Intelligence: Definitions and Approaches PDF

Intelligence Unit lecture What is Intelligence global capacity to act purposefully, think rationally, and deal effectively w the environment definition by Weschler Intellifence Tests Vers...

Intelligence Unit lecture What is Intelligence global capacity to act purposefully, think rationally, and deal effectively w the environment definition by Weschler Intellifence Tests Versus… aptitude tests → measures ability in specific areas acheivement tests → measures what has already been learned above two are not intelligent tests intelligence tests → measures comprehensive capability across all relevant domains Three Approaches to Intelligence 1. psychometric approach a. began w observation that some children seem to hv more potential than others b. children differ in potential for scholastic aptitude; therefore, must be differences in intelligence levels 2. multiple intelligence approach a. intelligence is expressed in many ways b. criticizes psychometric approach 3. information processing approach a. investigates the building blocks of intelligence Intelligence 1  b. micro activities c. ex. how good is memory; good memory ⇒ more intelligent d. ex. how good are you at learning new patterns; good at learning patterns ⇒ more intelligent e. upper limit of intelligence seems fixed, but intelligence can def worsen over time (alcohol addiction, dementia) Psychometric Approach children seem to hv diff potential backward approach → lets assume the existence of intelligence, then test and quantify for it parallel to origin of personality tests Binet & Simon → 30 tests of “natural intelligence” tests capture slightly diff aspects of intelligence which test has best predictive ability which tests hv overlap similar process w personality testing Spearman → revised → 1904 general ability (g) approach conclusion → two-factor theory 1. g → general ability → central factor a. higher g → more intelligent b. lower g → less itnelligent 2. s → specific ability a. we hv or lack aptitudes in specific domains b. logical c. spatial → how fast can i run, where is my body positioned Intelligence 2  d. mechanical → working w objects; video games e. arithemtical from g, we draw out diff s can hv low in an s and high in general g BUT cannot incr general g how would we know if a theory of intelligence is accurate? preparation for test of intelligence should not improve score intelligence should be fixed predictive validity → should identify events in ppl’s lives that are expressions of intelligence; predict which ppl are likely to enact intelligent activities two-factor theory has predictive validity g correlates w: elementary school grades; r = 0.7 → strong relationship; 49% variability high school grades, 36% variability college students, 20% variability grad students, 15% variability g correlates less and less w grades over time; probably bc habits inform grades more and more even if you are intelligent mechanical s correlates w video games, 15% variability Multiple Intelligences Approach intelligence is product of many communicating systems supporting evidence: brain damage often impacts a specific ability, but not other abilities development of systems happens at different ages Intelligence 3  ‘gifted’ individuals may possess strong ability in one domain but not in another conclusion → theory of multiple intelligences Gardner’s 7 (or 8) intelligences: logical/matehematical verbal visual-spatial intra-personal (understanding yourself) social (interpersonal) body/kinesthetic musical naturalistic limitations: multiple intelligences are strongly correlated w each other but they shouldn’t be (they should be unique) implies existence of g multiple intelligences strongly correlate w g subjective theory → diff researchers could defend entirely different sets of intelligences low predictive validity 10% of variability of elementrary grades (vs 49% of two-factor) Information Processing Approach complements the other two, which are in competition w each pther investigates basic proccesses supporting intelligence 1. processing speed → how quickly can you perform mental tasks Intelligence 4  a. hv you look at computer and press button as fast as you can when you see a dot b. ex. say colour you see on screen 2. acquiring new mental processess or habits 3. inhibiting previously learned mental processes 4. knowledge base or crystalized intelligence a. more like achievement than intelligence no conclusion on structure of these basic mechanisms most evidence supports “working memory factor” other evidence points to a 3 factor model updating, shifting, inhibition Defining Intelligence: Synthesis data seems to indicate: a general factor (g is a good way of thinking of human intelligence) intelligence is expressed in many different ways (s); these are not intelligences on their own this is better way of thinking of intelligence than Gardner’s multiple approach underlying mechanisms that support higher levels of intelligence Intelligence 5