Theories of Intelligence

Concept of Intelligence

• Intelligence is the ability to adapt to the environment, think abstractly, learn, and use memory.
• There are varying definitions of intelligence, but it is often considered a construct.

Alfred Binet's Definition

• Intelligence is seen in performance on various tasks.
• Responses to tasks can measure intelligence.
• Judgment, understanding, and reasoning are important.
• Intelligence is a behavioral attribute instead of a personal attribute.
• General intelligence appears from the sum of a person's performance.
• Binet's tests were criticized for their focus on school-type tasks, geared toward identifying mentally challenged children.

Other Views

• Lewis Terman: Intelligence involves abstract thinking, but this definition may be too narrow.
• Robert Sternberg: Intelligence is the ability to adapt to a changing world and to motivate oneself to complete tasks efficiently.
• Sternberg thought traditional tests effectively assessed learning and reasoning but lacked measures for problem-solving and motivation.
• David Wechsler: Intelligence is the global capacity to act purposefully, think rationally, and deal effectively with the environment, reflecting more than just intellectual ability.
• Edward Lee Thorndike: Intelligence measurement involves a quantitative evaluation of mental productions, judging excellence and speed.
• Acting intelligently requires recalling information and having good memory.
• Thorndike divided intelligence into verbal, practical, and social components.
• Intelligence should emphasize someone's abilities and how they use them.
• Alternate terms: general mental ability, scholastic aptitude, or academic ability.
• The latter two terms highlight the fact that tests are primarily predictors of academic success.

Intelligence Quotient

• Intelligence Quotient is shorthand for intelligence, but not specific to any test.
• Intelligence serves as a descriptive concept.
• IQ indicates one's ability level relative to age norms.
• Intelligence is a combination of functions, not just one.
• Relative abilities increase with age in culturally emphasized functions and decrease in de-emphasized ones.
• IQ reflects educational achievement and predicts future performance.
• Intelligence tests aim to gauge individual effects from shared experiences.
• It's believed that those with higher intelligence benefit more from experiences than those with lower intelligence.

Mental Ability Factors

• Mental abilities are affected by age, demographics, and biology.

Age & Intelligence

• Cross-sectional studies compare people from different environmental backgrounds.
• Longitudinal studies compare the same people at different ages.
• Intelligence tests measure a mix of cognitive abilities; performance changes with age.
• Age-related declines are less common in skills that rely on lifelong learning.
• Age-related declines are more obvious in unfamiliar logic problems or skills needing new learning.
• Declines are seen in reasoning and solving visual/geometric problems ("fluid intelligence") more than verbal skills ("crystallized intelligence").
• Cognitive abilities depend on relevant experiences.
• Intellectually active individuals decline less on intelligence tests compared to those who are not academically engaged.
• Terminal drop involves deterioration in cognitive functions, sensorimotor skills, and personality near the end of life.
• Family size and birth order affect IQ scores.

Demographic Variables

• Larger families see a decline in intellectual ability.
• First-born children are associated with high achievement and favorable parental treatment.
• More intelligent individuals enter occupations requiring more ability.
• Socio-economic status (SES) includes parental income, education, and occupation.
• Children with high IQ originate in higher social classes.
• There exists a positive correlation between IQ and socio-economic status.
• Lower IQ scores are seen in rural areas.

Urban Influences

• Urban residents often have access to superior education and technology.
• Looking Glass Theory by C.H. Cooley: adaption of behavioral and self-perceptions aligns with perceived judgements.

Biological Factors

• Sex differences include:
  • Females excel in verbal fluency, reading comprehension, and clerical skills.
  • Males excel in math reasoning, visual-spatial ability, speed, and coordination.

Explore the work of Binet, Terman, Wechsler, Sternberg and Thorndike. Understand their contributions to the definition and measurement of intelligence, including abstract thinking, problem-solving, and adaptation. Learn about different types of intelligence and their assessment.