Psychologists have different views on this Most believe it is… - the ability to acquire new ideas and new behavior, and to adapt to new situations Others believe intelligence is the ability to do well on intelligence tests and in school (“book (smart”)

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Intelligence Testing

Theories of Intelligence

Types of IQ Tests

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Fact or Falsehood



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What is

intelligence?



_{Psychologists have different views on this}



_{Most believe it is…}

- the ability to acquire new ideas and new

behavior, and to adapt to new situations



_{Others believe intelligence is the ability to do}

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4 Theories of Intelligence

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_{Two-Factor Theory of Intelligence}



_{Thurstone’s Theory of Intelligence}

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Spearman’s Two-Factor Theory of Intelligence

 Proposed by British psychologist Charles Spearman in 1904

 States two factors contribute to intelligence

general intelligence (“g”) is a person’s ability to perform complex mental work such as problem solving

believed every individual has a certain level of general intelligence

specific mental abilities (“s”) in areas such as math or verbal skills

Criticisms of the Theory

 g does not measure mental abilities such as motor, musical, or creative abilities.

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Thurstone’s Theory of Intelligence (1938)

 Proposed that intelligence is based on seven primary mental abilities

1. verbal comprehension 2. numeric ability 3. spatial relations 4. perceptual speed 5. word fluency 6. memory 7. inductive reasoning

 A major critic of Spearman’s theory

 Concluded there was no evidence of Spearman’s idea of general intelligence (g)

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Sternberg’s Theory of Intelligence (1985)

 Believed that traditional intelligence tests do not measure the intelligences found in everyday life

 Robert Sternberg proposed a triarchic (3 part) theory of intelligence

 Can be divided into 3 types of thinking skills or ways of processing information

Analytical -ability to solve problems (types of skills typically measured on intelligence tests)

Creative -dealing with new situations; solving problems in a unique way

Practical -helps us adjust to and deal with our environment

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Gardner’s Theory of Multiple Intelligences



Believes traditional views of intelligence are

inadequate because it only measures the ability

to think logically & leaves out many important

skills



Calls for a broader perspective that originally

included 7 types (1983). He later added an 8

th

type and is considering adding a 9

th

(existential

intelligence-experience of existence)



His research on brain disease helped him

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Gardner’s Multiple Intelligences

See textbook p.351 (table 13.6) for a description & more examples of the Gardner’s intelligences.

1. Linguistic/ Verbal

2. Logical-Mathematical

3. Spatial (shapes & images-puzzles, 3-D figures)

4. Musical

5. Body-Kinesthetic

6. Interpersonal- ability to interact w/ others

7. Intrapersonal- ability to accurately perceive oneself

8. Naturalist- ability to identify/ classify patterns in nature

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Criticisms of Gardner’s Theory



Some of what Gardner calls “intelligence” are

really skills (or talents).



Do not feel that it should be used in the

classroom

– critics feel children are used as “guinea pigs” to test the theory– not sufficient support

- critics argue that children must still rely on verbal & math skills to succeed in higher education & a career; so this should be the focus in the classroom

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Emotional Intelligence



Related to Gardner’s concept of interpersonal and

intrapersonal intelligences

4 Major Aspects

(Mayer & Salovey,1997)

1. Ability to perceive & express emotions accurately

and appropriately

2. Ability to use emotions while thinking

3. Ability to understand emotions & use this

knowledge

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Types of Intelligence Tests

 Stanford-Binet Intelligence Scale

-test currently used in the U.S. that Stanford University revised from French psychologist Alfred Binet’s original test developed in 1904

-compute IQ (intelligence

quotient) based on a scale in which 100 is the average.

-IQ scores in the population take the normal bell curve shape

-95% of the people score between 70-130

-only about 2% score over 130

 Wechsler Tests

-WAIS-R (for adults)

-WISC-III (ages 6-16 years) -WPPSI-R (4-6 ½ years)

-give one overall score as well as separate scores for verbal & performance abilities

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Controversy over IQ Testing

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Do IQ scores truly measure intelligence?

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Nature vs. Nurture: Do genetic differences or

environmental inequalities cause two people to

receive different scores?

--IQ scores are correlated to genetic factors



identical twins regardless of differences in

environment often have similar IQ scores

--environmental factors also play a critical role



education received, home environment, and

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Cultural Bias: Criticism of IQ Testing

-

the wording used in an intelligence test may

be more familiar to people of one social

group than to another group.

Efforts have been made to make tests less

biased, but it is very difficult to completely

remove all bias. All tests assess prior

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http://www.nagc.org/index.aspx?id=960

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_{Should I or my future children be tested??}



http://glencoe.mheducation.com/sites/007

8745179/student_view0/unit5/chapter13/

student_web_activites.html

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http://www.apa.org/monitor/feb03/intelligent.aspx

 Intelligence tests help psychologists make recommendations about the kind of teaching that will benefit a child most, according to Ron

Palomares, PhD

Psychologists are taught to assess patterns of performance on intelligence tests and to obtain clinical observations of the child

during the testing session. That, he says, removes the focus from a single IQ score and allows for an assessment of the child as a

whole, which can then be used to develop individualized teaching strategies.

 APA President-elect Diane F. Halpern, PhD, of Claremont McKenna College- "We will always need some way of making intelligent

decisions about people," says Halpern. "We're not all the same; we have different skills and abilities. What's wrong is thinking of

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

_{"The movement that's trying to get rid of IQ}

tests is failing to understand that these tests

are valid in the hands of a competent

practitioner who can go beyond the

numbers--or at least use the numbers to understand

what makes the person tick, to integrate those

test scores with the kind of child you're looking

at, and to blend those behaviors with the

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Complete the following on your own paper

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_{“The EQ Factor”-text p.372-373}

Read & complete the questions on the bottom on 373.

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_{Figure 13.11-p.#360}

Attempt the 4 GATB questions and record your responses



_{Read the “Did you Know” on p.364.}

Are horoscopes valid? Use the reading to explain why or why not.



_{Figure 13.17- p.368}

Which approach do you feel offers the best solution to reducing text anxiety? Explain why you agree with this approach.