DiSW 2030 Unit 10 Human Intelligence PDF

DiSW 2030: INTRODUCTION TO PSYCHOLOGY WELC OME TO UNIT TEN UNIT 10: HUMAN INTELLIGENCE LECTURER: NAMUSHI. N - 0977333304 UNIT 10: HUMAN INTELLIGENCE  Definition of terms  Nature of human intelligence  Determinants of intelligence  Nature Versus Nurture  Cross-cultural issues in i...

DiSW 2030: INTRODUCTION TO PSYCHOLOGY WELC OME TO UNIT TEN UNIT 10: HUMAN INTELLIGENCE LECTURER: NAMUSHI. N - 0977333304 UNIT 10: HUMAN INTELLIGENCE  Definition of terms  Nature of human intelligence  Determinants of intelligence  Nature Versus Nurture  Cross-cultural issues in intelligence  Measuring intelligence Definition of terms  Intelligence: This a concept that denotes an ability to act purposively and rationally in a given situation (Wechsler, 1958)  Although there are several definitions of intelligence, what is common is that, an individual should effectively deal with his/her environment implying that intelligence should be understood as a culture specific concept.  NATURE OF HUMAN INTELLIGENCE There is diversity in the explanation by various scholars regarding the nature of intelligence. The following are some selected scholars who have explained the nature of human intelligence: 1. Spearman ( 1920): All humans posses a general factor of intelligence and named it Factor G. According to Spearman the amount of factor G that a person has determines how intelligent he/she is. A person with high factor G is i more intelligent and vice versa. NATURE OF HUMAN INTELLIGENCE CONT…  Spearman further indicated that people posses several specific factors of intelligence which he referred to as factor S.  Factor S refers to deferent areas of intelligence such as factor S for mathematics, factor S for language, factor S for music and generally different areas of talents etc.  NATURE OF HUMAN INTELLIGENCE CONT… 2. Thurstone (1930): He disputed the existence of general factor of intelligence and categorized intelligence in seven major areas namely: verbal comprehension, number ability, word fluency, spatial visualization, associative memory, reasoning and perceptual speed. CONTEMPORARY VIEWS ON THE NATURE OF HUMAN INTELLIGENCE  Sternberg (1986): developed the triadic view of intelligence. The triadic theory of intelligence argues that intelligence constitutes the following three major components: I. Analytic intelligence II. Creative intelligence III.Practical intelligence  CONTEMPORARY VIEWS ON THE NATURE OF HUMAN INTELLIGENCE i. Analytic intelligence: Sternberg holds that people with high degree of analytical intelligence perform well in conversional schooling most academic institutions from elementary to tertiary level require analytical skills. Analytical skills are used in conversional schooling include; evaluation, comparing and contrasting, making judgements etc. Sternberg further contends that people with analytical intelligence perform well on intelligence tests. CONTEMPORARY VIEWS ON THE NATURE OF HUMAN INTELLIGENCE ii. Creative intelligence : People who posses high degree of creative intelligence perform well on tasks which require creativity and thinking out side the box. The come up with solution novel problems. Sternberg indicates that people with creative intelligence do not perform well on intelligence tests. CONTEMPORARY VIEWS ON THE NATURE OF HUMAN INTELLIGENCE iii. Practical intelligence: People with high degree of practical intelligence do well on tasks which require practical solutions, social skills and common sense is very high. However, the do not do well on conversional schooling and intelligence tests. CONTEMPORARY VIEWS ON THE NATURE OF HUMAN INTELLIGENCE  Cattell (1987): Come up with two forms of intelligence namely; Crystalized intelligence and Fruid intelligence.  Crystalized intelligence: This is the ability to deal with factual information about a phenomenon for instance mathematical and scientific facts, Knowledge about Geographical facts, meaning of words, procedural processes etc. CONTEMPORARY VIEWS ON THE NATURE OF HUMAN INTELLIGENCE Fruid intelligence: This is the ability to apply knowledge to unfamiliar situations. This lead to easy adaptation to unfamiliar situations. CONTEMPORARY VIEWS ON THE NATURE OF HUMAN INTELLIGENCE Gardner (2000): Identified eight types of intelligence as shown below: i. Verbal skills: Ability to use words in a language to express a variety of ideas. ii. Mathematical skills: Ability to compute and carryout computational tasks. CONTEMPORARY VIEWS ON THE NATURE OF HUMAN INTELLIGENCE iii. Bodily kinesthetic skills: Ability to use various physical skills. IV. Spatial skills: Ability to perceive space and think in three dimensions. V. Musical skills: Ability in the area of pitch, melody, rhythm and tone. CONTEMPORARY VIEWS ON THE NATURE OF HUMAN INTELLIGENCE Vi. Interpersonal skills: Ability to interact with other without causing conflict. Vii. Intrapersonal skills: Ability to direct oneself and self awareness. Viii. Naturalist skills: Ability to understand nature.  DETERMINANTS OF INTELLIGENCE  The controversy regarding intelligence on being determined by genes or the nurture has been there since time in memorial.  