Psychology of Intelligence - PowerPoint Presentation

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Psychology of Intelligence

Warwick in London Summer School 2019

Week 2 / Day 1 (22/7)

Dr

Liz Blagrove

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Guess what?

Some more Aims & Objectives

After today’s session, you will be able to: Describe the history of intelligence research and evaluate its implicationsExamine intercultural and lifespan conceptsDiscuss implicit (non-expert) theories of intelligence & expert viewsxCompare and contrast key intelligence theories

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Who’s the ‘

Smartipants

’…?Who is the most intelligent person you know? What makes you think they are intelligent? List 5 traits / behaviours / achievements

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Individual Differences in Intelligence…

Galton (1869)Measuring reaction times, vision, and hearingSuggested intelligence is due to heredity of ‘superior’ qualities

Some measures still used in modern testing (i.e., RT measures)

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First steps in Intelligence Testing

Binet (1904)French government initiativeSEN in primary age children

Binet-Simon scale (1905)30 items Increasing in difficulty…Following a lighted match with one’s eyesNaming parts of the bodyConstruct a sentence including target wordsRepeat seven random digitsFind rhymes for difficult words

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Allocation of a ‘mental age’

Level of function (i.e., completion of test) at the right stage for their age

A bright 7 year old might be functioning at a mental age of 8 or 9Similar concept to ‘reading age’ (i.e., used in primary schools today)First steps in Intelligence Testing

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The idea of an ‘IQ’

Stern (1912) - Intelligence Quotient Stern’s definition

(mental age / chronological age) x 100Child has a mental age of 8 Is 8 years old Calculation would be (8/8) x 100 = 100An IQ score of 100 indicates a child is performing at the expected age

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Working out the IQ

Child 1

: Mental age = 10, actual age = 8IQ = 10 / 8 * 100 = 125Child 2: Mental age = 6, actual age = 7IQ = 6 / 7 * 100 = 85.7

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Testing Benefits of the IQ

…Children of different ages could be compared and assessed on the same scaleApplied to the Stanford-Binet scale (Terman

)Comparison for all other intelligence tests!

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Intelligence in Context…

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What is intelligence?

According to the general public…

Sternberg et al. (1981) 3 ‘everyday’dimensions of intelligencePractical problem solving Analyzing situations logically and making the right decisions to solve problemsVerbal ability Expressing oneself clearly and confidently, good comprehensionSocial competence The skills necessary to be accepted and fulfilled socially

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Different Studies –

Different Dimensions Sternberg (1985)Practical problem-solving ability

Verbal abilityIntellectual balance and integration seeing similarities, making connectionsGoal orientation and attainmentContextual intelligence learns from experience, understands environmentFluid thought ability to think quickly

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Intelligence to the Expert

No consensus as to the definition, meaning and measurement of intelligence…?Jensen (1998) – 38 experts, 38 definitions!But Sternberg (2000) found some common themes:

adaptation to the environmentbasic mental processeshigher order thinking (reasoning, problem solving, decision making)

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Intelligence to the Expert

Area of expertise also affects definitions (Sternberg, 1985)Ideal Intelligent Person

ArtsKnowledgeAbility to use knowledgeTo weight up possible alternativesTo see analogiesAdapted from Maltby et al. (2013)PhilosophyCritical and logical abilitiesAbility to follow complex argumentsTo find errors in arguments and generate new argumentsPhysicsPrecise mathematical thinkingAbility to relate physical phenomena to the concepts of physicsTo grasp the laws of nature quicklyBusinessAbility to think logicallyTo focus on essential aspects of a problemTo follow others’ arguments

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Intelligence across Culture

Conceptions of intelligence change depending on culture/geography…In Western culture, speed of mental processing is associated

with high intelligenceRapid problem-solving Quick verbalization of solutionsSocial acceptance

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Intelligence across

Culture

In Eastern cultures, those with higher intelligence are thought to be fully aware of themselves in the wider context of society, history and spiritualityProblem solvingConsideration of family & friends,Knowledge of history & spiritual needs

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Intelligence across Culture

Taiwanese Chinese people asked to define intelligence (Yang and Sternberg, 1997)General cognitive factor of intelligence - practical problem solving, fast learning, etc.Interpersonal intelligence

