10. Intelligence as an “individual difference” Intelligence and personality are the most ubiquitous individual differences (e.g., commonly measured) Individual differences = stable human psychological characteristics which vary between people
11. Abstract thinking ability (Terman, 1921) Capacity for knowledge and knowledge possessed (Henmon, 1921) Capacity to learn from experience (Dearborn, 1921) Many definitions of intelligence
12. "The capacity to acquire capacity." (Woodrow, 1921) Ability to adapt to the environment. (Colvin, cited in Sternberg, 1982) “ a general factor that runs through all types of performance." (Jensen) Many definitions of intelligence
13. "A global concept that involves an individual's ability to act purposefully, think rationally, and deal effectively with the environment." (Wechsler, 1958) Many definitions of intelligence
14. "ability to solve problems, or to create products, that are valued within one or more cultural settings ( Gardner, 1983/2003, p. x)" Many definitions of intelligence
15. " The global capacity to profit from experience and to go beyond given information about the environment” (Gerrig et al., 2008) Many definitions of intelligence
26. Alfred Binet and his colleague Théodore Simon practiced a more modern form of intelligence testing by developing questions that would predict children’s future progress in the Paris school system. Alfred Binet
27.
28. Terman used Stern’s formula for Intelligence Quotient (IQ): Assessing intelligence: Lewis Terman
34. Intelligence scores become stable after about seven years of age. In numerous studies, stability of intelligence scores have been determined (Angoff, 1988; Deary et al., 2004). Stability or Change?
35. Recent studies indicate some correlation (~ .40) between brain size and intelligence. As brain size decreases with age, scores on verbal intelligence tests also decrease. Is intelligence neurologically measurable?
54. Normal curve Standardized tests establish a normal distribution of scores on a tested population in a bell-shaped pattern called the normal curve.
55. Extremes of intelligence A valid intelligence test divides two groups of people into two extremes: the mentally retarded (IQ 70) and individuals with high intelligence (IQ 135). These two groups are significantly different.
60. Intellectually disabled people required constant supervision a few decades ago, but with a supportive family environment and special education they are more able to care for themselves. Intellectual disability
64. Contrary to popular belief, people with high intelligence test scores tend to be healthy, well adjusted, and unusually successful academically. High intelligence
69. Spearman proposed that general intelligence (g) is linked to many clusters that can be analyzed by factor analysis. e.g., people who do well on vocabulary examinations do well on paragraph comprehension examinations, a cluster that helps define verbal intelligence. Other factors include a spatial ability factor, or a reasoning ability factor. General Intelligence
80. Wechsler developed the Wechsler Adult Intelligence Scale (WAIS) and later the Wechsler Intelligence Scale for Children (WISC), an intelligence test for preschoolers. David Wechsler
81. WAIS measures overall intelligence and 11 related aspects to assess clinical and educational problems. David Wechsler
82.
83.
84. Gardner noted that brain damage may diminish one type of ability but not others e.g., savants. Howard Gardner’s Theory of Multiple Intelligences
91. Brain function Studies of brain functions show that people who score high on intelligence tests perceive stimuli faster, retrieve information from memory quicker, and show faster brain response times.
92. Aptitude tests are intended to predict your ability to learn a new skill and achievement tests are intended to reflect what you have already learned. Aptitude and achievement tests
94. In the past 60 years, intelligence scores have risen steadily by an average of 27 points. Flynn Effect
95. Schooling is an experience that pays dividends, which is reflected in intelligence scores. Increased schooling correlates with higher intelligence scores. Schooling effects
99. With modern neuroscience techniques, can we locate and measure intelligence within the brain? Controversies about intelligence
100.
101.
102.
103.
104. Studies of twins, family members, and adopted children together support the idea that there is a significant genetic contribution to intelligence. The politics of intelligence
105.
106. High-scoring people (and groups) are more likely to attain high levels of education and income. Group differences in IQ scores
107. If we look at racial differences, white Americans score higher in average intelligence than black Americans (Avery et al., 1994). European New Zealanders score higher than native New Zealanders (Braden, 1994). Group differences in IQ scores White-Americans Black-Americans Average IQ = 100 Average IQ = 85
108. Differences in intelligence among these groups are largely environmental, as if one environment is more fertile in developing these abilities than another. Environmental effects
109. Adoption studies Adopted children show a marginal correlation in verbal ability to their adopted parents.
110.
111. Identical twins raised apart show slightly less similarity in their intelligence scores.
112. Adoption studies Early neglect from caregivers leads children to develop a lack of personal control over the environment, and it impoverishes their intelligence. Romanian orphans with minimal human interaction are delayed in their development.