Intelligence and IQ Testing Controversy and Consensus Learning Objectives LO 91 Identify different models and types of intelligence LO 92 Describe the connection between intelligence and brain size and efficiency ID: 784587
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Slide1
ACE Psychology
Chapter 9
Intelligence
and IQ
Testing
Controversy and Consensus
Slide2Learning Objectives
LO 9.1
Identify different models and types of intelligence.
LO 9.2
Describe the connection between intelligence and brain size and efficiency.
LO 9.3
Determine how psychologists calculate IQ.
LO 9.4
Explain the history of misuse of intelligence tests in the United States.
Slide3Learning Objectives
LO 9.5
Describe tests of intelligence used today and evaluate the reliability and validity of IQ scores.
LO 9.6
Distinguish the unique characteristics of mental retardation and genius.
LO 9.7
Explain how genetic influences can be determined from family, twin, and adoption studies.
LO 9.8
Identify potential environmental influences on IQ.
Slide4Learning Objectives
LO 9.9
Identify similarities and differences in mental ability between men and women.
LO 9.10
Evaluate the evidence concerning racial differences in IQ.
LO 9.11
Describe how creativity and emotional intelligence relate to intelligence.
LO 9.12
Identify reasons why intelligence doesn’t protect us from errors in thinking.
Slide5Lecture Preview
What is intelligence?
Intelligence testing
Genetic and environmental influences on IQ
Group differences in IQ
Other dimensions of intellect
Slide6What Is Intelligence?
LO 9.1 Identify different models and types of intelligence.
Psychologists can’t agree on a precise definition of intelligence.
Boring’s “intelligence is whatever intelligence tests measure.”
Not a useful definition, though
Slide7Intelligence as Sensory Capacity
LO 9.1 Identify different models and types of intelligence.
Galton’s theory that people with better senses acquire more knowledge
Research showed different sensory capacities were only weakly related to each other.
Also showed that measures of sensory ability are not highly related to intelligence
Slide8Intelligence as Abstract Thinking
LO 9.1 Identify different models and types of intelligence.
Binet and Simon’s 1905
intelligence test
Focused on higher mental processes – reasoning, understanding, judgment
Most now agree that intelligence has something to do with the capacity to understand hypothetical concepts (
abstract thinking
).
Slide9General vs. Specific Abilities
LO 9.1 Identify different models and types of intelligence.
Positive correlations among items on IQ tests led to Spearman’s development of
g
and
s
.
General intelligence
accounts for overall differences in intellect among people.
Our particular skills are reflected in our
specific abilities
.
Slide10Fluid and Crystallized Intelligence
LO 9.1 Identify different models and types of intelligence.
Cattell and Horn theorized that “intelligence” is a mix of two capacities:
The capacity to learn new ways of solving problems, or
fluid intelligence
The accumulated knowledge of the world we gain over time, or
crystallized intelligence
Slide11Figure 9.2 Knowledge "Flowing" into a Flask.
According to
Cattell
and Horn's model, there are two kinds of intelligence, fluid and crystallized. Fluid intelligence "flows" into crystallized intelligence over time.
Slide12Multiple Intelligences
LO 9.1 Identify different models and types of intelligence.
Several theorists argue that there are entirely different domains of intellectual skill.
Gardner’s “frames of mind” – ways of thinking about the world
Argued that
autistic savants
provided support for these different types of intelligence
Slide13Table 9.1
Howard Gardner
'
s Multiple Intelligences.
Slide14Gardner’s Multiple Intelligences
LO 9.1 Identify different models and types of intelligence.
Mixed scientific reaction to this model, as it is virtually impossible to falsify
Also not clear why only certain abilities classify as intelligences
No good evidence that these intelligences are truly independent
Slide15Triarchic Model
LO 9.1 Identify different models and types of intelligence.
Sternberg theorized three largely distinct types of intelligence.
Believes that having one does not ensure you have the others
Slide16Figure 9.3 Sternberg
'
s
Triarchic
Model of Intelligence.
