Intelligence PDF
Document Details
Uploaded by SmittenCombinatorics
St Peter's Girls' School
Tags
Summary
This document provides an overview of different aspects of intelligence, including various theories and definitions of normality. It delves into socio-cultural, historical, functional, and situational factors that contribute to the concept of normality and considers how these influence our understanding of intelligence.
Full Transcript
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”. Types of ´ In medical terms describing what is abnorm...
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”. Types of ´ In medical terms describing what is 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 5. behaviours are viewed as having an 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 Know measured. ´ 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 Spearman measuring different abilities associated 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 ´ S Factor – specific factors are 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 Intelligences in highly specialised and skilled ways. 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 Claims of intelligences. 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. ´ Consider a child is 6 years and 6 Mental and months old – this is their chronological Chronological age. Age ´ Mental age is the number of questions they can answer correctly. ´ William Stern (1871 – 1938) devised the concept of IQ. Intelligence ´ It is a numerical score on an Quotient intelligence test. (IQ) ´ It shows how much someone’s intelligence compares with other people of the same age. ´ If you took all the intelligence test scores obtained by a large number of people and plotted them in terms of Normal frequency (how often each score occurs) they will be distributed as a Curve normal curve. ´ Most scores will cluster around the middle. Normal Curve PERCENTAGE OF SCORE CLASSIFICATION POPULATION 130 and Very superior 2.2 above 120-129 Superior 6.7 110-119 High average 16.1 90-109 Average 50 80-89 Low average 16.1 70-79 Borderline 6.7 69 and Extremely low 2.2 below ´ IQ gives a measure of intelligence, but IQ can be affected by many factors: ´ Type of test Does IQ = ´ Conditions of test (how, when etc.) Intelligence? ´ Characteristics of test taker ´ IQ is not the sole determinant of intelligence. 1) Water lillies double in area every 24 hours. At the beginning of the summer there is 1 lilly on a lake. It takes 60 days for the lake to become covered with water lillies. On what Five- day is the lake half covered? Minute IQ 2) A farmer has 17 sheep. All but 9 break through a hole in the fence and Test 3) wander away. How many are left? You have black socks and brown socks in your drawer mixed in a ratio of 4 to 5. How many socks will you have to take out in order to have a pair of the same colour? 1) On day 59. Remember the number doubles every day so half the pond Five- would be covered on day 59 –> it doubles –> day 60 completely Minute IQ 2) covered. 9 sheep. It is just a matter of careful Test reading. 3) 3 socks. The ratio information is irrelevant. Intellectually Gifted and Disabled ´ People to the extreme right of the curve have IQ scores Intellectually considerably above the average. Gifted or ´ People to the extreme left Disabled of the curve have IQ scores considerably below the average. ´ Individuals with an IQ of 130 or higher are referred to as intellectually gifted. Intellectually ´ Individuals with an IQ of 150 are referred to as a genius. Gifted ´ Some past famous geniuses include Sir Isaac Newton, Galileo Galilei, Leonardo da Vinci, Mozart... ´ Lewis Terman selected 1500 children between the ages of 8 – 12 with an IQ around 140 or higher. They found: ´ The children were superior physically and intellectually. Intellectually ´ Read on wider topics. Gifted ´ Achieved higher grades in schools. ´ Higher leadership ability. ´ Better social skills. ´ However, it was not related to success in life. ´ People with an IQ of 70 or less are considered as intellectually disabled. Intellectually ´ Often have inadequate personal skills Disabled and communication. ´ Vary widely in their abilities and limitations. ´ Chromosomal abnormalities ´ Brain infection before and after birth Causes of ´ Lack of oxygen at birth Intellectual ´ Brain damage Disability ´ Extremely premature ´ Drug abuse ´ Inadequate diet and health ´ There are two types of Savant Syndrome: 1. Congenital Savants: Savant ´ Are born with the condition; have an IQ below 70; struggle with independent Syndrome 2. functioning. Acquired Savants: ´ Develop Savant Syndrome following brain trauma/injury; have a normal IQ; can function independently. ´ Can be considered an intellectual disability. ´ The individual normally has a low overall IQ (below 70), but displays Congenital exceptional skill even for someone with a normal IQ. Savant ´ Savant syndrome is a rare condition Syndrome with 1% of people with a disability (which is 2.2% of the population) being savant. ´ Interestingly, men significantly outnumber women. Congenital ´ Those with savant syndrome usually have very limited mental abilities but Savant have extraordinary abilities in specific Syndrome skills. Acquired ´ Acquired savants support Gardner’s research as intelligence can be Savant affected if a particular part of the Syndrome brain is damaged. ´ The skills are found within a narrow range. ´ Include skills such as: Savant ´ Calendric calculations Skills ´ Art ´ Music ´ Memory for trivial facts like postcodes, phone numbers, etc. ´ Howard Gardner believes that many Howard people with savant syndrome