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jarrettmoore
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Intelligence
- Ability to learn
- Ability to apply learned material to life and meet the demands of the environment
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metacognition
ability to understand and control one's cognitive activity
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spearman
initially believed that individuals have a general intelligence 'g', that is responsible for the performance on all mental tests
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spearman's two-factor theory
- Factor analysis: statistical method to
- determine whether two or more items
- correlate, thus forming a cluster
s-factor: specific factor tied to a specific area of functioning
- g-factor: general factor relating to all clusters
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Multiple factor theories
abandoned concept of general intelligence and looked for specific factors
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Lewis Thurstone
- primary mental abilities - do not rely on general intelligence
- -verbal comp
- -word fluency
- -numberical skills
- -spatial visualization
- -associative memory
- -perceptual speed
- -reasoning
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Sternberg's Triarchic Theory
- intelligence is made up of three interacting components
- practical dimension (experiential) apply one's experience with the external world to handle new and complex tasks
- analytic dimension (internal) - use one's intelligence to solve a specific problem that has one correct answer
- creative dimension (external) - determine what needs to be done, how best to do it and monitor performance
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Stephen ceci: bio-ecological model of intelligence
- modern multifactor theory
- intelligence is a function of interaction between: innate potential abilities, environment, motivation
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emotional intelligence
- ability to percieve, express, assimilate and regulate emotion
- possess empathy and emotional control
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personality characteristics
intelligence is the cognitive part of personality
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galton - theory of psychophysical performance
- physchic energy and heightenend sensitivity to external stimul
- developed tests of an individuals sensory processing, motor skills and reaction time
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alfred binet and theodore simon
- developed first intelligence test
- identifies students who need extra help
- tests many normal children at each age
- compares individuals score to "normal" scores
- mental age
- chronological age
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lewis terman (stanford university)
- developed american version of the binet-simon test, called the stanford-binet test, for ages 2-adult
- used the intelligence quotient
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david wechsler
- developed the wais and wisc
- performance and verbal subtests
- recognized two problems with IQ tests
- 1.) the distinction between mental and chronological age becomes less informative with testing adults
- 2.) the need for greater fairness when testing people who do not speak english
- compared individual scores to scores obtained over a very large sample of individuals using the normal distribution
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psycometric approach
measure intelligence through psychological testing
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split half relieability
divide the items on a single test among two groups
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normal distribution of IQ
the average IQ score is 100 with standard deviations of 15
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eugenics
terman believed that his IQ test could help determine the "fitness" of individuals to reproduce
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David Wechsler Scales
- includes subscales for verbal and performance skills
- three versions: one for adults, one for children and adolescents and one for younger chidlren
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How well does standford binet and wais predict performance
- - High degrees of reliability
- Predictive of school performance
- High correlation between scores and number of years of schooling
- Some correlation with occupational and social achievements, income, and health
- related behaviours, including better health throughout life, greater independence during old age, and a longer lifespan
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progressive matrices test
- emphasizes abstract, nonberbal skills
- less culture bias
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IQ- Genes and Environment
- Stoolmiller (1999) estimated the effects of the environment on IQ to be 57%.
- Microenvironment
- Selecting the environment as we age
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Group Differences in IQ
- Within-group versus between-group differences - Genetics accounts for 72% of IQ variation in affluent environments.
- - Genetics accounts for 15% of IQ variation in impoverished environments.
- - Racial differences
- Test biases -
- Environmental differences -
- Sex differences  
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Group Differences in IQ scores - Race
- Racial groups differ in their average scores on intelligence tests
- - High-scoring people (and groups) are more likely to attain high levels of education and income
- - Aboriginal Canadians score, on average, 15 to 20 points lower on intelligence tests than their non
- - Aboriginal contemporaries
- - Aboriginal students are twice as likely to drop out of high school
- - Aboriginal children and youth need to work in school systems that acknowledge and celebrate Aboriginal values and heritage
- - Public policy aimed at making more equitable resources available throughout society would lead to more similar intelligence test scores across different groups
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head start
- - Head Start is a government-funded preschool program that serves children who come from families below the poverty line
- - Aims to enhance children’s chances for success in school and beyond by boosting their cognitive and social skills
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Environmental enrichment: does it work?
- It produces short-term increases in cognitive skills, but only for impoverished children
- - It increases children’s readiness for school, enhances emotional intelligence, reduces school dropouts, and decreases later criminality
- - Better programs:
- - Begin early in life and continue
- - Are intensive (more hours per day and more days per year)
- - Include programs for maintaining positive attitudes and behaviours
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what happens in the brain - IQ
- both lateral prefrontal cortexes are activated when performing spatial tasks
- the left lateral prefrontal cortex is activated when performing verbal tasks
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giftedness
- natural ability, talent or intelligence
- the top 1-2 percent of a tested pop.
- evident at a young age
- environmental contributors
- intrinsically motivated
- may occur in some areas and not others (social)
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