Sternberg's model proposes three kinds of intelligence: analytical, practical, and creative
.
Slide17Triarchic Model
LO 9.1 Identify different models and types of intelligence.
Analytical intelligence
is the ability to reason logically, or “book smarts.”
Practical intelligence
is the ability to solve real-world problems, or “street smarts.”
Creative intelligence
is the ability to come up with novel and effective answers.
Slide18Triarchic Model
LO 9.1 Identify different models and types of intelligence.
Has several weaknesses:
Practical intelligence is not independent of
g
.
Causal relationship between job performance and practical intelligence is not clear.
We all possess strengths and weaknesses, but they might not be as distinct as theorized.
Slide19Biological Bases of Intelligence
LO 9.2 Describe the connection between intelligence and brain size and efficiency.
Brain volume correlates positively with measured intelligence.
But .3-.4 correlations don’t explain everything, and the relationship may not be causal.
Evidence suggests cerebral cortex development is slower in gifted children.
Slide20Biological Bases of Intelligence
LO 9.2 Describe the connection between intelligence and brain size and efficiency.
Intelligence may reflect efficiency of mental processing.
Persons with higher intelligence show quicker reaction times.
Working memory is also closely related to intelligence.
Slide21Biological Bases of Intelligence
LO 9.2 Describe the connection between intelligence and brain size and efficiency.
Prefrontal cortex is especially active during highly “
g
-loaded” tasks
But other areas of the brain are also important.
Central theme is that people who think quickly tend to be more intelligent
Slide22Testing Intelligence
LO 9.3 Determine how psychologists calculate IQ.
Unfortunately, we can’t just ask people how smart they are.
Self-reports only correlate .2-.3 with objective measures of intelligence.
Slide23How We Calculate IQ
LO 9.3 Determine how psychologists calculate IQ.
The development of
norms
allow us to compare one person’s test results to another’s.
Binet’s
concept of
mental age
led to the development of the
intelligence quotient (IQ)
.
Mental age
Chronological age
X 100 = IQ
Slide24How We Calculate IQ
LO 9.3 Determine how psychologists calculate IQ.
This works for children, but not adults.
Modern IQ tests use a
deviation IQ
that eliminates age effects.
Compares each person’s score to what is normal for his or her own age group
Slide25Eugenics Movement
LO 9.4 Explain the history of misuse of intelligence tests in the United States.
Soon after IQ tests were developed, they began to be abused.
Led to worry about “low IQ” in certain groups, and the
eugenics
movement
Forcible sterilization and immigration laws were most the visible impacts on society.
Slide26Figure 9.6 A Sterilization Map of the United States.
Between 1905 and 1979, many U.S. states had mandatory sterilization laws, a legacy of the eugenics movement.
Slide27Commonly Used IQ Tests
LO 9.5 Describe tests of intelligence used today and evaluate the reliability and validity of IQ scores.
The
most commonly used IQ test for adults is the
Wechsler Adult Intelligence Scale
.
Slide28Commonly Used IQ Tests
LO 9.5 Describe tests of intelligence used today and evaluate the reliability and validity of IQ scores.
Consists
of 15 subtests that give five scores:
Overall IQ
Verbal comprehension
Perceptual reasoning
Working memory
Processing speed
Slide29Figure 9.7 Sample Items from WAIS.
Eleven of the 15 subtests of the WAIS-IV (the newest version), along with items similar to those on the test. *
Note
: For copyright reasons, we can't present the items on the actual test.
Slide30Culture-Fair IQ Tests
LO 9.5 Describe tests of intelligence used today and evaluate the reliability and validity of IQ scores.
Consist
of abstract-reasoning items that don’t depend on language
Slide31Culture-Fair IQ Tests
LO 9.5 Describe tests of intelligence used today and evaluate the reliability and validity of IQ scores.
Which is the final pattern in this series?
Slide32College Admissions Tests
LO 9.5 Describe tests of intelligence used today and evaluate the reliability and validity of IQ scores.
