intelligence lecture

8/12/2019 Intelligence Lecture

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IntelligenceIntroduction


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Intelligence

Intelligencehas been defined in different ways,

including the abilities for abstract thought,

understanding, communication, reasoning,learning,planning, emotional intelligenceand

problem solving. Within the discipline of

psychology, various approaches to human

intelligence have been adopted. Thepsychometricapproach is especially familiar to the general

public, as well as being the most researched and

by far the most widely used in practical settings.
http://en.wikipedia.org/wiki/Abstractionhttp://en.wikipedia.org/wiki/Understandinghttp://en.wikipedia.org/wiki/Communicationhttp://en.wikipedia.org/wiki/Reasonhttp://en.wikipedia.org/wiki/Learninghttp://en.wikipedia.org/wiki/Planhttp://en.wikipedia.org/wiki/Emotional_intelligencehttp://en.wikipedia.org/wiki/Problem_solvinghttp://en.wikipedia.org/wiki/Psychometrichttp://en.wikipedia.org/wiki/Psychometrichttp://en.wikipedia.org/wiki/Problem_solvinghttp://en.wikipedia.org/wiki/Emotional_intelligencehttp://en.wikipedia.org/wiki/Planhttp://en.wikipedia.org/wiki/Learninghttp://en.wikipedia.org/wiki/Reasonhttp://en.wikipedia.org/wiki/Communicationhttp://en.wikipedia.org/wiki/Understandinghttp://en.wikipedia.org/wiki/Abstraction


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History of Intelligence Intelligence derives from the Latin verb

intelligerewhich derives from inter-

legere meaning to "pick out" or discern.A form of this verb, intellects , became

the medieval technical term for

understanding, and a translation for theGreek philosophical term nous.
http://en.wikipedia.org/wiki/Wikthttp://en.wikipedia.org/wiki/Wikt


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Definition 1 From "Mainstream Science on Intelligence"

(1994), an editorial statement by fifty-two

researchers.

A very general mental capability that, among otherthings, involves the ability to reason, plan, solve

problems, think abstractly, comprehend complex

ideas, learn quickly and learn from experience. It is

not merely book learning, a narrow academic skill, ortest-taking smarts. Rather, it reflects a broader and

deeper capability for comprehending our

surroundings. "catching on," "making sense" of things,

or "figuring out" what to do.
http://en.wikipedia.org/wiki/Mainstream_Science_on_Intelligencehttp://en.wikipedia.org/wiki/Mainstream_Science_on_Intelligence


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Definition 2

from "Intelligence: Knowns and Unknowns"

(1995), a report published by the Board of

Scientific Affairs of theAmerican PsychologicalAssociation:

Individuals differ from one another in their ability to

understand complex ideas, to adapt effectively to theenvironment, to learn from experience, to engage in

various forms of reasoning, to overcome obstacles

by taking thought.
http://en.wikipedia.org/wiki/Intelligence:_Knowns_and_Unknownshttp://en.wikipedia.org/wiki/American_Psychological_Associationhttp://en.wikipedia.org/wiki/American_Psychological_Associationhttp://en.wikipedia.org/wiki/American_Psychological_Associationhttp://en.wikipedia.org/wiki/American_Psychological_Associationhttp://en.wikipedia.org/wiki/American_Psychological_Associationhttp://en.wikipedia.org/wiki/Intelligence:_Knowns_and_Unknowns


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DefinitionsAlthough these individual differences can be

substantial, they are never entirely consistent: a given

person's intellectual performance will vary on different

occasions, in different domains, as judged by different

criteria. Concepts of "intelligence" are attempts to

clarify and organize this complex set of phenomena.

Although considerable clarity has been achieved in

some areas, no such conceptualization has yet

answered all the important questions, and none

commands universal assent.


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DefinitionsIndeed, when two dozen prominent theorists

were recently asked to define intelligence,

they gave two dozen, somewhat different,

Definitions.

