Intelligence Lecture_2.pptx

Intelligence 2 Dr Progress Njomboro Office 3.15 PD Hahn [email protected] a Intelligence from a historical perspective Early work on intelligence can be traced to Sir Francis Galton and Alfred Binet. Francis Galton Alfre...

Intelligence 2 Dr Progress Njomboro Office 3.15 PD Hahn [email protected] a Intelligence from a historical perspective Early work on intelligence can be traced to Sir Francis Galton and Alfred Binet. Francis Galton Alfred Binet © The McGraw-Hill Companies, 2008  Sir Francis Galton (1822 - 1911) Genetics/eugenics His idea was that imminence and ‘genius’ ran in families and was hereditary. – there is some truth to this / also influenced by our environments He thought certain “inherited mental capacities made eminent people more fit for thinking. To investigate his hypothesis he made physical/sensory measurements on members of eminent family trees.  Reaction speed, hand strength, sensory acuity, skull size Eugenics in South Africa In the 1920s South Africa established the Eugenics and Genetics Standing Committee (EGSC) as part of the South African Association for the Advancement of Science (SAAAS). Legislated racial categorization and legitimized oppression  Alfred Binet (1857 - 1911) Mental abilities test His task was to develop an objective intelligence test for school children. Key: Quantification of a child’s current performance. Produced the first workable intelligence test in 1905 Binet’s approach was simple: 1. Test large numbers of children of various age groups 2. Establish average scores (norm) for each age group 3. Compare a child’s performance to the norms. He proposed that if majority of children of a given age can complete a task, that task requires that mental age (MA). They noticed that the fast learners seemed give answers to questions that older children might give, whereas the slow learners gave answers that were more typical of a younger child. Binet Scales: History Cal State Northridge - Psy 427 7  William Stern Expanded the concept of MA to a relative intelligence score (IQ) for different ages. IQ = ratio of mental age to chronological age, multiplied by 100 (IQ = MA/CA x 100) Child A: performing at her age level would score 100 Child B: CA(8) and MA(10) ; IQ = (125) Child C: CA (16) and MA(20); IQ = (125) Allows some limited comparisons across age groups  Stanford-Binet Test Based on Binet’s test; revised by Lewis Terman for use in the USA Contained mostly verbal items and yielded a single Thescore IQ stanford-binet test became a common standard measure in: Clinical psychology, Psychiatry, Educational counselling At the bottom of it all was an assumption that intelligence was largely hereditary and stable. The concept of MA is not very useful for adults. Its better to judge performance against normative scores ( an ind’s standing in a normative group of the same age).  What are the advantages of using normative scores?  David Wechsler (1896- 1981) Noted that the SB relied too much on verbal skills and had a single score, the items and timing were more suitable for children, and did not consider that intellectual performance can deteriorate as a person grew older WAIS-R, WISC-IV, WPPSI-R Measures of both verbal and nonverbal abilities: - nb coz some ppl may have verbal deficits, damage in left part of barin (apashias) - NB CONTIRBUTION TO PSYCHILOGICAL TETSING He believed in a single factor of intelligence, but thought that it consisted of specific, interrelated elements 1. Verbal Scale IQ 2. Performance Scale IQ Less affected by language and culture 3. Full Scale IQ to get a measure of overall intelligence, simply aggregate the capabilities on each of the separate elements The structure of the WISC-IV The WISC-IV has four specific cognitive domains (Indexes) which together contribute to the Full Scale IQ Each of the four Index scores is derived from a number of subtest scores.  Matrix reasoning WISC subtests Verbal Comprehension Subtests SIMILARITIES (SI) Explain how two words that represent common objects or concepts are similar. - table and desk VOCABULARY (VC) Name pictures, define words COMPREHENSION (CO) questions requiring an understanding of social situations, reflecting common sense, social judgment, behavior and conventional standards. WM: Digit span and letter number sequences  I. Tests in South Africa The Senior South African Individual Scale (SSAIS-R): 7- 16years 11mths. Verbal and non-verbal performance The Junior South African Individual Scale (JSAIS-R): 3- 7years 11mths. The South African Wechsler Adult Intelligence Scale (SAWAIS) 16-69 years 11mnths. A Socio-economic Deprivation Questionnaire (SED Questionnaire) can be used to assist psychologists in determining which norm group to use. – eg: uct lecturer vs domestic woker both scoring 26/30 means something different The Nature of Intelligence Two major approaches: 1. Psychometric Approach: attempts to map the structure of intellect and to discover the kinds of mental competencies that underlie test performance 2. Cognitive Processes Approach: studies the specific thought processes that underlie those mental competencies  The Psychometric Approach Psychometrics: the statistical study of psychological tests 1. How many mental abilities underlie performance 2. What is their nature? One way to answer these questions is to administer an array