This presentation include concept, type and measurement of intelligence

4. What is Intelligence?
Define…..

5. Serena Williams
 Age 22 won a record-
setting three Grand
Slam tennis titles in a
row for an unheard-of 6
Grand Slams
 Won the 2003
Wimbledon title
 First woman tennis
player to earn $4 million
in a single year

6. Bill Gates  At age 48 he became the
richest man in the US-
worth $61 billion
 He began writing
computer programs in
8th grade
 Wrote one of the first
operating systems to run
a computer
 In his 20s he founded
Microsoft

7. Kim Ung-Yong
 Scored a 210 IQ on the
Stanford-Binet test and
made the Guinness Book
of World Records
 By age 3 he learned
differential calculus
 By age 4 he could read &
write 4 languages
 He received his Ph.D in
physics at age 15 and then
began work for NASA

8. Midori  Age 3 she began playing
the violin
 She could memorize and
flawlessly perform long
and complicated pieces
of classical music
 By age 10 she was
considered a musical
prodigy and played with
the NY Philharmonic
Orchestra

9. So, who is more intelligence?
It depends how you define intelligence
Psychometrics- area of psych
concerned with developing intelligence
tests & other individual abilities (I.E-
skills, beliefs, personality traits)

10. A brief history of intelligence
 The concept of 'intelligence' is relatively new,
unknown a century ago, though it comes from
older Latin roots
 inter= between, within + legere =to bring together,
gather, pick out, choose, catch up, catch with the
eye, read; intellegere = to see into, perceive,
understand
 Francis Galton revived the term in the late
19th century, arguing for its innateness
10

11. A brief history of intelligence
 Some objected to the innateness bias, and
suggested the term be replaced with 'general
scholastic ability' or 'general educational
ability'
 However, this did not catch on = most
theorists today posit a construct of
intelligence that is independent of education
11

12. Defining intelligence
Binet (1916) defined it as the capacity to judge well, to
reason well, and to comprehend well
Terman (1916) defined it as the capacity to form
concepts and grasp their significance
Pintner (1921) defined it as the ability of an individual to
adapt well to new situations in life
Thorndike (1921) defined it as the power of good
responses from the point of view of truth or fact
Thurstone (1921) defined it as the capacity to inhibit
instinctive response, imagine a different response, and
realize the response modification into behavior
12

13. Defining intelligence
Spearman (1923) defined it as a general ability involving mainly the
ability to see relations and correlates
Wechlser (1939) defined it as the global capacity of an individual to
act purposefully, think rationally, and deal effectively with the
environment
Piaget (1972) defined it as referring to the superior forms of
organization or equilibrium of cognitive structuring used for
adaptation to the to the physical and social environment
Sternberg (1985) defined it as the mental capacity to automatize
information processing and to emit contextually appropriate
behavior in response to novelty
Gardner (1986) defined it as the ability to solve problems or fashion
products valued within some setting.
13

14. Defining intelligence
 Factor analystic studies (Sternberg, 1981) of
informal views of an 'ideally intelligent' person
capture these characteristics
 They emphasize practical problem solving and
social competence (the same thing?) as signs of
intelligence, along with a factor loaded on verbal
ability
14

15. Two Kinds of Intelligence
 Crystallized Intelligence – learning from past
experiences and learning.
 Situations that require crystallized intelligence include
reading comprehension and vocabulary exams.
 This type of intelligence is based upon facts and rooted in
experiences.
 This type of intelligence becomes stronger as we age and
accumulate new knowledge and understanding.

16. Two Kinds of Intelligence
 Fluid Intelligence - the ability to think and reason
abstractly and solve problems.
 This ability is considered independent of learning,
experience, and education.
 Examples: solving puzzles and coming up with problem
solving strategies.
 Both types of intelligence increase throughout childhood
and adolescence.
 Fluid intelligence peaks in adolescence and begins to
decline progressively beginning around age 30 or 40.

17. •Monarchic Theories (Ross)
•Anarchic Theories
•Two Factor Theory (Spearman)
•Triarchic theory (Sternburg)
•Group Factor Theory (Thruston)
•Multi-Factor Theory (Throndike)
•Multiple Factor Theory (Gardner)
•Hierarchical Theory (Vernon)
•Structure of Intelligence Theory (Guilford)

19. Two – Factor Theory:
Charles Spearman (1863-1945)
 Theorized that a general intelligence factor (g)
underlies other, more specific aspects of
intelligence
 Based this on how he noticed people who did well
on one test tended to do similarly well on others.

21. Robert Sternberg (1949- )
 Author of a Triarchic theory of multiple
intelligences consisting of of 3 mental abilities
 Disagrees with Gardner in calling these
intelligences. Instead believes these are talents
or abilities. Said Intelligence is a general
quality
 Stresses both the universal aspects of
intelligent behavior and the importance of
adapting to a certain social and cultural
climate.
 Also called Successful Intelligence

22. Educational Psychology,
Canadian Edition
Sternberg’s Theory of Intelligence
 Triarchic theory holds that intelligence has three
main facets each of which is the top of a hierarchy
 Analytical: ability to respond effectively to problems
 Metacomponents, performance components, and
knowledge acquisition components
 Creative: ability to generate new ideas
 Novelty or insight and automaticity (ability to perform
a task without having to think much about it
 Practical: ability to handle everyday problems and
issues

23. Educational Psychology,
Canadian Edition

24. Sternberg’s Types of Intelligence

25. Sternberg’s Types of Intelligence

26. Sternberg’s Types of Intelligence

27. Educational Psychology,
Canadian Edition
Sternberg’s “Successful”
Intelligence
 The ability to succeed in life, given one’s own goals,
within one’s environmental contexts with four key
elements for teachers
 Teaching for memory learning
 Teaching for analytical learning
 Teaching for creative learning
 Teaching for practical learning