provide evidence of multiple intelligences. Gardner ´ Brain damage can severely impair and certain mental abilities without affecting others. Savants ´ Intelligence is not a single underlying ability. Causes of Savant ´ There are multiple theories as to the cause of savant syndrome... Syndrome ´ The left anterior temporal lobe is involved with processing sensory input, Left recognising objects and forming visual memories. Anterior ´ Damage to this area can result in Savant Syndrome. Temporal ´ Using transcranial magnetic stimulation it is possible to temporarily Lobe ‘disable’ this section of the brain which results in Savant Syndrome symptoms in normal individuals. ´ Very recent research in 2017 has suggested an explanation for the development of Savant Syndrome. Left ´ Injury occurs to the left hemisphere with over compensation from the right. Hemisphere (Wisconsin Medical Society, 2017). ´ The behaviours of Savant Syndrome are specific to right brain traits with MRI and CT scans supporting this. ´ Many congenital savants, including Kim Peek, have no corpus callosum. Corpus ´ The corpus callosum is a series of fibres which connect the left and right hemispheres of the brain. Callosum ´ This may explain Kim’s phenomenal ability of being able to read two pages at once, one with each eye. Emotional Intelligence ´ John Mayer and Peter Salovey co- developed the theory of emotional Mayer intelligence in the early 1990s. and ´ Emotional intelligence (EQ) is the ability to recognise the meanings of Salovey emotions and their relationships and problem-solve on the basis of emotions. 1) Ability at emotional perception and expression – self awareness of your Four own emotions and being able to ‘read’ other’s emotions. Areas of 2) Ability to use emotions to assist thoughts – a better understanding of Abilities someone or something by considering emotions that may be involved 3) Ability to understand emotions – Four being empathetic or understanding of complex feelings. Areas of 4) Ability to manage your own and others emotions – controlling personal Abilities feelings, handling other’s emotions, knowing what to say or do. Emotional ´ Does having these emotions make Intelligence emotionally intelligent people more successful? and ´ Research shows that our emotions Success influence our thinking and behaviour. Sample Questions Nature vs Nurture ´ A long debated issue in intelligence has been the factors that have the greatest influence on intelligence...heredity or environment? ´ Hereditary refers to biologically transmitted characteristics passed on from your parents. Hereditary ´ It is in your genes. ´ This is also referred to as nature. ´ Environment refers to experiences, objects and events we are exposed Environment to. ´ This is also referred to as nurture. Nature vs. ´ The debate over which has the greatest influence on intelligence is Nurture often referred to as nature vs. nurture. ´ Both nature and nurture are important in determining intelligence – no one seems more important. ´ To be intelligent you must have the biological basis...no matter what Nature vs. environment, if you do not have this genetic basis you cannot succeed. Nurture ´ However, if you are not given the environment to succeed and use your intelligence it will not be able to develop to its full potential. ´ If you have both...all the better for you! The Brain and Intelligence ´ Dolphins, whales and elephants have larger brains than humans. Does ´ But we have larger brains in proportion to body size. Brain Size ´ As a species we are considered to be Matter? more intelligent… ´ …does a bigger brain mean more intelligence? ´ Psychologists measured the brain size of people completing an intelligence test. ´ A small link between brain size and Brain Size intelligence. ´ So they started to look at the brain function and intelligence. Bigger isn’t better! ´ More intelligent people tend to solve problems faster. Is Faster ´ Furthermore, as problems become more complex, those with higher IQ Better? tend to solve them faster. ´ People with a higher IQ used less glucose during problem solving = less activity. Activity ´ People with a low IQ used more glucose during problem solving = more Level activity. ´ Highly intelligent people use less of their brain than low intelligent people. Are Girls ´ There is no clear evidence of More differences between females and males. Intelligent ´ However, females tend to do better on verbal tasks. than ´ Males tend to do better on numerical and visual-spatial tasks. Boys? Age and Intelligence ´ Studies suggest that intelligence: Intelligence ´ Increases throughout childhood and adolescence up to the age of 20 and Age ´ Is relatively stable up until the age of 60 ´ Tends to then start to decline ´ People who tend to keep up intellectual interests and activities Maintaining show little decline in IQ. Intelligence ´ Intellectual decline may be due to a lack of stimulation. Race and Intelligence ´ There are racial and ethnic group Intelligence differences in IQ. and Race ´ Many psychologists argue that this is due to IQ tests being culturally biased. ´ Items in IQ tests tend to favour white, middle class groups. IQ Tests ´ They discriminate against cultural and ethnic groups such as Indigenous people, African-Americans and and Race people from non-English-speaking backgrounds. ´ This is called culture bias. ´ Culture-fair tests provide items that will not disadvantage a test taker on the Culture- basis of their culture or ethnicity. fair Tests ´ Items will use mental abilities that do not depend on language and learning experiences. Kim Peek ´ https://youtu.be/DLpCfHH1OVU Links