Intelligence and Normality PDF

Intelligence Normality Before we can discuss intelligence, we must first discuss normality…   One way to define normal is to look at what is abnormal which means “away from the normal”.  In medical terms describing what is Types of abnorma...

Intelligence Normality Before we can discuss intelligence, we must first discuss normality…   One way to define normal is to look at what is abnormal which means “away from the normal”.  In medical terms describing what is Types of abnormal is easy – a high temperature is abnormal, stabbing pain in the Normality stomach is abnormal.  Determining if someone’s behaviour is abnormal is more difficult...and often the source of disagreement.   Psychologists and psychiatrists use a number of different criteria to help them decide if a behaviour is abnormal: Types of 1) Socio-cultural normality Normality 2) Historical normality 3) Functional normality 4) Situational normality 5) Medical normality   Thoughts, feelings and behaviours that are considered acceptable, or normal, within a defined society. 1. Socio-  Each society has its own characteristic cultural pattern of normal behaviour and beliefs. Normality  E.g. In some cultures loud crying and wailing at a funeral of a stranger is expected, whereas in others it would be considered abnormal.   In 1936 the Eastern Highlands of New Guinea were first officially ‘explored’. 1. Socio- Ted Eubanks came across the Fore people. cultural  The men slept together in a central lodge and the women and children Normality slept in smaller peripheral huts.  These people also engaged in cannibalism.   In Australian society cannibalism is considered extremely abnormal but 1. Socio- the first explorers remained silent. cultural  The silence of the explorers to these different behaviours was situationally Normality normal, but these different behaviours were not socio-culturally normal for Western people.   What is considered normal or abnormal in a society depends on the 2. era of time when the judgement is made. Historical  E.g. School students used to get hit on the knuckles with a cain when they Normality misbehaved, now this would be considered abnormal (and illegal in fact!).   During the Olympic Games in ancient Greece the competitors were all male and performed naked. 2.  In our current society if a person tries Historical to perform in front of a crowd without clothes we call it ‘streaking’ and it is Normality considered abnormal. 3.  Thoughts, feelings and behaviours are considered normal if an individual can Functional function independently in society.  E.g. A person has a useful and satisfying Normality life without causing harm to others.   Sometimes definitions of functional normality can be controversial. 3.  E.g. Basic knowledge of numeracy and literacy is needed to function in a Functional technological, urban society. Normality  Governments have tried to establish benchmarks by using special standardised tests which define functional normality...   Thoughts, feelings and behaviours might be considered normal in one 4. situation but not in another. Situational  What is normal in one situation is unacceptable in another, even within Normality the same society.  E.g. Wearing your pjs to school would be abnormal, but at home not.   Abnormal thoughts, feelings and behaviours are viewed as having an 5. underlying biological cause and can be treated with medication. Medical  E.g. Certain abnormal behaviours may Normality lead to the diagnosis of schizophrenia which has a biological basis and can be treated with medication. The  If a large majority of people (the statistical average) thinks, feels or Statistical behaves in a certain way, it is considered normal. Approach  E.g. Most people will laugh when told a to joke – this is normal. To laugh at a funeral is abnormal and only a small Normality minority do.   For example, there is an average height for adult individuals of one sex in a population.  If we plotted a graph of the frequency The of heights the result would be a bell- Statistical shaped curve or normal curve.  Most scores are around the middle of Approach the range. to  The most common use for the normal Normality curve is in intelligence testing.  Psychologists can study people in terms of how they differ in the mental abilities such as intelligence. Intelligence Albert Einstein? Sir Isaac Newton? Leonard and Sheldon?   Not all psychologists agree on what intelligence is… What is Intelligence?   Intelligence cannot be directly observed, you cannot actually see it. Defining  Psychologists rely on observations of behaviour. Intelligence  Psychologists watch what people do in situations that require the use of intelligence.   Psychological characteristics of How Do We intelligence and personality are measured. Know  By looking at patterns of test scores Intelligence psychologists have found evidence for Exists? general intelligence and specific abilities.   There are many different theories of intelligence.  