Chapter 8: intelligence Flashcards
Intelligence
The ability to learn, think logically about abstract concepts, and adapt to the environment
Spearman’s Two-Factor Theory of Intelligence
General Intelligence (g): broad thinking ability; “mental power” that underlies all intellectual tasks; neurologically based
Specific Intelligence (s): abilities in particular areas (verbal, nonverbal, etc); learned/honed
Cattell and Horn’s two-factor theory
Fluid Ability(Gf): biologically based ability to think, to reason
Crystallized Ability (Gc): acquired knowledge and skills
A bunch of factors make up general intelligence
Sternberg’s Triarchic Theory
Three interrelated subtheories used to explain how mental processes, situations, and experience relate to intelligence:
- Componential: analytical intelligence
- Experiential: creative intelligence
- Contextual: practical intelligence
Types of intelligence
analytical (think abstractly, analyze, evaluate, judge)
creative (formulate ideas, combine unrelated info, design)
practical (adapt to environment, use, apply)
Gardner’s Theories of Intelligence
Contends that there is no “g” factor
7-9 intelligences, which may or may not be fully realized based on environmental influences
Criticisms of Gardner and multiple intelligence theories
Redundant (Lacks parsimony)
Vague
Lacks executive processor
Doesn’t hold up to statistical analysis (factor analysis)
What is creativity?
Original (divergent) thinking that produces a product valued by society
Ability to do things in new or different ways
Higher order thinking
structural & functional neural networks: frontal, parietal, temp lobes and cerebellum
Enriched environments produce changes in IQ
Most notable in impoverished environments
Average IQ is increasing over time
Evidence of critical periods of development dependent upon stimulation
Intelligence Quotient (IQ)
Originally (mental age /chronological age) x 100; average IQ is 100
Problematic Issues in IQ Assessment
Controversy related to underlying nature/definition of intelligence
Difficulty measuring/testing theories of intelligence of abstract skills
Cultural bias in testing
Various factors can reduce validity/reliability of measures
Language, fatigue, ADHD, mental illness, time of day, inexperience/lack of training of evaluator, etc.
Treatment for Learning Disorders and Intelligence Disorders
Special education
Life-skills classes
Assisted living
