An introduction to intelligence Flashcards
(12 cards)
why does intelligence matter
it has implications for what you can do in reality
it is a basis for others’ decision-making as to how to navigate around you in the best way
types of theories
implicit - informal, intuitive, everyday, may be influenced by stereotypes and prejudices
explicit - formal, scientific, specialised - more likely to be accurate
how do the two types of theories interact
implicit inspires and informs explicit theories
explicit theories partly shape implicit theories (if theory is popularised)
implicit theories of intelligence in west
Sternberg et al asked laypeople to write down behaviours/characteristics of intelligence and then asked others to rate these
MOST COMMON:
practical problem-solving
verbal ability
social competence
goal directed
fluid thought
pattern perception
adapts to environment
difference in implicit theories in west vs east
west emphasises mental speed and spontaneous adaptability, as people have to work quickly and be mobile
east emphasises interpersonal skills and intrapersonal awareness, and traditional wisdom
Sternberg and Yang = in Taiwan, descriptors of intelligence include interpersonal and intrapersonal (aware of one’s life purpose) intelligence, interpersonal self-effacement (not boasting about one’s abilities), and, paradoxically, intellectual self-assertion
BUT those in diff eastern countries are very different to one another AND indians aren’t part of either world
age as a moderator of implicit theories
a baby is considered intelligent with different criteria than an adult
Siegler and Richards (1982) = creativity is not a criterion of intelligence until a child is 10
Fry = social attributes have more value for children than intellective attributes
different ages have different views of intelligence
Yussen and Kane (1985) = children thought that social ability was more important to intelligence than adults did AND don’t acknowledge people can be smart in one way and dumb in another AND children think intelligence is innate
moderators of implicit theories
age
professional disciplines
people’s own abilities
how does professional discipline moderate implicit theories of intelligence
Sternberg asked professors of philosophy, business, arts and physics the same questions as laypeople
philosophy = logical thinking
business = focus on essential issue
arts = weigh up alternatives
physics = precise maths thinking
peoples definitions are biased to what they are good at?
how do people’s own abilities moderate implicit theories of intelligence
Dunning = self-enhancement - we define intelligence in terms of abilities we possess
what are some core features of intelligence, according to explicit theories
Snyder and Rothman (!987) - large sample of experts indicate near universal agreement with:
abstract thinking or reasoning
problem-solving ability
capacity to acquire knowledge
what features of intelligence are not often agreed upon, according to explicit theories
creativity
achievement motivation
Agreed upon definition of intelligence
published in Wall Street Journal on Dec 13th 1993
“Mainstream Science on Intelligence”
52 researchers (of 171 invited by Linda Gottfredson, out of 100 who responded by deadline) signed up to the following statement:
“intelligence is a very general mental capability”
“the ability to reason, plan solve problems, think abstractly, comprehend complex ideas, learn quickly, learn from experience”
“not merely book learning”
“comprehending our surroundings”