Various studies have been conducted on identical and Fraternal twins, closely related people raised in same and different environments to check the contribution of genes and the environment on intelligence.  Intelligence quotient (IQ) in each case was measured to conclude the contribution of genes and the environment on intelligence  DETERMINANTS OF INTELLIGENCE: Nature Versus Nurture Riley (1999) made a completion of the findings and came up with the following table TYPE OF RELATIONSHIP EXTENT OF SIMILARITY IN IQ SAME PERSON TESTED TWICE 87% IDENTICAL TWINS—REARED TOGETHER 86% IDENTICAL TWINS—REARED APART 76% FRATERNAL TWINS—REARED TOGETHER 55% FRATERNAL TWINS—REARED APART 35% BIOLOGICAL SIBLINGS—REARED TOGETHER 47% BIOLOGICAL SIBLINGS—REARED APART 24% PARENT-CHILD—LIVING TOGETHER 40% PARENT-CHILD—LIVING APART 31% ADOPTED CHILDREN LIVING TOGETHER 0% UNRELATED PEOPLE LIVING TOGETHER 0% DETERMINANTS OF INTELLIGENCE: Nature Vs Nurture After critical analysis of Studies whose results are displayed in the table above, Psychologists and other scientists have come to the conclusion that about half of an individual’s IQ comes from genes and half from the environment. The results from the studies explains why IQ is so hard to predict.  To complicate things even more, IQ isn't even a stable trait. It can change over your lifetime. IQ is a very tricky topic because it does seem to run in families but it is more than genes hence, the environment plays a key role too. CROSS-CULTURAL ISSUES IN INTELLIGENCE Intelligence being a cultural specific concept, it is important to note some the following issues : Cross-cultural researchers on intelligence face some challenges in measuring intelligence, therefore, in order to balance the desire to compare people from various cultures according to a standard measure, There is need to assess the intelligence of people in the light of their own cultural specific values and concepts. CROSS-CULTURAL ISSUES IN INTELLIGENCE Cross-cultural researchers on intelligence recommend that every instrument normed in one culture which has been borrowed and made to move from another cultural locality has to undergo validation. Instrument validation is a crucial undertaking for credible and meaningful assessment results (CLIA-42, 1988; Gershon, 2013; Ballot, 2017). CROSS-CULTURAL ISSUES IN INTELLIGENCE Cross-cultural researchers on intelligence such as Robert J. Sternberg and Robert Serpell contend that what constitutes intelligence in one culture is not considered as intelligence in another culture.  MEASURING INTELLIGENCE Intelligence measurement has its origins in the work of Alfred Binet (1900s), a French scholar. He was asked by the French Government to design an assessment tool which could be used to screen children and determine their placement in school. The French Government wanted to know which children would benefit from being enrolled in a standard school and which ones needed some special attention.  MEASURING INTELLIGENCE To measure intelligence, Binet developed a scale of unit called Mental Age (MA). MA was used to refer to the performance level of the child equivalent to intelligence level of the child. Binet called the birth year of the child as Chronological Age (CA). According to Binet, a bright/intelligent child’s Mental Age should be higher than his/her Chronological Age.  The unit of measurement for intelligence is Intelligent Quotient (IQ). The formula used by Binet is as follow: IQ=MA/CA multiply by 100  MEASURING INTELLIGENCE For instance, a 6 year old child who can handle tasks that are suitable for 8 year olds, would have the following IQ: IQ=MA/CA multiply by 100 IQ=8 multiply by100/6 IQ=800/6 IQ=133.3 This is a superior, refer to interpretation table in the next slide  WECHSLER (2003) SCALE USED IN THE INTERPRETATION OF IQ SCORES IQ VALUE DESCRIPTION PERCENTAGE IN POPULATION 139 and Above Very Superior (Genius) 1% 120 to 139 Superior 11% 110 to 119 High Average 18% 90 to 109 Average 46% 80 to 89 Low Average(Dull Normal) 15% 70 to 79 Borderline(Mild Disability) 6% Below 70 Extremely Low (Disability) 3%  MEASURING INTELLIGENCE WECHSLER’S INTELLIGENT SCALE FOR CHILDREN (WISC) The WISC one of the popular instrument used to assess children’s intelligence. The WISC has two major components as follows: I. Verbal Category II. performance category Each of these categories contains six subtest items WECHSLER’S INTELLIGENT SCALE FOR CHILDREN (WISC) CONT… Verbal Category: The verbal category is mainly designed to measure crystalized intelligence. It contains the following subtests: I. Information II. Vocabulary III. Similarities IV. Arithmetic V. Comprehension VI. Digit span  WECHSLER’S INTELLIGENT SCALE FOR CHILDREN (WISC) CONT… Performance category: The performance category is mainly designed to measure crystalized intelligence. It contains the following subtests: I. Picture completion II. Picture arrangement III. Block design IV. Object assembly V. Coding VI. Mazes  WECHSLER’s intelligent scale for children (WISC) CONT… At the end of the test, the scores from the two categories (Verbal and Performance) are added to complete the final IQ score END OF PRESENTATION