– relating well to others, showing understanding and empathyIntrapersonal intelligence – good knowledge of selfIntellectual self assertion – confidence in intellectIntellectual self effacement – modesty about intellect

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Intelligence across the Lifespan

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Intelligence across the Lifespan

Age group differences (Yussen & Kane, 1985)All children (11 – 16) Knowledge is central to intelligenceYounger children

intelligence as a one-dimensional constructintelligence was inborn Older children academic intelligence, social intelligence, and physical intelligenceinfluence of nature and nurture

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Intelligence across the Lifespan

adult

problem solving, verbal ability, reasoning, learning, creativity10 years oldproblem solving, verbal ability, reasoning, learning, creativity2 yearsverbal ability, ability to learn, awareness, coordination, curiosity‘Ideal intelligent person’ at different ages (Siegler & Richards, 1982)

6 months

recognition, coordination, awareness, verbalisation

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Intelligence across the Lifespan

18+

logical thinking, broad knowledge, ability to reason and manage situations effectively11 - 18 year oldsenergy, verbal fluency5 – 11 year olds popularity, friendliness, respect for rules, interest in environmentTeachers’ definition of an ‘intelligent’ person varied for different age groups (Fry, 1984)

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Remember this

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?Who is the most intelligent person you know? What makes you think they are intelligentList 5 traits / behaviours / achievementsDoes your list reflect your cultural/ age/subjective bias?

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Current Theories…

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Current Theories of Intelligence:

A summary of what we’re covering…

General intelligence – Spearman’s gMultifactor and Hierarchical theoriesThurstone – primary mental abilitiesCattell – crystallized (gc) and fluid (gf) Cattell-Horn-Carroll theoryCompleting the jigsaw…Multiple intelligences; emotional intelligence

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General intelligence (g)

Spearman (1904) tested children on‘intelligence’ tests (memory, light, weight, sound)‘intellectual’ tests (vocabulary, maths, spatial abilities)Children who did well on one test,tended to do well on all the other tests

(i.e., positive correlation between scores on different tests)

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General intelligence (g)

‘Specific abilities’ or ‘s’different types of intelligence measured by Spearmanvocabulary intelligence, mathematical intelligence, etc.

‘General intelligence’ or ‘g’ deeper, fundamental aspect of intelligence that results in positive correlations between testsSpearman’s theory of intelligence (1904):

g

s

s

s

s

s

s

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Thurstone’s

Multiple FactorsFirst to suggest intelligence was composed of multiple factors ‘g’ is the result of, rather than the underlying mechanism behind, 7 primary mental abilities (~1938)

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Thurstone’s 7

Primary Mental AbilitiesAssociative memory – rote learningNumber – carry out mathematical operations

Perceptual speed – perceive details of visual stimuliReasoning – inductive and deductive reasoningSpace – transform spatial figures mentallyVerbal comprehension – reading, comprehension, verbal analogiesWord fluency – generate and use words and letters

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Crystallised & Fluid Intelligence

Cattell accepted Spearman’s notion of ‘g’ BUT, two related but distinct components (~1966)Crystallised intelligence (Gc) acquired knowledge and skillsvocabulary, comprehension, factual knowledge, etc.Fluid intelligence (Gf) reasoning ability, problem solving, patterns, analogies, understanding new information

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Crystallised

& Fluid IntelligenceDynamic relationship between the two components. Gc increases throughout our lives Gf is present from birth and stabilizes in adulthood

For example, a mathematician may do his best work early in life as it relies on Gf, whereas a writer may do better work later in life due to life experience (Gc)

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Horn & Additional ‘g’ Abilities

Fluid reasoning

(Gf)Understanding relations, drawing inferencesAcculturation knowledge intelligence (Gc)Cultural knowledgeQuantitative knowledge (Gq)Understanding & applying maths skillsShort-term apprehension and retrieval abilities (SAR)Short term memoryTertiary storage and retrieval (TSR / Glm)Long term memoryVisual processing (Gv)Visual perception, mental

rotation

Auditory processing

(Ga)

Perceiving sound patterns & groups

Processing speed (Gs)

Processing simple stimuli quickly

Correct decision speed (CDS)