Besides the foregoing definitions, these

psychologyand learningresearchers alsohave defined intelligence as:
http://en.wikipedia.org/wiki/Psychologyhttp://en.wikipedia.org/wiki/Learninghttp://en.wikipedia.org/wiki/Learninghttp://en.wikipedia.org/wiki/Psychology


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DefinitionsRecent decades have seen the rise of new

analytically, mathematicallyand computatio-

nally rigorous techniques, such as agentbas

ed modelingand social network analysis.

Sociology should not be confused with

various general social studiescourses whichbear little relation to sociological theory or

social science research methodology.
http://en.wikipedia.org/wiki/Analytical_sociologyhttp://en.wikipedia.org/wiki/Mathematical_sociologyhttp://en.wikipedia.org/wiki/Agent-based_modelhttp://en.wikipedia.org/wiki/Agent-based_modelhttp://en.wikipedia.org/wiki/Social_networkhttp://en.wikipedia.org/wiki/Social_studieshttp://en.wikipedia.org/wiki/Social_studieshttp://en.wikipedia.org/wiki/Social_networkhttp://en.wikipedia.org/wiki/Agent-based_modelhttp://en.wikipedia.org/wiki/Agent-based_modelhttp://en.wikipedia.org/wiki/Agent-based_modelhttp://en.wikipedia.org/wiki/Mathematical_sociologyhttp://en.wikipedia.org/wiki/Analytical_sociology


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Definitions

Alfred Binet: Judgment, otherwise called"good sense," "practical sense," "initiative," the

faculty of adapting one's self to circumstances ...auto-critique.

David Wechsler: The aggregate or global

capacity of the individual to act purposefully, tothink rationally, and to deal effectively with his

environment.


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Definitions Lloyd Humphreys : The resultant of the process of

acquiring, storing in memory, retrieving, combining,comparing, and using in new contexts information andconceptual skills.".

Cyril Burt: Innate general cognitive ability.

Howard Gardner: To my mind, a human intellectualcompetence must entail a set of skills ofproblem solvingenabling the individual to resolve genuine problems ordifficulties that he or she encounters and, whenappropriate, to create an effective product, and must alsoentail the potential for finding or creating problems, andthereby laying the groundwork for the acquisition of newknowledge.
http://en.wikipedia.org/wiki/Problem_solvinghttp://en.wikipedia.org/wiki/Problem_solving


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Definitions Linda Gottfredson : The ability to deal with

cognitive complexity.

Sternberg & Salter : Goal-directedadaptive

behavior.

Reuven Feuerstein : The theory of Structural

Cognitive Modifiability describes intelligence

as "the unique propensity of human beings tochange or modify the structure of their

cognitive functioning to adapt to the changing

demands of a life situation."
http://en.wikipedia.org/wiki/Goal-orientedhttp://en.wikipedia.org/wiki/Goal-orientedhttp://en.wikipedia.org/wiki/Goal-orientedhttp://en.wikipedia.org/wiki/Goal-oriented


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Psychometrics

.


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Psychometrics

The approach to understanding intelligence

with the most supporters and published

research over the longest period of time is

based on psychometric testing. It is also by

far the most widely used in practical

settings.


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Psychometrics Intelligence quotient(IQ) tests include the