Designed to test overall competence in a specific domain or predict academic success
They correlate highly (.7-.8) with IQ.
Coaching courses appear to have very small effects, especially when practice effects are taken into account.
Slide33Reliability of IQ Scores
LO 9.5 Describe tests of intelligence used today and evaluate the reliability and validity of IQ scores.
In adults, scores tend to be highly stable over long periods of time.
Prior to age three, though, IQ tests are very unstable and poor predictors of adult IQ.
Slide34Validity of IQ Scores
LO 9.5 Describe tests of intelligence used today and evaluate the reliability and validity of IQ scores.
Moderately successful at predicting grades
Predict performance across wide variety of occupations and are associated with health-related outcomes (
health literacy
)
Relationships hold up even when social class is taken into account.
Slide35From Mental Retardation to Genius
LO 9.6 Distinguish the unique characteristics of mental retardation and genius.
Intelligence follows a bell curve distribution
Slide36Mental Retardation
LO 9.6 Distinguish the unique characteristics of mental retardation and genius.
Characterized by childhood onset of low IQ (below about 70) and inability to engage in adequate daily functioning
Around 1% of US population (mostly males)
Four levels: mild, moderate, severe, profound
Slide37Mental Retardation
LO 9.6 Distinguish the unique characteristics of mental retardation and genius.
The more severe the retardation, the less likely it is to run in families.
Over 200 different causes; most common are Fragile X syndrome and Down syndrome
ADA and IDEA acts have greatly impacted lives of those with mental retardation
Slide38Genius and Exceptional Intelligence
LO 9.6 Distinguish the unique characteristics of mental retardation and genius.
Refers to the top 2% of IQ scores
Large portion occupy certain professions: doctors, lawyers, engineers, professors
Terman’s “Termites” showed that prodigies do not “burn out” or have higher rates of mental illness.
Slide39Genius and Exceptional Intelligence
LO 9.6 Distinguish the unique characteristics of mental retardation and genius.
What makes a genius?
Genetic factors play a role, but so do practice and dedication.
Intellectual brilliance with little effort is very unrealistic.
Slide40Genetic Influences on IQ
LO 9.7 Explain how genetic influences can be determined from family, twin, and adoption studies.
Family studies confirm that IQ runs in families.
Sibling IQs correlate at .5, cousins at .15
Twin studies show identical twin correlations of .7-.8, fraternal of .3-.4.
But high levels of environmental deprivation may swamp out effects of genes.
Slide41Genetic Influences on IQ
LO 9.7 Explain how genetic influences can be determined from family, twin, and adoption studies.
Twins reared apart are as similar in IQ as twins reared together.
Adoption studies point to the influence of environment, but still strongly support importance of genetics on IQ.
Slide42Environmental Influences
LO 9.8 Identify potential environmental influences on IQ.
Those that think IQ is fixed tend to take less academic risks, challenging themselves less.
Children from larger families have slightly lower IQs than children from smaller families.
Amount of schooling seems to exert a causal influence on IQ
Slide43Environmental Influences
LO 9.8 Identify potential environmental influences on IQ.
Early intervention programs (Head Start) produce short-term increases in IQ.
Reduce likelihood of being held back in school as well as high school dropout rates
Small impact of expectancy effects by teachers on IQ
Slide44Poverty and IQ
LO 9.8 Identify potential environmental influences on IQ.
Jensen’s cumulative deficit study
Lack of proper nutrition and exposure to lead may lead to lower IQs.
Scientific controversy regarding impact of breastfeeding on IQ
Slide45Flynn Effect
LO 9.8 Identify potential environmental influences on IQ.
The average IQ of the population has been rising by about 3 points every 10 years.
Most likely the result of environmental changes:
Increased test sophistication
Increased complexity of modern world
Better nutrition
Changes at home and school
Slide46Figure 9.12 Flynn Effect.
