understanding psychology files/psychology/feldman10_ppt_ch09 - copy.pdf›information-processing...

UNDERSTANDING PSYCHOLOGY 10TH EDITION

By Robert Feldman

Powerpoint slides by Kimberly Foreman

Revised for 10th Ed by Cathleen Hunt

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Copyright McGraw-Hill, Inc. 2011

CHAPTER NINE:

INTELLIGENCE

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MODULE 26:

What Is Intelligence?

What are the different definitions and

conceptions of intelligence?

What are the major approaches to measuring

intelligence, and what do intelligence tests

measure?

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Definition of Intelligence

› Westerners view intelligence as the ability to establish categories and debate rationally.

In contrast,

› people in Eastern cultures and some African communities view intelligence more in terms of understanding and relating to one another

› The definition of intelligence that psychologists employ contains some of the same elements found in the layperson’s conception.

To psychologists, intelligence is

› the capacity to understand the world, think rationally, and use resources effectively when faced with challenges.

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Theories of Intelligence: Are There

Different Kinds of Intelligence?

“g” or “g-factor”

› This assumption was based on the fact that different types of measures of intelligence, whether they focused on, say, mathematical expertise, verbal competency, or spatial visualization skills, all ranked test-takers in roughly the same order. People who were good on one test generally were good on others; those who did poorly on one test tended to do poorly on others.

› Given that there was a correlation between performance on the different types of tests, the assumption was that there was a general, global intellectual ability underlying performance on the various measures—the g-factor.

› General factor for mental ability

› Was thought to underlie performance in every aspect of intelligence

› Recent theories view intelligence as a multidimensional concept

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Fluid Intelligence

› Reflects information-processing capabilities,

reasoning, and memory

Crystallized Intelligence

› Accumulation of information, skills, and strategies

that people learn through experience

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Gardner’s Multiple

Intelligences:

› Theory of multiple

intelligences

› Eight different forms of

intelligence

› Each individual has

every kind of intelligence

but in different degrees.

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Is Information Processing Intelligence?

› Information-processing approach

The Way people store material in memory and use

that material to solve intellectual tasks

Speed of processing

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› Information-processing approach e.g. research shows that people with high scores on tests of intelligence

spend more time on the initial encoding stages of problems, identifying the

parts of a problem and retrieving relevant information from long-term

memory,

than do people with lower scores.

This initial emphasis on recalling relevant information pays off in the end; those

who use this approach are more successful in finding solutions than are

those who spend relatively less time on the initial stages

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› Information-processing approach e.g. research shows that the speed with which people are able to receive

information from memory is related to verbal intelligence. In general, people

with high scores on measures of intelligence react more quickly on a variety

of information processing tasks ranging from reactions to flashing lights to

distinguishing between letters.

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The Biological Basis of

Intelligence

Lateral Prefrontal

Cortex

Higher intelligence is

related to the thickness

of the cerebral cortex

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Practical Intelligence and Emotional

Intelligence

Practical Intelligence

› Related to overall success in living

Emotional Intelligence

› Set of skills that underlie the accurate

assessment, evaluation, expression, and

regulation of emotions

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Practical Intelligence and Emotional

Intelligence

Emotional Intelligence

› Set of skills that underlie the accurate

assessment, evaluation, expression, and

regulation of emotions

(self-awareness, and social skills)

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Major Approaches to Intelligence

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Assessing Intelligence

Intelligence Tests

› Quantify and measure intelligence in an objective

manner

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Binet and the Development of IQ Tests

› Mental age (MA): The age for which a given level

of performance is average or typical.

› Chronological age (CA)

› Intelligence quotient (IQ)

› Deviation IQ scores

› Bell-shaped distribution

› IQ score = MA x 100

CA 20



Contemporary IQ Tests: Gauging Intelligence

› Stanford-Binet Intelligence Scale

› Wechsler Adult Intelligence Scale-IV (WAIS-IV)

WISC-IV is for children

› WAIS and WISC measure:

Verbal comprehension

Perceptual reasoning

Working memory

Processing speed 22



Reliability and Validity

› Reliability

Tests measure consistently what they are trying to measure

› Validity

Tests actually measure what they are supposed to measure

› Norms

Standards of test performance that permit the comparison of one person’s score on a test to scores of others Standardized tests

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Adaptive Testing

› Using Computers to Assess Performance

Adaptive in the sense that the computer

individualizes the test to the test-taker

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Scoring Better on Standardized

Tests

Learn as much as you can about the test before you take it

Practice

If the test is administered on a computer, take practice tests on a computer

Time yourself carefully

Be aware of the scoring policy

If it is a paper-and-pencil test, complete answer sheets accurately 27


MODULE 27:

Variations in Intellectual Ability

How can the extremes of intelligence be

characterized?

How can we help people reach their full

potential?

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Mental Retardation

(Intellectual Disabilities)

Disability characterized by significant

limitations both in intellectual functioning and

in conceptual, social, and practical adaptive

skills

› Mild = IQ of 55 to 69

› Moderate =IQ of 40 to 54

› Severe = IQ of 25 to 39

› Profound = IQ below 25

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Mental Retardation

Identifying the Roots of Mental Retardation

› Fetal alcohol syndrome

Caused by a mother’s use of alcohol while

pregnant

› Down syndrome

A person is born with 47 chromosomes instead of

the usual 46

› Familial retardation

No apparent biological defect exists but there is a

history of retardation in the family30


Mental Retardation

Integrating Individuals with Mental

Retardation

› Education for All Handicapped Children Act of

1975 (Public Law 94-142)

Least restrictive environment

Mainstreaming

Full inclusion

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The Intellectually Gifted

Have IQ scores greater than 130

Programs for the gifted are designed to

provide enrichment that allows participants’

talents to flourish

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MODULE 28:

Group Differences in Intelligence:

Genetic and Environmental Determinants

Are traditional IQ tests culturally biased?

Are there racial differences in intelligence?

To what degree is intelligence influenced by the environment, and to what degree by heredity?

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MODULE 28:

Group Differences in Intelligence:

Genetic and Environmental Determinants

Background and experiences of test-takers

have the potential to affect results

Some standardized IQ tests contain elements

that discriminate against minority-group

members whose experiences differ from

those of the white majority 34


The Relative Influence of Genetics and

Environment: Nature, Nurture, and IQ

Culture-fair IQ Test

› One that does not discriminate against the

members of any minority group

Heritability

› Measure of the degree to which a characteristic

can be attributed to genetic, inherited factors 35


The Flexibility of Intelligence:

The Flynn Effect

Flynn Effect

› The average person today gets more items correct than did the average person several generations ago on IQ tests

› The cause of this effect is not clear

› Possible explanations:

Higher scores mean that people have matched their genetic gifts with the environment

Better nutrition, better parenting, or other improvements in the social environment Education 37


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