CPE8 Concept of Intelligence (Binet) PDF

CONCEPT OF INTELLIGENCE AND GENERAL INTELLIGENCE Intelligence is one's ability to learn from experience and to adapt to, shape, and select environments. The concept of intelligence refers to a quantitative characteristic expressed in behavior, varying among individuals, and not direct...

CONCEPT OF INTELLIGENCE AND GENERAL INTELLIGENCE Intelligence is one's ability to learn from experience and to adapt to, shape, and select environments. The concept of intelligence refers to a quantitative characteristic expressed in behavior, varying among individuals, and not directly observable or measurable in physical terms. It is a complex trait assessed through intelligence tests, reflecting an individual's global capacity to act purposefully and think rationally. CONCEPT OF INTELLIGENCE (Binet) WHAT IS INTELLIGENCE? In research studies, intelligence is whatever the intelligence test measures. This tends to be "school smarts" and it tends to be culture-specific Intelligence (in all cultures) is the ability to learn from experience, solve problems, and use our knowledge to adapt to new situations. WHO IS ALFRED BINET? Born: July 8, 1857 Died: October 18, 1911 Nationality: French Known for: Stanford- Binet Intelligence Scales ◆ Binet-Simon test WHAT IS THE BINET-SIMON TEST? The French government enlisted the help of psychologist Alfred Binet to understand which children were going to be slower learners and thus require more assistance in the classroom. Binet and colleague Theodore Simon developed a series of tests designed to assess mental abilities. It consisted of 30 items of increasing complexity. They tested these questions on groups of students aged three to twelve or thirteen to help standardize the measure. The scale they developed became known as the Binet- Simon Intelligence Scale.  WHAT IS THE STANFORD- BINET INTELLIGENCE TEST? Stanford psychologist Lewis Terman adapted the test for American students and published the Stanford-Binet Intelligence Scale in 1916. The Stanford-Binet documents the cognitive strengths and weaknesses of children, adolescents, and adults. The Stanford-Binet Scale is a contemporary assessment that measures intelligence according to five features of cognitive ability, including fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing, and working memory. To calculate IQ, the student's mental age is divided by his or her actual (or chronological) age, and this result is multiplied by 100. STANFORD-BINET INTELLIGENCE TEST Average score – 100 Average Intelligence range - 90 to 109 High Average - 110 to 119 Superior Score - 120 to 129 Very Superior - over 130 Rosch's theory of concepts, applied to the concept of intelligence, suggests that one's intelligence is just the degree to which one resembles a prototypically intelligent person. Because no single characteristics defines the prototype, there can be no adequate process-based definition of intelligence. In principle, a combination of many empirically derived measures into a single index—as in a Binet test—would be appropriate. In practice, many of the relevant characteristics are simply impossible to measure. GENERAL INTELLIGENCE (Spearman) The existence of General Intelligence was proposed by Charles Spearman in 1904. General Intelligence is also known as the G factor, but in simple terms, it can just be called intelligence.  WHAT IS GENERAL INTELLIGENCE? - General intelligence, also known as the g factor, refers to the existence of a broad mental capacity that influences performance on cognitive ability measures. Other terms such as intelligence, IQ, general cognitive ability, and general mental ability are also used interchangeably to mean the same thing as general intelligence.  WHAT IS GENERAL INTELLIGENCE? - General Intelligence can be defined as a construct that is made up of different cognitive abilities. These abilities allow people to acquire knowledge and solve problems. - This general mental ability is what underlies specific mental skills related to areas such as spatial, numerical, mechanical, and verbal abilities. The idea is that this general intelligence influences performance on all cognitive tasks.  SPEARMAN'S TWO FACTOR THEORY OF INTELLIGENCE In 1904, Charles Spearman had developed a statistical procedure called factor analysis. In factor analysis, related variables are tested for correlation to each other, then the correlation of the related items is evaluated to find clusters or groups of the variables. Spearman tested how well people performed on various tasks relating to intelligence. Such tasks include distinguishing pitch, perceiving weight and colors, directions, and mathematics. When analyzing the data he collected, Spearman noted that those that did well in one area also scored higher in other areas. With this data, Spearman concluded that there must be one central factor that influences our cognitive abilities.  SPEARMAN'S TWO FACTOR THEORY OF INTELLIGENCE g-factor: This factor is one of the two-factor theory, commonly referred to as the g-factor, or the general intelligence factor. It is meant to represent how generally intelligent you are, based on your performance on this type of intelligence test s-factor: An s-factor score represents a person's ability within one particular area. Put all the s-factors together, and you get the g-factor. Commonly measured s-factors of intelligence include memory, attention and concentration, verbal comprehension, vocabulary, spatial skills, and abstract reasoning.  FIVE COMPONENTS OF GENERAL INTELLIGENCE WORKING MEMORY- the capacity of the short-term memory, such as repeating a list. KNOWLEDGE- a person's knowledge about a vast array of topics. QUANTITATIVE REASONING - the test involves the capacity to solve numerical problems. VISUAL-SPATIAL PROCESSING - ability to put together puzzles and copy complex shapes. FLUID REASONING - this involves the ability to think flexibly and solve problems Spearman noted that while every individual excelled in certain areas, it wasn't impossible for them to excel in other areas too. In fact, it was more common for an individual who specialized in certain areas to do well in other related areas. For instance, a person who excelled on verbal tests is highly likely to do well on other tests too. This can also be related to athletes. There is no guarantee that a good footballer should be equally good in snowboarding. However, a good footballer is fit and athletic, so, he would have higher chances of performing physical tasks better than the individuals who are not as coordinated physically. This article reviews 100 years of research on individual differences and their measurement, with a focus on research published in the Journal of Applied Psychology. We focus on 3 major individual differences domains: (a) knowledge, skill, and ability, including both the cognitive and physical domains; (b) personality, including integrity, emotional intelligence, stable motivational attributes (e.g., achievement motivation, core self-evaluations), and creativity; and (c) vocational interests. For each domain, we describe the evolution of the domain across the years and highlight major theoretical, empirical, and methodological developments, including relationships between individual differences and variables such as job performance, job satisfaction, and career development. We conclude by discussing future directions for individual differences research. Trends in the literature include a growing focus on substantive issues rather than on the measurement of individual differences, a differentiation between constructs and measurement methods, and the use of innovative ways of assessing individual differences, such as simulations, other-reports, and implicit measures. (PsycInfo Database Record (c) 2020 APA, all rights reserved)  References https://www.sciencedirect.com/ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3341646/