment

Intelligence encourages healthy living: less smoking, better diet, more exercise

Prenatal events or early childhood illnesses might have influenced both intelligence and health

A well wired body as evidenced by fast reaction speeds perhaps fosters both intel and longevity

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61-4: What are reliability and validity?

Reliability:

All the standardization doesn't matter if the test isn't reliable, or not dependably consistent but the Standford Binet, WAIS, and WISC all have reliability of .9 so quite high so people's scores match each other quite close

Validity

Tests need to be valid, they need to measure what they say they measure right

It is enough to have content validity, where the test only looks at important behavior or criterion

But we expect Intelligence tests have predictive validity as they should predict the criterion of future performance and they sorta do

Are the usual aptitutude tests predictive as they are reliable? usually, they aren't as close as we'd like them to be

This happens because of how we restrict the range that we look at as predictability goes down because of this restriction

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61-3: What are the standardization and the normal curve?

Psychological tests must be standardized, reliable, and valid to be used widely

Standardization

Your score is compared to scores of a sample group to be able to understand your score and is standardization

Group members usually make a normal curve where the farther away from the average you are, there are less people

The standard is redone every now and then to make sure the test isn't wrong as the Flynn effect shows that the average intelligence has gone up

No one knows what causes the Flynn Effect but it could be test sophistication, better nutrition, better edu, better environments, less illness, smaller families, or more parental investment

Some think it is because of more people who were lower which dragged scores down but could be because of hybrid people who are better too?

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61-2: What's the difference between achievement and aptitude tests?

Psychologists split intel tests into achievement tests, measuring what you know and aptitude tests which predict your ability to learn

David Wechsler made the most widely used intel test with the Wechsler Adult Intelligence Scale w some fod kids and preschoolers

Has 15 subtests which looks for:

Similarities: Reasoning the commanlity of two objects or concepts, such as "In what way are wool and cotton alike?"

Vocabulary: Naming pictured objects, or defining words (whats a guitar)

Block design: Visual abstract processing like trying to make the same pattern as seen

Letter-number sequencing: Being able to hear a sequence of letters and numbers and to repeat the numbers going up and the letter in alphabetical order

This doesn't only give an overall score, but also subtests which help see other parts of the person and where they lack but only useful if trusted

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61-1: When and why were intelligence tests created?

Individualist societies see everyone as different but we still wonder how and why we differ in mental ability

Western attempts to study these differences started w Francis Galton, cousin of Darwin, who wanted to see who had natural ability

Tried to check this at the London Exposition in 1884 but really didn't work as measures really didn't correlate w each other

Galton didn't succeed in what he wanted but did give us nature vs. nurture and said that genius was hereditary plus science wants objectivity but individual scientists work from their own assumptions and attitudes

Alfred Binet: Predicting School Achievement

Modern intelligence tests came at the start of the 20th century when France made kids go to school but some were slow but how could we tell or predict?

The gov didn't want to rely on teachers judgments, learning before that, or social backgrounds so Alfred Binet was called in to study

Binet and Theodore Simon assumed that all kids went through same development but those behind were just mentally younger and thus struggled

To measure, they thought that mental aptitude could be seen in many ways and thus tested Binet's kids and Parisian school kids and found some ways to predict success

They didn't assume why things happened but Binet thought it would be environmental and that the kid could be changed and also that the test didn't just measure intelligence but other things as well

Lewis Terman: The Innate IQ

Things changed when Lewis Terman got a hold on the tests and saw it didn't really work for Cali Kids so he changed it a bit and added all the way up superior adults

Changed the name to Stanford-Binet and thought that the test found inbred intelligence

From these tests, William Stern found the IQ by dividing mental age by actual age and multiplying by 100

The original worked well for kids but not adults so it now calculates based on the average performance of others at that age

Terman was like Galton in trying to have a eugenics like use of IQ tests to keep all those not smart out

Terman got the test to be given to immigrants and WWI army recruits and some thought that whites did good but it was mostly just racism

Binet would not have been happy and the test was not good as it would also take into account a lot of other things that really didn't matter

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60-6: To what extent is intelligence related to neural processing speed?

Brain Function

Neuroscientists have also started to look at the brain's functioning to explain intelligence

When people think of questions, the frontal lobe begins to work so therefore it could be what is needed to become smarter

Functioning means working efficiently, so therefore the brain doesn't have to work harder to be smarter

So intelligent people might be just more quick witted than others as seen by those who are quite smart and researchers are doing more on this to see how fast it goes

The correlation between intelligence and speed is about +.3-+.5 which shows how it could be speed as well

This could be because of how the two aspects share a genetic influence

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60-5: To what extent is intelligence related to brain anatomy?