Some psychologists believe there are different intelligences. Different  Importantly, intelligence is a socially Intelligences and culturally constructed concept.  Therefore what is considered to be intelligence can vary according to society and/or culture. Wechsler’s Theory   David Wechsler (1896 – 1981) was an American psychologist who contributed to the measurement and David design of intelligence tests. Wechsler  ‘A global and aggregate capacity to act purposefully, to think rationally and to deal effectively with the environment.’   Wechsler suggested four conditions for intelligent behaviour: 1) Awareness – intelligence is conscious and controlled. Four 2) Goal-directed – intelligent behaviour has a purpose. Conditions 3) Rational – intelligent behaviour is consistent and appropriate. 4) Worthwhile – intelligent behaviour is valued by others, it is constructive and useful.   To judge if a behaviour is intelligent as the four questions: 1) Were you aware of what you were doing and was this behaviour intentional? Four 2) Did your behaviour have a specific Questions 3) goal? Was your behaviour appropriate for achieving your goal? 4) Would others agree that your behaviour was a worthwhile and appropriate activity?   Wechsler believed that definitions of intelligence reflect whatever any individual group or society view as worthwhile. Is it  As such intelligence varies between Worthwhile? societies, within societies and across time. Spearman’s Theory   Charles Spearman (1863 – 1945) believed that intelligence is an general ability that is present in all behaviour. Charles  He gave different tests to children measuring different abilities associated Spearman with intelligence.  He found that individuals who scored high on one kind of task scored high on other tasks and vice versa.   G Factor – ‘stream of mental energy’ that flows into everything an individual does. G Factor  A general underlying factor we all possess in varying amounts.  The major determinant of intelligent behaviour.   S Factor – specific factors are S Factor associated to specific abilities.  s Logical s Mechanical g Spatial s Arithmetical s   Psychologists do not agree on whether intelligence is a single general ability or One or a combination of separate abilities.  It is generally accepted that Many? intelligence seems to include a general ability that underlies a wide variety of intelligent behaviours.   There has been a shift towards studying the way a person solves a One or problem than what the answer is. Many?  They focus on the process of intelligent behaviour rather than the product of intelligent behaviour. Gardner’s Theory of Multiple Intelligences   Howard Gardner (1943 – ) originally Howard suggested there are multiple types of intelligences. Gardner  He suggested 9 intelligences...  1) Linguistic – use of language and words. Multiple 2) Logical mathematical – ordering and reordering things to measure Intelligences quantity, using a chain of reasoning in problem solving. 3) Musical – musical competence.  4) Spatial – mentally forming and using visual images of real objects and events. Multiple 5) Bodily-kinaesthetic – using your body in highly specialised and skilled ways. Intelligences 6) Interpersonal – ability to read others moods, intentions and internal states, a “people person”.  7) Intrapersonal – ability to understand your own feelings and use them to guide your behaviour. 8) Naturalistic– ability to recognise and Multiple categorise natural things (e.g. Intelligences Charles Darwin). 9) Existential – ability to raise and consider basic questions about existence, life and death (e.g. Dalai Lama).   Gardner argues that these intelligences are both different and Different and independent of each other. Independent  He believes each intelligence exists in separate sections of the brain. Two Key 1) All people possess all of the nine intelligences. Claims of 2) All people have a unique Gardner’s combination of the different Theory intelligences. Measuring Intelligence  Alfred Binet (1875 – 1911)  Developed to assess and help children in the classroom. History of  Binet wanted to objectively identify the dull students and place them in a Intelligence special classroom. Testing  He viewed intelligence as a general ability associated with specific mental functions.  He also assumed that intelligence is a quality that is related to age.  Binet and Simon developed items (tasks and questions) to measure mental function.  Trialed the questions with a large number of children of different ages.  From the trial they were able to find out difficulty level of the task and then arranged them from the least difficult to the most difficult.  The test was published in 1905.  The test can be administered to children in the age group of 3 to 11.  The test would stop when the questions were too difficult for the child.  The scores were based on the correct answers and it was expressed in terms of age.   A 3 year old would be asked to point to the nose, eyes and mouth or Binet’s repeating 2 digits. Test  A 7 year old however may be asked to describe a picture, follow a series of 3 instructions or count coins.