Making

correct decisions quickly

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Carroll’s Three-stratum Model

(1993)Hierarchical model Factor analysis of 461 datasets(between 1927 and 1987) Proposed 3 levels in the hierarchyStratum I: 69 different cognitive abilities

Stratum II: 8 broad factors arising from abilitiesStratum III: general intelligence (g)

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Cattell-Horn-Carroll (CHC) Theory

Cattell (1960s) Crystallised & fluid intelligence (Gc & Gf)Cattell-Horn (1980s) 9 broad ‘g’ abilitiesCarroll (1990s)Three-stratum hierarchical model

Combined to develop the Cattell-Horn-Carroll (CHC) theory of cognitive abilities (1999)Influential in the development of IQ testsDynamic theory

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Cattell-Horn-Carroll (CHC) Theory

From: https://assessingpsyche.wordpress.com/

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What do you think

…

?So far we have been discussing theories of intelligence based on factor analysis / ‘g’ and cognitive abilitiesThink about lay theories of intelligence – what do you think is missing?

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Gardner’s Multiple

intelligencesFocus on educational theory and practiceTraditional intelligence testing does not translate easily into the classroomWestern education systems tailor teaching to logical-mathematical & linguistic intelligencesLess focus on

interpersonal intelligence…

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Gardner’s Multiple

intelligencesIdentified 7 intelligences (Gardner, 1983)‘Conventional’ intelligences:linguisticlogical-mathematicalspatial Other types of intelligence:

musicalbodily kinaesthetic (using the body)interpersonal (relating to others)intrapersonal (understanding oneself)

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Gardner’s Multiple

Intelligences... plus an extra two (Gardner, 1998; Gardner et al., 1996)Naturalist (ability to interact with nature, maybe good at biology or meteorology)

Existentialist (ability to understand one’s surroundings and place in the grand scheme of things)

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Emotional Intelligence (EI)

Ability to understand our own emotions and the emotions of othersAbility to use emotional information to guide thinking and behaviourThree key theories:Four-branch model of EI

(Salovey & Mayer, 1990)Goleman’s (1995) theory of EIEmotional-social intelligence model (Bar-On, 1997; 2005)

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Four-branch Model of EI

(Salovey & Mayer, 1990)Perceiving – recognising emotionsFacilitating – using emotions to make

judgements & prioritiseUnderstanding –emotions and how they are linkedManaging – detached evaluation, emotional regulationSophistication

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Goleman’s

Theory of Emotional Intelligence

Builds on Salovey and Mayer’s modelEmotional intelligence is about learning to control our basic emotional responses (e.g., fight or flight)‘Mixed’ model of emotional intelligenceideas of emotional intelligence (emotional awareness)personality and behaviour traits (conscientiousness, adaptability, trustworthiness)

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Four emotional competencies

(Goleman, 2001; Goleman et al., 2002)Self-awareness

(identify own emotional states)Self-management (manage own emotions)Social awareness (assess and influence others’ emotions)Social skills / management (sustain good interpersonal r’ships)Based on 25 abilities!

Goleman’s

Theory of

Emotional Intelligence

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Personal competencies

Social competencies

RecognitionSelf awarenessEmotional awareness, self assessment, self confidenceSocial awarenessEmpathy, service orientation, developing others, leveraging diversity, political awarenessRegulationSelf managementSelf control, trustworthiness, conscientiousness, adaptability, achievement drive, innovativeness / initiativeSocial skills / managementDeveloping others, influence, communication, leadership, change catalyst, conflict management, building bonds, collaboration and cooperation, teamwork capabilities

Goleman’s

Theory of

Emotional Intelligence

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Reading

Required Reading:Intelligence section of Chapter 8 (p 338-355)To be completed by (please): Thursday 25/7There are some interesting ideas in the rest of Chapter 8 (about thought & language), if you want to read about these things. But you don’t have to do this!

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Additional Reading

Deary, I. J. (2001). Intelligence: A very short introduction. OUP Oxford.)Gardner, H. (2006). Multiple intelligences: New horizons. Basic books.Goleman, D. (2006).

Emotional intelligence. Bantam.Goleman, D. (2007). Social intelligence. Random House.

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Any Questions…