10 - intelligence Flashcards
Intelligence
the ability to enquire knowledge, to think and reason effectively, and to deal adaptively with the environment.
Sir Francis Galton
He pioneered the study of mental ability and hereditary intelligence, conducting tests on reaction speed, hand strength, sensory acuity, and skull size. Yet, his work drew criticism for focusing on privileged individuals and seeking to prove a biological basis for intelligence.
- Stops after 16-18.
(darwin cousin - biological bias)
Lewis Therman & Stanford-Binet Intelligence test:
at what age a child should be able to do certain things.
Lewis Therman (USA) revised Binet´s test and created the Stanford-Binet test.
Used in WW1 (1.7m tested)
New tests came: Thorndike & Otis-Lennon ++
Later: Wechsler (critic: too much verbal skills) developed a test that measured both verbal and non-verbal abilities.
William Stern
took this further and developed a relative score – IQ. Was less useful on adults. Stagnate at 16 ish
Intelligence Quotient (IQ): the ratio of mental age to chronological age, multiplied by 100; IQ = (mental age/ chronological age) X 100.
Today we no longer use mental age in the calculation.
Today it is based on someone’s performance relative to the average performance of the same group. Average of 100. “Deviation IQ”
2 major approaches to study intelligence
The Psychometric Approach and The Cognitive Processes Approach
The Psychometric Approach
Map the structure of intellect and discover the
kinds of mental competences that underlie test performance.
Factor Analysis
The G Factor (general intelligence)
Intelligence as specified mental abilities
Crystallized and Fluid Intelligence
Carrol´s three-stratum model: a modern synthesis
the statistical study of psychological tests.
Basically tries to provide a measurement-based map of the mind. It’s a way to make sense of our psychological world through the language of statistics.
The Cognitive Processes Approach
Studies the specific thought process that underlie those mental competencies.
Memory research
Problem solving
FACTOR ANALYSIS
used to identify cluster behaviors that are highly correlated (positively or negatively) with one another, but not with behaviors in other clusters. Only tells us that and not why.
Example: say you are a psychometric researcher studying intelligence. You have the data from various tests measuring different abilities. By using Factor Analysis, you find out that some abilities are highly correlated, but others are not. These means that different mental abilities are part of different clusters. Math skills and spatial awareness might be in the same cluster, while verbal reasoning is in another cluster.
THE G FACTOR: INTELLIGENCE AS GENERAL MENTAL CAPACITY
general factor – general intelligence
Charles Spearman (1923)
The idea that everyone has an overall general mental capacity that affect how well you do on different types of mental challenges.
IQ score, just broader. Also includes Problem solving etc..
INTELLIGENCE AS SPECIFIED MENTAL ABILITIES
Thurstone going against Spearman´s “G Factor” theory and stating there are not ONE General factor, but rather 7 distinct abilities – Primary Mental Abilities.
Educators prefer more specific measures. It makes it easier to spot weaknesses and strengths one might target.
Crystallized intelligence (gc)
the ability to apply previously acquired knowledge to current problems. Stable with age.
Knowing how to read a map.
Long term memory
Fluid intelligence (gf)
the ability to deal with new problem-solving situations for which personal experience does not provide a solution. Declines with age.
improvising/problem solving (adapt)
Working memory
Three-Stratum theory of cognitive abilities
establishes three levels of mental skills – general, broad and narrow – arranged in a hierarchical model.
Stratum 3: G factor
Stratum 2: Fluid, Crystallized, general memory and learning, broad visual perception, broad auditory perception, broad retrieval ability, broad cognitive speediness, processing speed (reaction time/decision speed)
Stratum 1: Specified cognitive, perceptual and speed tasks used in studies of cognitive ability.
Cognitive Process Theories
explore the specific information-processing and cognitive processes that underlie intellectual ability
Focuses on the underlying mental processes that contribute to intelligence
Example: attention, memory, problem solving etc.
Similarity to Galton’s work (biological bias) in the way he linked intelligence to speed of reaction and sensory acuity.
STERNBERG´S TRIACHIC THEORY OF INTELLIGENCE
addresses both the psychological processes involved in intelligent behavior and the diverse forms that intelligence can take.
UNDERLYING COGNITIVE PROCESSES in STERNBERG´S TRIACHIC THEORY OF INTELLIGENCE
Meta components: The higher-order processes used to plan and regulate task performance.
Example: planning your week.
Performance components: The actual mental processes used to perform the task
Example: carry out the instructions of the meta-components.
Knowledge-acquisition components: allow us to learn from our experiences, store information in memory and combine new insights with previously acquired information.
Example: learning to ride a bike.
Crystallized intelligence
TYPES OF INTELLECTUAL COMPETENCE in Sternbergs STERNBERG´S TRIACHIC THEORY OF INTELLIGENCE
Analytical Intelligence
Academic
Practical Intelligence
Everyday demands
Creative Intelligence
Improvising
GARDNER´S MULTIPLE INTELLEGENCES
Inspired by how different brain parts control different human abilities (brain damages). He defines 8 distinct varieties of adaptive abilities:
Linguistic Intelligence
Logical-mathematical intelligence
Visuospatial intelligence
Musical intelligence
Bodily-kinesthetic intelligence
Interpersonal intelligence
Intrapersonal intelligence
Naturalistic intelligence
Existential intelligence (speculated)
Typically measured through self-reporting
“Are you good at finding your way around new buildings or cities?” (Likert-scale)
Controversial because it goes far beyond traditional concepts of intelligence.
EMOTIONAL INTELLIGENCE
the abilities to read others emotions accurately, to respond to them appropriately, to motivate oneself, to be aware of one’s own emotions, and to regulate and control one’s own emotional responses. Divided into 4 branches:
Perceiving emotions
Using emotions to facilitate thought
Understanding emotions.
Managing emotions.
Wechsler Adult Intelligence (WAIS-IV)
Ages 16-90
