What do we mean by intelligence
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What do we mean by intelligence
- 1. What Do We Mean By Intelligence? Bruce Hargrave Military Education Group
- 2. Are you intelligent? • Are you more intelligent than me? • Are you more intelligent than the person on your left, right, in front of/behind you? • Is there an accepted definition of ‘intelligence’? • If so, is that definition universal?
- 3. Dictionary definition • intelligence • ɪnˈtɛlɪdʒ(ə)ns/ • noun • the ability to acquire and apply knowledge and skills.
- 4. If we can define it… • Can we measure it? • Can we say that one person is more or less intelligent than another? • How could that information be used? • Can you do anything to become more intelligent?
- 5. IQ Tests • Stern (1912) coined the term Intelligenzquotient (German) • Median raw score of an IQ test is 100 • SD is 15 • About 67% of the population score between 85 and 115 • About 5% score above 125 • About 5% score below 75.
- 6. Lots of different IQ tests • Verbal reasoning • Non-verbal reasoning • Abstract reasoning • Mathematical reasoning • Vocabulary? • General knowledge?
- 7. Charles Spearman 1904 • first formal factor analysis of correlations between the tests. • He observed that children's school grades across seemingly unrelated school subjects were positively correlated, and reasoned that these correlations reflected the influence of an underlying general mental ability that entered into performance on all kinds of mental tests.
- 8. Is Spearman’s g factor… • The only form of intelligence? • Or are there other forms of intelligence? • Cattell (1941) proposed two types of cognitive abilities – Fluid intelligence (Gf) – Crystallised intelligence (Gc). • Horn (1966) identified nine or ten more cognitive abilities.
- 9. Cattell-Horn-Carroll (CHC) Theory • Carroll (1993) proposed his three stratum theory • A hierarchical model with three levels • Most IQ tests now based on a combination of these three theories – CHC theory.
- 10. Multiple Intelligences • Howard Gardner (1983) Frames of Mind – the theory of multiple intelligences
- 11. Gardner’s MIs • musical–rhythmic • visual–spatial • verbal–linguistic • logical–mathematical • bodily–kinaesthetic • interpersonal • intrapersonal • and naturalistic.
- 12. Gardner’s MIs • Did not/do not meet with universal acclaim! • “Useful fictions” (Bruner, 1983) • “Every child is intelligent in some way” (Any school teacher, any year since 1983!) • "uniquely devoid of psychometric or other quantitative evidence.” (Murray and Herrnstein, 1994)
- 13. Conclusions and Questions • There is no universal agreement about what constitutes ‘intelligence’. • Well designed IQ tests measure something that seems to be correlated to academic performance. • What (if anything) does this say about ‘artificial intelligence’?
Editor's Notes
- Wikipedia says that: Intelligence has been defined in many different ways including one's capacity for logic, abstract thought, understanding, self-awareness, communication, learning, emotional knowledge, memory, planning, creativity and problem solving. It can be more generally described as the ability to perceive information, and retain it as knowledge to be applied towards adaptive behaviours within an environment. Intelligence is most widely studied in humans, but has also been observed in non-human animals and in plants. Artificial intelligence is intelligence in machines.
- These are big questions! And the answers to them can have very big consequences! We can (definitely) measure something that has been thought of as a measure of intelligence – we have all heard of IQ tests. But do IQ tests measure intelligence?
- Which country, in the 1920s, passed laws in several federal states allowed the compulsory sterilisation of people with very low IQs?
- Again, this is straight from Wikipedia. Spearman decided that there is a general factor of intelligence (he called it g) that is common to all tests. Each test has its own specific factor – s. If test subjects do a battery of tests with different specific factors, factor analysis can be used to determine the test subjects’ g factor – or their general intelligence. Still widely used today!
- From Wikipedia Fluid intelligence (Gf) was hypothesized as the ability to solve novel problems by using reasoning, and crystallized intelligence (Gc) was hypothesized as a knowledge-based ability that was very dependent on education and experience. In addition, fluid intelligence was hypothesized to decline with age, while crystallized intelligence was largely resistant to the effects of aging. The theory was almost forgotten, but was revived by his student John L. Horn (1966) who later argued Gf and Gc were only two among several factors, and who eventually identified nine or ten broad abilities. The theory continued to be called Gf-Gc theory.
- In CHC theory, a hierarchy of factors is used; g is at the top. Under it are ten broad abilities that in turn are subdivided into seventy narrow abilities. The broad abilities are:[20] Fluid intelligence (Gf) includes the broad ability to reason, form concepts, and solve problems using unfamiliar information or novel procedures. Crystallized intelligence (Gc) includes the breadth and depth of a person's acquired knowledge, the ability to communicate one's knowledge, and the ability to reason using previously learned experiences or procedures. Quantitative reasoning (Gq) is the ability to comprehend quantitative concepts and relationships and to manipulate numerical symbols. Reading and writing ability (Grw) includes basic reading and writing skills. Short-term memory (Gsm) is the ability to apprehend and hold information in immediate awareness, and then use it within a few seconds. Long-term storage and retrieval (Glr) is the ability to store information and fluently retrieve it later in the process of thinking. Visual processing (Gv) is the ability to perceive, analyze, synthesize, and think with visual patterns, including the ability to store and recall visual representations. Auditory processing (Ga) is the ability to analyze, synthesize, and discriminate auditory stimuli, including the ability to process and discriminate speech sounds that may be presented under distorted conditions. Processing speed (Gs) is the ability to perform automatic cognitive tasks, particularly when measured under pressure to maintain focused attention. Decision/reaction time/speed (Gt) reflects the immediacy with which an individual can react to stimuli or a task (typically measured in seconds or fractions of seconds; it is not to be confused with Gs, which typically is measured in intervals of 2–3 minutes).
- He later suggested that existential and moral intelligence should be included.
- Many teachers like the idea of MI's because they are a bit like learning styles (even though Gardner himself rejects any connection!). Murray and Herrnstein’s 1994 book ‘The Bell Curve: intelligence and class structure in American life’ has, in turn, been criticised by many as “pseudoscience”.
- The content of these slides constitute what is meant by a literature review. However, for speed and brevity, I cheated by using Wikipedia – you have to use ‘academic’ literature. The slides look at some (a small percentage) of the academic literature on a specific subject They ‘compare and contrast’ the different theories and ideas that exist They draw some conclusions They then challenge an idea and ask some more questions They could be used to formulate a research question and/or decide on an area for further research.