Annotated version of presentation 8 Feb 2012

1. Some notes on “Intelligence” James Atherton; February 2012

2. Some notes on “Intelligence” James Atherton; February 2012 In quotes because it is a contestable idea. The presentation does not purport to be a full account of the idea.

3. General Specific Aptitude Achievement Intelligence Subject-specific qualifications Tests for specific aptitudes (mechanical musical, etc.) Educational qualifications claiming general validity (GCSE etc.)

4. Testing is central to the idea of intelligence General Specific Aptitude Achievement Intelligence Subject-specific qualifications Tests for specific aptitudes (mechanical musical, etc.) Educational qualifications claiming general validity (GCSE etc.)

5. Tests can be either general or specific in their targets General Specific Aptitude Achievement Intelligence Subject-specific qualifications Tests for specific aptitudes (mechanical musical, etc.) Educational qualifications claiming general validity (GCSE etc.)

6. Tests can be either general or specific in their targets In the case of most assessments, the focus is on what the person tested has already done General Specific Aptitude Achievement Intelligence Subject-specific qualifications Tests for specific aptitudes (mechanical musical, etc.) Educational qualifications claiming general validity (GCSE etc.)

7. Tests can be either general or specific in their targets In the case of most assessments, the focus is on what the person tested has already done More difficult to test for is the issue of potential for the future General Specific Aptitude Achievement Intelligence Subject-specific qualifications Tests for specific aptitudes (mechanical musical, etc.) Educational qualifications claiming general validity (GCSE etc.)

8. Intelligence goes for the most difficult area of all—a measure of general potential General Specific Aptitude Achievement Intelligence Subject-specific qualifications Tests for specific aptitudes (mechanical musical, etc.) Educational qualifications claiming general validity (GCSE etc.)

13. But put the text through Wordle, and some themes do emerge

36. The (almost) normal distribution curve of IQ—the “Bell Curve”. based on the Terman-Merrill standardisation group(1937) Ages 2 to 18 n =2904 SD=16 0 5 10 15 20 25 0 35 45 55 65 75 85 95 105 115 125 135 145 155 165 % of population IQ score

37. based on the Terman-Merrill standardisation group(1937) Ages 2 to 18 n =2904 SD=16 This is the mean: about 100 0 5 10 15 20 25 0 35 45 55 65 75 85 95 105 115 125 135 145 155 165 % of population IQ score

38. based on the Terman-Merrill standardisation group(1937) Ages 2 to 18 n =2904 SD=16 The dashed lines are “standard deviations” from the mean. 0 5 10 15 20 25 0 35 45 55 65 75 85 95 105 115 125 135 145 155 165 % of population IQ score

39. based on the Terman-Merrill standardisation group(1937) Ages 2 to 18 n =2904 SD=16 The dashed lines are “standard deviations” from the mean. About two-thirds of the population are within ± 1 S.D. of the mean 0 5 10 15 20 25 0 35 45 55 65 75 85 95 105 115 125 135 145 155 165 % of population IQ score

40. based on the Terman-Merrill standardisation group(1937) Ages 2 to 18 n =2904 SD=16 The dashed lines are “standard deviations” from the mean. About two-thirds of the population are within ± 1 S.D. of the mean There are fewer people more than 2 S.Ds above the mean than there are below. 0 5 10 15 20 25 0 35 45 55 65 75 85 95 105 115 125 135 145 155 165 % of population IQ score

43. Convergent thinking - science and technology(?) Divergent thinking - arts and humanities(?) --except that this is a graphic of the Hudson styles

46. Factors in educational achievement Motivation Opportunity Organisation Background “ Intelligence” Teaching

47. Factors in educational achievement The chain is only as strong as its weakest link—which could be any of these factors and more Motivation Opportunity Organisation Background “ Intelligence” Teaching

50. Multiple Intelligences (Gardner)

51. Multiple Intelligences (Gardner) Gardner’s multiple intelligences model is the other end of the scale from the g model, and is arrived at quite differently (This is a purely impressionistic representation. Gardner does not use anything like it

52. http://www.learningandteaching.info/learning/intelligence.htm for more detail and some references.