Brain Size and Complexity

After geniuses die, we look at their brains and find differences, could this be what made them so smart?

There is a small correlation of +.33 between brain size and intelligence score

Brain imaging helps us see that it also has to do with activity as Intelligence is having a lot of gray matter and white matter that makes for efficient comms

Sandra Witelson, who studied Einstein's brain, saw that it was not very different except in the parietal lobe's lower region, where mathematical and spatial info is processed

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60-4: What are the four components of emotional intelligence?

Social intelligence is different from academic and can help in social situations, but smart people usually aren't too different here from regular people

This is very important as it leads to emotional intelligence made up of:

Perceiving Emotions (to recognize them in faces, music and stories)

Understanding Emotions (to predict them and how they change and blend)

Managing emotions (to know how to express them in varied situations)

Using emotions to enable adaptive or creative thinking

John Mayer, Peter Salovy, and David Caruso who made it say this doesn't include self esteem and optimism and that emo intelligent peole are socially and self aware

Those that score high enjoy better interactions w friends, are less affected by depression, anxiety, or anger and know how to handle emotional situations

This is less of conscious effort than unconscious processing of info but the effects are clear as those who score better might be better at work and be socially better off

Brain Damage reports help show how diminished emo intelligence can hurt like w Elliot who lost most of it and couldn't feel emotion and was not well off as he lost marriage, job, and life was bad

Some, like Gardner, say that intelligence should not be spread too thin so that it stops actually meaning something

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60-3: How do Gardner's and Sternberg's theories of multiple intelligences differ?

Some psychologists have tried to find out what intelligence is beyond Spearman's and Thurstone's ideas

Gardner's Eight Intelligences

Howard Gardner views intelligence as multiple abilities that come in different ways but if someone is only good at one, they have savant syndrome, where they are only good at one thing

An example is Kim Peek who did not have ASD and could memorize very well but could not button his clothes or understand abstract concepts

Therefore, Gardner says there are multiple intelligences which explain how we are all good at different things

Critics said though that this wasn't all as there is general intelligence due to how g still matters

8 Intelligences:

Naturalist

Linguistic

Logical-Mathematical

Musical

Spatial

Bodily-Kinesthetic

Intrapersonal

Interpersonal

Intelligence alone won't bring success though as there also needs to be grit, where someone is conscientious, well-connected and energetic

Some say there needs to be 10 years of daily, intense practice to become good at something and is seen in animals as well which makes peak performance at midlife

Sternberg's Three Intelligencers

Robert Sternberg goes w more to success than intelligence and multiple intelligences, but there are 3 not 8

Analytical(academic problem solving) intelligence assessed by traditional tests and looks for answer to problem and predicts school

Creative Intelligence seen w reacting adaptively to new situations and making new ideas and leads to many inventions

Practical Intelligence is for everyday tasks especially managing others and one's self to do things that need to get done

Sternberg, w college board, made new ways to measure creativity and practical thinking which then helped predict US students first year of college better

Thought Sternberg and Gardner aren't the same, they agree w differing varieties of abilities can lead to success and has helped teachers do better w this

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60-2: What are the arguments for and against considering intelligence as one general mental ability?

People have many kinds of intelligences, so how would we measure it? Using different scales? or one?

Charles Spearman believed there is one general intelligence (g) and that there are other special abilities outside of that and make factor analysis that identifies clusters of related items

Also found that if one was good w verbal intelligence, then they would also have high scores in others like spatial or reasoning ability

Also thought that a common skill set, the g factor, underlies all intelligent behavior

Expressing mental capacity w a single score was controversial and opposed by L.L. Thurstone who gave 56 different tests to then find 7 seven clusters

Thurstone didn't rank aptitude, but he found that those that excelled in one cluster did in others as well showing g factor was possible

Mental abilities could be linked to physical ones but athleticism is not one thing but many and though being strong in one part doesn't clear you there could be correlations which could be the same for the general intelligence factor

Satoshi Kanazawa says that general intelligence evolved to help people solve new problems but doesn't help solve regular problems like marrying, parenting and such

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60-1: How is intelligence defined?

How should intelligence be considered? Most experts say it is a concept not a thing

Intelligence can mean different things to different people but it is the ability to learn from experience, solve problems, and use knowledge to adapt to situations

An intelligence test assesses the mental abilities of a person and compares them to others using numbers