Intelligence: Definition, Theories and Factors - PDF

Intelligence Objectives Grasp the concept of intelligence as a construct. Value the relevance of intelligence to daily life experiences and activities. Apply intelligence in various aspects of life. What is intelligence? Different definitions Various understanding of the concept S...

Intelligence Objectives Grasp the concept of intelligence as a construct. Value the relevance of intelligence to daily life experiences and activities. Apply intelligence in various aspects of life. What is intelligence? Different definitions Various understanding of the concept Some ideas “brains”, cleverness Ability to learn To think abstractly To adapt to the environment Very good memory; quick recall Fast learner Alfred Binet Intelligence is manifested by performance on a variety of tasks and can be measured by responses to a sample of those tasks emphasized judgment, understanding, and reasoning Intelligence is an attribute of behavior, not attribute of a person  From the sum total of the person’s performance will emerge general intelligence  Criticism: Binet’s sample of tests was heavily loaded with school-type tasks – designed to identify mentally retarded children in the school system Lewis Terman: Intelligence is the ability to do abstract thinking Criticism: definition is too narrow; abstract thinking is an important aspect of intelligence but not the only one. Robert Sternberg: ability to adapt to the vagaries of a changing and uncertain world; ability to motivate oneself to accomplish expeditiously the tasks that need to be accomplished.  Sternberg agreed that traditional intelligence tests are effective in assessing learning ability and abstract reasoning, but believed that there should be better measures for practical problem-solving and motivation. David Wechsler: Intelligence is the aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with the environment Intelligent behavior must reflect something more than sheer intellectual ability. Edward Lee Thorndike: Measurement of intelligence consists essentially of a quantitative evaluation of mental productions in terms of number, and the excellence and speed with which they are executed.  To act intelligently, one must be able to recall numerous items and have a retentive memory: 1. Abstract or verbal – facility in the use of symbols 2. Practical – facility in manipulating objects 3. Social – facility in dealing with human beings  For Thorndike, intelligence should emphasize what a person can do, as well as how  Instead of formulating a universally acceptable definition of intelligence, some alternative terms might be used. - general mental ability - scholastic aptitude - academic ability * The last 2 terms recognize the fact that traditional intelligence tests are primarily predictors of success in schoolwork. Intelligence Quotient Often a shorthand designation for intelligence, and is not identified with a particular type of score on a particular test Understanding intelligence as a construct Intelligence should be regarded as a descriptive rather than explanatory concept. IQ is an expression of a person’s ability level at a given point in time, in relation to available age norms. Understanding intelligence as a construct Intelligence is not a single, unitary ability, but a composite of several functions. - one’s relative ability tends to increase with age in those functions whose value is emphasized by one’s culture or subculture; and tends to decrease in those functions whose value is de-emphasized. Understanding intelligence as a construct I.Q. is both a reflection of prior educational achievement and a predictor of subsequent educational performance. Understanding intelligence as a construct Items on intelligence tests represent attempts to assess individual differences in the effects of experiences common to nearly everyone. Understanding intelligence as a construct It is assumed that, when exposed to the same experiences, persons of higher intelligence will benefit more from those experiences than persons of lower intelligence. Individual/Group Differences in Mental Abilities A. Age changes B. Demographic variables C. Biological factors  A. Age Changes Cross-sectional studies – compare people or groups brought up in different environmental circumstances Longitudinal studies – compare same groups of people at different ages  Specific Abilities General intelligence tests measure a combination of several cognitive abilities, and the pattern of change in performance with age depends on the specific ability measured  Age-related Declines Are less likely to be found in vocabulary knowledge and similar skills highly dependent on lifelong learning than in performance on unfamiliar problems of logic and other skills requiring new learning.  Age-related Declines - Found in the ability to reason and solve problems involving visual and geometric stimuli (“fluid intelligence”) than in verbal skills (“crystallized intelligence”).  Variations in cognitive abilities during adulthood - Depend on the kinds of experiences relevant to test performance a person has during these years - People who remain intellectually active show less decline in intelligence tests than those who fail to continue in academic-type pursuits  Terminal Drop Deterioration in cognitive functioning, sensorimotor abilities, personality characteristics during the last few months or years of life.  B. Demographic Variables Family size and birth order Occupational status Socio-economic status Urban vs. rural residence Teacher Expectations  Family size and birth order Intellectual ability declines as family size increases High achievement is often associated with first-born children More favorable parental treatment is given to first-borns  Occupational Status More highly intelligent people can enter occupations demanding higher ability higher intelligence = better paying jobs?  Socio-economic Status Defined in terms of parental income, education, occupation High IQ children found among higher social classes + relationship between IQ & SES  Urban vs. rural residence Lower IQ of those coming from rural areas Access to better education and modern technology  Teacher Expectations Looking glass theory – by C.H. Cooley - people tend to adapt their behavior and self-perceptions to how they believe they are perceived by other people.  C. Biological Factors Sex differences Females – verbal fluency, reading comprehension, clerical skills Males – mathematical reasoning, visual-spatial ability, speed and coordination