THEORIES OF INTELLIGENCE

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THEORIES OF INTELLIGENCE

• EARLY THEORIES SPEARMAN, THURSTONE, AND CATTELL
• SPEARMAN VIEWS INTELLIGENCE AS A GENERAL FACTOR\
• THURSTONE VIEWS INTELLIGENCE AS A COLLECTION OF
  ABILITIES\
• CATTELL VIEWS INTELLIGENCE AS CRYSTALLIZED VERSUS
  FLUID INTELLIGENCE

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• B. CONTEMPORARY THEORIES STERBERG, GARDNER,
  AND GOLEMAN
• 1. STERBERGS TRIARCHIC MODEL
• a. COMPONENTIAL, EXPERIENTIAL, AND
  CONTEXTUAL INTELLIGENCE
• 2. GARDNERS THEORY OF MULTIPLE INTELLIGENCES
• a. LOGICAL, LINGUISTIC, SPATIAL, MUSICAL,
  BODILY, INTERPERSONAL, INTRAPERSONAL
• 3. GOLEMANS THEORY OF EMOTOINAL INTELLIGENCE
• a. LIKE PARTS OF GUILFORDS STRUCTURE OF
  INTELLECT MODEL, EMPHASIZES EQ
• i. KNOWING ONES EMOTIONS, KNOWING
  OTHERS EMOTIONS, MOOD MANAGEMENT,
  ETC.
• 4. COMPARING THE THEORIES

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INTELLIGENCE TESTS

• A. BINET-SIMON SCALE STANFORD-BINET
  INTELLIGENCE SCALE
• 1. CONCEPT OF IQ INTRODUCED
• 2. VERBAL, ABSTRACT/VISUAL, QUANTITATIVE,
  SHORT- TERM MEMORY
• B. THE WECHSLER INTELLIGENCE SCALES
• 1. EMPHASIZES VERBAL AND PERFORMANCE
  MEASURES
• C. GROUP TESTS
• 1. SCAT, CTMM, SAT, ACTP,GRE
• D. PERFORMANCE AND CULTURE-FAIR TESTS
• 1. PERFORMANCE TESTS DESIGNED TO MINIMIZE
  USE OF LANGUAGE
• 2. CULTURE-FAIR TESTS DESIGNED TO REDUCE
  CULTURAL BIAS

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WHAT MAKES A GOOD TEST?

• A. RELIABILITY
• THE DEPENDABILITY OR CONSISTENCY OF MEASUREMENTS
• a. SPLIT-HALF RELIABILITY IS ONE TYPE
• CORRELATION COEFFICIENT PROVIDES ANINDEX OF
  HOW RELIABLE A MEASURE IS
• a. RELIABILITIES OF WIDELY-USED INTELLIGENCE
  TESTS ARE ACCEPTABLE
• B. VALIDITY
• 1. THE ACCURACY OF MEASUREMENTS
• a. DOES THE TEST MEASUE WHAT IT WAS DESIGNED
  TO MEASURE?
• 2. CONTENT VALIDITY
• a. AN ADEQUATE SAMPLE OF SKILLS ORKNOWLEDGE
  INTENDED TO BE MEASURED
• 3. CRITERION-RELATED VALIDITY
• a. COMPARE TEST SCORES TO OTHER INDEPENDENT
  MEASURE OF
• INTELLIGENCE
• C. CRITICISMS OF INTELLIGENCE TESTS
• 1. TEST CONTENT AND SCORES
• 2. USE OF IQ SUCCESS
• a. LABELING OF TEST TAKERS A CONCERN
• b. IQ GIVE LITTLE INFORMATION ON MOTIVATION,
  EMOTION, ATTITUDES, GOALS
• 3. IQ AND SUCCESS

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WHAT DETERMINES INTELLIGENCE?

• A. HEREDITY
• 1. IQ CORRELATION BETWEEN IDENTICAL TWINS
  REARED APART TENDS TO BE HIGH
• a. ENVIRONMENT STILL A CONFOUND IN THIS
  RESEARCH, HOWEVER
• B. ENVIRONMENT
• 1. STIMULATION FROM THE ENVIRONMENT
  NECESSARY TO SPARK INHERITED ABILITIES
• a. LOWER-CLASS/MIDDLE-CLASS DIFFERENCES
• b. ROLE OF DIET AND NUTRITION
• C. HEREDITY VS. ENVIRONMENT WHICH IS MORE
  IMPORTANT?
• 1. PLANT ANALOGY BOTH GENETICS AND
  ENVIRONMENT ARE IMPORTANT
• 2. Flynn effect IQ scores have risen
  worldwide over the last several decades

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MENTAL ABILITIES AND HUMAN DIVERSITY

• A. GENDER
• 1. DIFFERENCES IN VERBAL OR MATHEMATICAL
  ABILITIES ARE SLIGHT, IF ANY
• 2. MALES SHOW BETTER SPATIAL SKILLS, MORE
  EXTREMES OF INTELLIGENCE
• B. CULTURE
• 1. STEVENSONS RESEARCH COMPARING
  JAPANESE, CHINESE, AMERICAN STUDENTS
• a. DIFFERENCES IN PERFORMANCE,
  ATTRIBUTIONS FOR PERFORMANCE, VALUE
  PLACED ON EDUCATION

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EXTREMES OF INTELLIGENCE

• A. MENTAL RETARDATION
• 1. COMBINATIONOF SUBAVERAGE INTELLIGENCE
  AND DEFICIENCIES IN ADAPTATION\
• 2. DEGREES OF MENTAL RETARDATION\
• a. MILD, MODERATE, SEVERE, PROFOUND\
• 3. CAUSES OF RETARDATOIN ARE OFTEN NOT
  KNOWN
• a. ABOUT 25 SEEM BIOLOGICAL IN ORIGIN
• 4. MAINSTREAM EDUCATION MOVEMENT
  INCLUSION
• B. GIFTEDNESS
• 1. COMBINATION OF ABOVE AVERAGE
  INTELLIGENCE AND DEMONSTRATED ABILITIES
• 2. DEGREES OF MENTAL RETARDATION
• a. GIFTED IN ONE AREA, OR SUPERIOR ACROSS
  MULTIPLE DOMIANS?
• 3. CAUSES OF GIFTEDNESS ARE OFTEN NOT KNOWN

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CREATIVITY

• A. CREATIVITY AND INTELLIGENCE
• 1. THE THRESHOLD THEORY OF CREATIVITY AND
  INTELLIGENCE DESCRIBES RELATIONSHIP
• B. CREATIVITY TESTS