Stanford-Binet, Raven's Progressive

Matrices, the Wechsler Adult IntelligenceScaleand the Kaufman Assessment Battery

for Children. There are also psychometric

tests that are not intended to measure

intelligence itself but some closely related

construct such as scholastic aptitude.
http://en.wikipedia.org/wiki/Intelligence_quotienthttp://en.wikipedia.org/wiki/Stanford-Binethttp://en.wikipedia.org/wiki/Raven%27s_Progressive_Matriceshttp://en.wikipedia.org/wiki/Raven%27s_Progressive_Matriceshttp://en.wikipedia.org/wiki/Wechsler_Adult_Intelligence_Scalehttp://en.wikipedia.org/wiki/Wechsler_Adult_Intelligence_Scalehttp://en.wikipedia.org/wiki/Kaufman_Assessment_Battery_for_Childrenhttp://en.wikipedia.org/wiki/Kaufman_Assessment_Battery_for_Childrenhttp://en.wikipedia.org/wiki/Kaufman_Assessment_Battery_for_Childrenhttp://en.wikipedia.org/wiki/Kaufman_Assessment_Battery_for_Childrenhttp://en.wikipedia.org/wiki/Wechsler_Adult_Intelligence_Scalehttp://en.wikipedia.org/wiki/Wechsler_Adult_Intelligence_Scalehttp://en.wikipedia.org/wiki/Raven%27s_Progressive_Matriceshttp://en.wikipedia.org/wiki/Raven%27s_Progressive_Matriceshttp://en.wikipedia.org/wiki/Stanford-Binethttp://en.wikipedia.org/wiki/Stanford-Binethttp://en.wikipedia.org/wiki/Stanford-Binethttp://en.wikipedia.org/wiki/Intelligence_quotient


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Psychometrics There are many different kinds of IQ tests using a

wide variety of test tasks. Some tests consist of a

single type of task, others rely on a broad

collection of tasks with different contents (visual-

spatial, verbal, numerical) and asking for different

cognitive processes (e.g., reasoning, memory,

rapid decisions, visual comparisons, spatialimagery, reading, and retrieval of general

knowledge). .


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gfor "general intelligence

factor The psychologist Charles Spearmanearly in the

20th century carried out the first formal factor

analysisof correlationsbetween various test tasks.He found a trend for all such tests to correlate

positively with each other, which is called a

positive manifold. Spearman found that a single

common factor explained the positive correlationsamong test known as g general intelligence

factor.
http://en.wikipedia.org/wiki/General_intelligence_factorhttp://en.wikipedia.org/wiki/General_intelligence_factorhttp://en.wikipedia.org/wiki/Charles_Spearmanhttp://en.wikipedia.org/wiki/Factor_analysishttp://en.wikipedia.org/wiki/Factor_analysishttp://en.wikipedia.org/wiki/Correlationhttp://en.wikipedia.org/wiki/Correlationhttp://en.wikipedia.org/wiki/Factor_analysishttp://en.wikipedia.org/wiki/Factor_analysishttp://en.wikipedia.org/wiki/Charles_Spearmanhttp://en.wikipedia.org/wiki/General_intelligence_factorhttp://en.wikipedia.org/wiki/General_intelligence_factor


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Theory of Charles Spearman He interpreted it as the core of human

intelligence that, to a larger or smaller

degree, influences success in allcognitive tasks and thereby creates the

positive manifold. This interpretation of

gas a common cause of test

performance is still dominant inpsychometrics.
http://en.wikipedia.org/wiki/Charles_Spearmanhttp://en.wikipedia.org/wiki/Charles_Spearman


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Theory of Van der Maas and colleagues

An alternative interpretation was recently

advanced by van der Maas and colleagues. Their

mutualism modelassumes that intelligencedepends on several independent mechanisms, none

of which influences performance on all cognitive

tests. These mechanisms support each other so that

efficient operation of one of them makes efficientoperation of the others more likely, thereby

creating the positive manifold.


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Cattell-Horn-Carroll theory

Many of the broad, recent IQ tests have been

greatly influenced by the Cattell-Horn-Carroll

theory. It is argued to reflect much of what isknown about intelligence from research. A

hierarchy of factors is used.gis at the top. Under

it there are 10 broad abilities that in turn are

subdivided into 70 narrow abilities. The broadabilities are.
http://en.wikipedia.org/wiki/Cattell-Horn-Carroll_theoryhttp://en.wikipedia.org/wiki/Cattell-Horn-Carroll_theoryhttp://en.wikipedia.org/wiki/Cattell-Horn-Carroll_theoryhttp://en.wikipedia.org/wiki/Cattell-Horn-Carroll_theoryhttp://en.wikipedia.org/wiki/Cattell-Horn-Carroll_theoryhttp://en.wikipedia.org/wiki/Cattell-Horn-Carroll_theoryhttp://en.wikipedia.org/wiki/Cattell-Horn-Carroll_theoryhttp://en.wikipedia.org/wiki/Cattell-Horn-Carroll_theory


