Professional Documents
Culture Documents
Intelligence?
Chapter 8
Intelligence and Individual Differences
SO, what did you get on your SATs?
Jane said she got a 1350…that means
she’s really smart, right?
Does it?
Module Objectives:
What is intelligence?
How do we measure intelligence?
Who are the children whose intelligence sets them
apart from their peers?
Think on Your Own…
Logical
s Mechanical g Spatial s
Arithmetical
s
Conflicting theories have led many
psychometric theorists to propose
hierarchical theories of intelligence
that include both general and
specific components
Cattell’s View of Intelligence -
Intelligence as a Few Basic Abilities
Fluid Intelligence
‐ The ability to think on the spot and solve novel
problems
‐ The ability to perceive relationships
‐ The ability to gain new types of knowledge
Crystallized Intelligence
‐ Factual knowledge about the world
‐ The skills already learned and practiced
‐ Examples
‐ Arithmetic facts
‐ Knowledge of the meaning of words
‐ State capitals
Intelligence Tests and
Basic Abilities
Fluid intelligence on tests is measured by:
‐ The ability to assemble novel puzzles
‐ The ability to determine the next entry in a series of
numbers
‐ The ability to identify which one of four objects is related
to the others
‐ Linguistic intelligence
‐ Logical-Mathematical Intelligence
‐ Spatial Intelligence
What Do These Intelligences Examine?
Linguistics - sensitivity to the meanings and sounds
of words, mastery of syntax, appreciation of the
ways language can be used
‐ Musical
‐ Bodily-kinesthetic
‐ Interpersonal
‐ Intrapersonal
‐ Naturalistic
‐ Existential intelligence
What are these Intelligences?
Musical - Sensitivity to individual tones and phrases of music, an
understanding of ways to combine tones and phrases into larger musical
rhythms and structures, awareness of emotional aspects of music
‐ IQ=MA/CA x 100
Stanford-Binet IQ Test
This test measures things that are necessary for school
success
‐ Understanding and using language, memory, the ability to
follow instructions, and computational skills
Adaptive Testing
‐ Determine the age level of the most advanced items that a
child could consistently answer correctly
‐ Children whose mental age equal their actual or
chronological age were considered to be of “regular”
intelligence
Sample Stanford-Binet Test Items
Name objects from memory; complete analogies (fire is hot; ice is ______); identify
4
objects of similar shape; Answer simple questions (Why do we have schools?)
Define simple words; Explain differences (between a fish and a horse); identify
6
missing parts of a picture; count out objects
Answer questions about a simple story; explain similarities and differences among
8
objects; tell how to handle certain situations (finding a stray puppy)
Define more difficult words; Give explanations (about why people should be quiet in
10
a library); List as many words as possible; repeat 6-digit numbers
Identify more difficult verbal and picture absurdities; repeat 5-digit numbers in
12
reverse order; define abstract words (sorrow); fill in a missing word in a sentence
Supply several missing words for incomplete sentences; Repeat 6-digit numbers in
Adult reverse order; Create a sentence using several unrelated words; Describe similarities
between concepts
Measuring Intelligence
At any age, children who are average will
have an IQ of 100 because their mental age
equals their chronological age.
2. A farmer has 17 sheep. All but 9 break through a hole in the fence
and wander away. How many are left?
3. If you have black socks and brown socks in your drawer, mixed in a
ratio of 4 to 5. How many socks will you have to take out in order
to have a pair of the same color?
‐ Picture Completion
‐ Telling what's missing in various pictures
‐ Example: Children are shown a picture, such as a car with no
wheels, and are asked: What part of the picture is missing?
‐ Picture Arrangement
‐ Arranging pictures to tell a story
‐ Block Design
‐ Arranging multi-colored blocks to match printed design
‐ Example: Using the four blocks, make one just like this
‐ Object Assembly
‐ Putting puzzles together - measures nonverbal fluid reasoning
‐ Example: If these pieces are put together correctly, they will make
something. Go ahead and put them together as quickly as you can.
The Stanford-Binet and the WISC-
III cannot be used to assess infant
intelligence
Girls as a group:
‐ Tend to be stronger in verbal fluency, in writing, in
perceptual speed (starting as early as the toddler years)
Boys as a group:
‐ Tend to be stronger in visual-spatial processing, in
science, and in mathematical problem solving (starting as
early as age 3)
Schooling
Attending school makes children smarter