of ITs and correlate them but too many correlations are however difficult to visually examine. Factor Analysis: a statistical technique that reduces a large number of measures to a smaller number of clusters, or factors Each cluster contains variables that correlate highly with one another but less highly with variables in other clusters  The ‘g’ Factor: Charles Spearman (1923) Observed that sch grades for dfnt subs had +ve correlations Argued that intellectual performance is determined partly by a general intelligence factor (‘g’)  And partly by whatever special (specific) abilities might be required to perform a particular task (‘s’) Argued that ‘g’ constitutes the core of intelligence Important predictor of both academic and job performance Lubinski (2004): G is clearly the most important dimension uncovered in the study of cognitive abilities  Horn-Cattell’s Two-Factor Theory Broke down Spearman’s G into 2 subcomponents: 1. Crystallized intelligence (gc) (eg – vocab) Factual knowledge and learnt skills (eg., Arithmetic facts, Knowledge of the meaning of words, State capitals) – progresses in adulthood and becomes stable unless have problems like memory 2. Fluid intelligence (gf): novel problem-solving situations that need inductive reasoning and creativity Requires the abilities to reason abstractly, think logically, and manage information in working memory – tend to decline – tend to rely more on aquired knowledge than abstat thnikng ? gc tests tends to improve during adulthood and remain stable into late adulthood Performance on gf tests decline as people enter late adulthood  Louis Thurstone (1887 - 1955): Primary Mental Abilities: Argued there was weak evidence for ‘g’. (weak r between tests) – NB Proposed that human mental performance depends on seven distinct primary mental abilities In what ways do you think this ‘many abilities’ approach would be useful in school/ clinical settings?  Carroll’s Three-Stratum Model Based on factor analysis of more than 460 data sets Three levels of mental skills: 1. General: g factor 2. Broad: gf and gc plus 6 other basic cognitive functions 3. Narrow: nearly 70 specific skills The Cognitive Process Approaches: The nature of Intelligence Cognitive Process Theories: explore the specific information- processing and cognitive processes that underlie intellectual ability. Try to explain why people differ on intelligence or how they process information.  Robert Sternberg Triarchic Theory of Intelligence: Divides cognitive processes into three specific components: 1. Metacomponents: higher-order processes : plan and regulate task performance, source of individual differences in fluid intelligence 2. Performance Components: actual mental processes used to perform a task Perception, memory retrieval, response generation. 3. Knowledge-Acquisition Components: allow learning from experiences, storage of infor in memory, and combining new insights with previously acquired infor. Underlie individual differences in crystallized intelligence. Sternberg also proposes three different forms of intelligence: Analytical Intelligence: academically-oriented problem-solving skills measured by traditional intelligence tests Practical Intelligence: skills needed to cope with everyday demands, manage oneself and other people effectively. Creative Intelligence: the mental skills needed to deal adaptively with novel problem  Broader Theories Howard Gardener’s multiple intelligences 1. Linguistics - sensitivity to the meanings and sounds of words, mastery of syntax, appreciation of the ways language can be used 2. Logical-Mathematical - Understanding of objects and symbols and of actions that be performed on them and of the relations between these actions, ability to identify problems and seek explanations 3. Spatial - capacity to perceive the visual world accurately, to perform transformations upon perceptions and to re-create aspects of visual experience in the absence of physical stimuli 4. Musical - Sensitivity to individual tones and phrases of music, an understanding of ways to combine tones and phrases into larger musical rhythms and structures, awareness of emotional aspects of music 5. Bodily-Kinesthetic - Use of one’s body in highly skilled ways for expressive or goal-directed purposes, capacity to handle objects skillfully 6. Interpersonal - Ability to notice and make distinctions among the moods, temperaments, motivations, and intentions of other people and potentially to act on this knowledge 7. Intrapersonal - access to one’s own feelings, ability to draw on one’s emotions to guide and understand one’s behavior, recognition of personal strengths and weaknesses 8. Naturalistic - sensitivity and understanding of plants, animals, and other aspects of nature 9. Existential - sensitivity to issues related to the meaning of life, death, and other aspects of the human condition  Emotional intelligence Emotional Intelligence: emotional competence involves the abilities to: read others’ emotions accurately respond to them appropriately motivate oneself be aware of one’s own emotions regulate and control one’s own emotional responses Difficult to measure. The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) Four Components of Emotional Intelligence: Perceiving Emotions Using Emotions to Facilitate Thought Understanding Emotions Managing Emotions