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Cattell-Horn-Carroll theory

Fluid Intelligence (Gf): includes the broad ability

to reason, form concepts, and solve problems

using unfamiliar information or novel procedures. Crystallized Intelligence (Gc): includes the

breadth and depth of a person's acquired

knowledge, the ability to communicate one's

knowledge, and the ability to reason usingpreviously learned experiences or procedures.


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Mental Age and Intelligence

Quotient The raw score obtained from intelligence

test is simply the number of test items, the

subject is able to pass. As with other tests,so here, the raw score is practically

meaningless and must be converted into

some form that will show how the subjectcompares with other individuals. Binet

introduced the very convenient measure

known as mental age (MA).


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Mental Age (MA) Age norms are established by testing large

sample of eight year children is the eight-years norms. The norms increase year by

year.

Mental age is a measure of the individualslevel of intelligence at a given time.


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Chronological age

Chronological age counted from birth,

abbreviated (CA).

Intelligence Quotient

is the ratio of metal age divide bychronological age.

IQ = MA / CA


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Intelligence Quotient

With MA 8 Years and CA 12 years, a childs IQ is

8/12 or .67: Another child with the same MA but a

CA of only 5 years has the much higher IQ of 8/5or 1.60. The exactly average child of any age has

an IQ of 1.00, because his MA is just up to the

norm for his own age.

Level of Intelligence

A Child with an IQ of over 100is above the exact

average for his age, and one with an IQ under 100

is below the exact average.


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Distribution of IQ Values

IQ Percent of the Remarks

Population

Over 140 1 Genius

130139 2 Very superior

120 - 129 8

10 - 119 16 Superior

100- 109 23

90 - 99 23 average

80 - 89 16 dull average70 - 79 8 borderline

60 - 69 2

below 60 1 mentally deficient


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Emotional Intelligence

Emotional intelligence (EI) refers to

the ability to perceive, control and

evaluate emotions. Some

researchers suggest that emotional

intelligence can be learned andstrengthened, while others claim it

is an inborn characteristic.


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Peter Salovey and John D

Mayer Mayer have been the leading researchers on

emotional intelligence. In their influential

article "Emotional Intelligence," they definedemotional intelligence as, "the subset of

social intelligence that involves the ability to

monitor one's own and others' feelings and

emotions, to discriminate among them and touse this information to guide one's thinking

and actions" (1990).


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The Four Branches of Emotional

Intelligence Salovey and Mayer proposed a model

that identified four different factors of

emotional intelligence: the perception ofemotion, the ability reason using

emotions, the ability to understand

emotion and the ability to manageemotions.


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The Four Branches of Emotional

Intelligence Perceiving Emotions:The first step in

understanding emotions is to accurately perceive

them. In many cases, this might involveunderstanding nonverbal signals such as body

language and facial expressions.

Reasoning With Emotions:The next step

involves using emotions to promote thinking andcognitive activity. Emotions help prioritize what

we pay attention and react to; we respond

emotionally to things that garner our attention.


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Understanding Emotions:

Understanding Emotions:The emotions that we

perceive can carry a wide variety of meanings. If

someone is expressing angry emotions, theobserver must interpret the cause of their anger

and what it might mean. For example, if your boss

is acting angry, it might mean that he is

dissatisfied with your work; or it could be becausehe got a speeding ticket on his way to work that

morning or that he's been fighting with his wife.


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Managing Emotions

Managing Emotions:The ability to

manage emotions effectively is a key part of

emotional intelligence. Regulatingemotions, responding appropriately and

responding to the emotions of others are all

important aspect of emotional management.


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