Research on the Flynn effect demonstrates that IQ scores have been increasing in many countries across several decades. The causes of this effect remain unclear. (
Source
: Flynn, 1999)
Slide47Sex Differences In IQ
LO 9.9 Identify similarities and differences in mental ability between men and women.
Most research finds few or no average differences between males and females.
But, males are more variable in their scores.
Slide48Figure 9.14 Distributions of Men and Women in IQ Tests.
Distributions of Men and Women in IQ Tests. The IQ distribution of men is wider than the distribution of women. As a consequence, there are more men than women with both low and high IQ scores and more women with scores in the middle.
Slide49Sex Differences In IQ
LO 9.9 Identify similarities and differences in mental ability between men and women.
Research shows consistent differences in terms of specific mental abilities.
Females tend to do better on some verbal tasks and recognizing emotions in others.
Males tend to do better on spatial ability tests, like mental rotation and geography.
Slide50Causes of Sex Differences
LO 9.9 Identify similarities and differences in mental ability between men and women.
Some, like spatial ability, may be biological.
Most appear to be due to environmental differences.
Infants show few or no differences.
Sex differences in problem-solving strategies
Slide51Racial Differences in IQ
LO 9.10 Evaluate the evidence concerning racial differences in IQ.
African-Americans and Hispanic Americans score lower than Caucasians.
Asian-Americans score higher than Caucasians.
Jews score slightly higher than non-Jews.
Why do these differences exist?
Slide52Racial Differences in IQ
LO 9.10 Evaluate the evidence concerning racial differences in IQ.
Racial “superiority” is not the answer.
IQ differences appear to be shrinking.
Substantial overlap in IQ distribution
Instead, differences appear to be largely or completely environmental in origin.
Slide53Reconciling Racial Differences
LO 9.10 Evaluate the evidence concerning racial differences in IQ.
Imagine you have two identical groups of plants.
Good water and light
Minimal water and light
Slide54Reconciling Racial Differences
LO 9.10 Evaluate the evidence concerning racial differences in IQ.
One
group gets plenty of water and light; the other, a minimal amount.
What will happen?
Slide55Reconciling Racial Differences
LO 9.10 Evaluate the evidence concerning racial differences in IQ.
The differences between groups are due to environment.
The differences within groups reflect genetics.
Within-group
vs
between-group heritability
Equal environments show equal IQs; there is no “boost” from Caucasian ancestry.
Slide56Reconciling Racial Differences
LO 9.10 Evaluate the evidence concerning racial differences in IQ.
Differences, however, do not appear to be due to
test bias
on intelligence tests.
Stereotype threat
can be activated in the lab, but may not generalize to the real world.
So, broad societal differences are most likely cause of IQ differences.
Slide57Creativity
LO 9.11 Describe how creativity and emotional intelligence relate to intelligence.
Often measured using tests of
divergent thinking
, “outside the box” thinking
“Uses of an Object” test
But we also need to be good at
convergent thinking
: finding the single best answer to a problem.
Slide58Creativity
LO 9.11 Describe how creativity and emotional intelligence relate to intelligence.
Only mildly correlated with IQ (.2-.3)
Evidence of a link between creativity and bipolar disorder
Manic episodes increase quantity of work, but not quality.
Still, the best predictor of quality of work is quantity of work.
Slide59Emotional Intelligence
LO 9.11 Describe how creativity and emotional intelligence relate to intelligence.
The ability to understand our own and others’ emotions, then apply that information
Not clear that emotional intelligence differs much from personality
May not predict job performance beyond general IQ
Slide60Wisdom
LO 9.12 Identify reasons why intelligence doesn’t protect us from errors in thinking.
Application of intelligence toward a common good
Wise people balance three competing interests:
Self-interest
Concerns for others
Concerns about broader society
Slide61Why Smart People Believe Strange Things
LO 9.12 Identify reasons why intelligence doesn’t protect us from errors in thinking.
IQ
is not a predictor of thinking scientifically.
Smart people can find a plausible reason to bolster their beliefs or opinions.
Ideological immune system