Chapter 9 Intelligence and Creativity

1. Chapter 9Intelligence and Creativity

2. Chapter 9 – Intelligence and Creativity • What is intelligence? • Adaptive thinking or behavior (Piaget) • Ability to think abstractly, solve problems? (Sternberg) • Genetics x Environment (interaction)

3. Theories and Tests of Intelligence • IQ tests • Intelligence quotient (IQ) tests attempt to measure an individual’s probable performance in school and similar settings. Binet (1857-1911) and Simon created 1st IQ ← test in 1905

4. Theories and Tests of Intelligence • The Stanford-Binet test • The Stanford-Binet test - V (2-85) • The mean or average IQ score for all age groups is designated as 100 ± 15 (85-115). • Given individually

5. Normal Distribution Normal Distribution

7. Individual Intelligence TestsThe Wechsler Scales Overall IQ and also verbal and performance IQs. (WPPSI-III) Wechsler Preschool and Primary Scale of Intelligence-Revised. Ages 2 ½ to 7 years, 3 months (WISC-IV) Wechsler Intelligence Scale for Children-Revised. Ages 6 to 16 years, 11 months (WAIS-III) Wechsler Adult Intelligence Scale-Revised Ages 16-89

8. WPPSI WPPSI-III

11. WISC-IV • Word Reasoning—measures reasoning with verbal material; child identifies underlying concept given successive clues. • Matrix Reasoning—measures fluid reasoning a (highly reliable subtest on WAIS® –III and WPPSI™–III); child is presented with a partially filled grid and asked to select the item that properly completes the matrix. • Picture Concepts—measures fluid reasoning, perceptual organization, and categorization (requires categorical reasoning without a verbal response); from each of two or three rows of objects, child selects objects that go together based on an underlying concept. • Letter-Number Sequencing—measures working memory (adapted from WAIS–III); child is presented a mixed series of numbers and letters and repeats them numbers first (in numerical order), then letters (in alphabetical order). • Cancellation—measures processing speed using random and structured animal target forms (foils are common non-animal objects).

12. Theories and Tests of Intelligence • Raven’s Progressive Matrices • Psychologists created “culture-reduced” tests without language. It tests abstract reasoning ability (non-verbal intelligence or performance IQ)

13. Figure 9.2 Items similar to those in Raven’s Progressive Matrices test. The instructions are: “Each pattern has a piece missing. From the eight choices provided, select the one that completes the pattern, both going across and going down.” (You can check your answers against answer A on page 339.)

14. The Psychometric Approach Intelligence - • A single attribute? • Spearman (1863-1945) 2 – factor theory of intelligence “g” = general ability “s” = special abilities

15. Figure 9.3 According to Spearman (1904), all intelligent abilities have an area of overlap, which he called (for “general”). Each ability also depends partly on an s (for “specific”) factor.

16. Figure 9.4a Measurements of sprinting, high jumping, and long jumping correlate with one another because they all depend on the same leg muscles. Similarly, the g factor that emerges in IQ testing could reflect a single ability that all tests tap.

17. Many attributes? • Thurstone: 7 primary mental abilities • Spatial ability, perceptual speed, numeric reasoning, verbal meaning, word fluency, memory, inductive reasoning

18. What is Intelligence? • Fluid intelligence and crystallized intelligence • Cattell & Horn believed that the “g” factor has two components: - Fluid intelligence is the power of reasoning, solving unfamiliar problems, seeing relationships and gaining new knowledge - Crystallized intelligence is acquired knowledge and the application of that knowledge to experience.

19. Concept Check: A 16-year-old is learning to play chess and is becoming proficient enough to be accepted into the school’s chess club. Is this fluid or crystallized intelligence?

20. Concept Check: • Ten years later, the chess player achieves grandmaster status. Is this a result of fluid or crystallized intelligence?

21. Gardner’s Multiple Intelligences

22. Savant Syndrome • condition in which a person otherwise limited in mental ability has an exceptional specific skill • Calculation abilities • Drawing • Musical

23. Sternberg’s Triarchic Theory • Contextual Component (“street smarts or practical”) • Adapting to the environment • Experiential Component: (creative) • Response to novelty • Automatization • Componential Component (“academic or analytical”) • Information processing • Efficiency of strategies

24. Figure 9.2

25. TABLE 9.2 Four theories of intelligence

26. The Infant • Developmental Quotients (DQ) • Bayley Scales: Ages 2-30 months • Correlations with Child IQ – low to 0 • Useful for diagnostic purposes • *Best predictors • From measures of information processing • E.g., attention, speed of habituation, preference for novelty

27. The Child • DQ does not predict later IQ • IQ gains • Parents foster achievement • Neither strict nor lax parenting • IQ drops: Poverty • Cumulative deficit hypothesis

28. The Adolescent • Brain growth spurt at age 11/12 (puberty) • Formal operational thinking • Improved memory and processing skills • Stability of IQ evident • IQ score a good predictor of school achievement • +.50 correlation between IQ score and grades • Adolescents with high IQ less likely to drop out of high school and more likely to go to college

29. The Adult • Strong relationships between • IQ and occupational prestige • IQ and job performance • IQ and good health/longevity

30. Mental Retardation • Below-average intellectual functioning: IQ 75 • Limited adaptive behavior: before age 18 • Self-care and social skills • Below age-appropriate expectations • Causes • Organic: e.g., Down syndrome • Cultural-familial: genes & environment

31. The Dynamics of Intelligence