28. Robert Sternberg
 Analytic intelligence—mental processes used in
learning how to solve problems
 Creative intelligence—ability to deal with novel
situations by drawing on existing skills and
knowledge
 Practical intelligence—ability to adapt to the
environment (street smarts)

29. Group Factor Theory:
Louis L. Thurstone
 Intelligence is a cluster of abilities.
 Believed that there were different “primary mental
abilities” each independent from the other.
 Examples: Verbal Comprehension, numerical
ability, reasoning & perceptual speed
 The g factor was just an overall average score of
these independent abilities.
 Looked for a pattern of mental abilities like
Wechsler.
 Mental Ability= V+N+P+M+W+S+Ps+RI+RD

30. Multifactor Theory of Intelligence:
E.L. Throndike
 Intelligence Involve with
 Level
 Range
 Area
 Speed/fluency
 Types of Intelligence
 Abstract
 Concrete
 Social

31. Howard Gardner (1943- )
 Author of a contemporary theory of multiple
intelligences consisting of eight separate kinds
of intelligence
 Multiple Intelligences – several independent
mental abilities that allow a person to solve
problems, create products that are valued
within one’s culture.
 Intelligence defined within the context of
culture

32. Gardner’s Types of Intelligence

33. Gardner’s Types of Intelligence

34. Gardner’s Types of Intelligence

35. Gardner’s Types of Intelligence

36. Gardner’s Types of Intelligence

37. Gardner’s Types of Intelligence

38. Gardner’s Types of Intelligence

39. Gardner’s Types of Intelligence

40. Howard Gardner’s Multiple
Intelligences

41. GUILFORD'S STRUCTURE OF
INTELLECT (SOI)

42.  Operations Dimension
 includes six operations or general intellectual processes:
 1. Cognition - The ability to understand, comprehend, discover, and become aware of
information.
 2. Memory recording - The ability to encode information.
 3. Memory retention - The ability to recall information.
 4. Divergent production - The ability to generate multiple solutions to a problem; creativity.
 5. Convergent production - The ability to deduce a single solution to a problem; rule-following
or problem-solving.
 6. Evaluation - The ability to judge whether or not information is accurate, consistent, or valid.
 Content Dimension
 1. Figural - Concrete, real world information, tangible objects—things in the environment. It
includes visual: information perceived through seeing; auditory: information perceived
through hearing; and kinesthetic: information perceived through one's own physical actions.
 2. Symbolic - Information perceived as symbols or signs that stand for something else, e.g.,
Arabic numerals, the letters of an alphabet, or musical and scientific notations.
 3. Semantic - Concerned with verbal meaning and ideas. Generally considered to be abstract in
nature.
 4. Behavioral - Information perceived as acts of people. (This dimension was not fully
researched in Guilford's project, remains theoretical, and is generally not included in the final
model that he proposed for describing human intelligence.)
 Now Figural has been divided in to two fold: 1. Audiotary 2. Visual


43. SOI
 PRODUCT DIMENSION:
 1.Units - Single items of knowledge.
 2.Classes - Sets of units sharing common attributes.
 3.Relations - Units linked as opposites or in associations, sequences, or
analogies.
 4.Systems - Multiple relations interrelated to comprise structures or networks.
 5.Transformations - Changes, perspectives, conversions, or mutations to
knowledge.
 6. Implications - Predictions, inferences, consequences, or anticipations of
knowledge
 Therefore, according to Guilford there are 5 x 6 x 6= 180 intellectual abilities or
factors (his research only confirmed about three behavioral abilities, so it is
generally not included in the model). Each ability stands for a particular
operation in a particular content area and results in a specific product, such as
Comprehension of Figural Units or Evaluation of Semantic Implications.

44. The Psychometric Perspective
J. P. Guilford’s (1967) structure-of-intellect model
Convergent thinking
Divergent thinking

46. Emotional Intelligence
The ability to perceive, express,
understand, and regulate emotions
People high in emotional
intelligence are more in touch with
their feelings and the feelings of
others.

48. 48
Alfred Binet
Alfred Binet and his
colleague Théodore
Simon practiced a more
modern form of
intelligence testing by
developing questions
that would predict
children’s future
progress in the Paris
school system.

49. 49
Lewis Terman
In the US, Lewis Terman
adapted Binet’s test for
American school
children and named the
test the Stanford-Binet
Test. The following is the
formula of Intelligence
Quotient (IQ),
introduced by William
Stern:

50. What is IQ?
 Lewis Terman revised Simon and Binet’s test and
published a version known as the Stanford-Binet Test
in 1916.
 Performance was described as an intelligence quotient
(IQ) which was imply the ratio of mental age to
chronological age multiplied by 100:
 IQ=MA/CA x 100

51. Stanford-Binet IQ Test
 This test measures things that are necessary for school
success
 Understanding and using language, memory, the
ability to follow instructions, and computational skills
 Binet’s test is a set of age-graded items
 Binet assumed that children’s abilities increase with
age
 These items measure the person’s “mental level” or
“mental age”
 Adaptive Testing
 Determine the age level of the most advanced items
that a child could consistently answer correctly
 Children whose mental age equal their actual or
chronological age were considered to be of “regular”
intelligence

52. Standford Binet Scale
IQ Range ("deviation IQ") IQ Classification
145–160 Very gifted or highly advanced
130–144 Gifted or very advanced
120–129 Superior
110–119 High average
90–109 Average
80–89 Low average
70–79 Borderline impaired or delayed
55–69 Mildly impaired or delayed
40–54 Moderately impaired or delayed

53. Sample Stanford-Binet Test Items
4
Name objects from memory; complete analogies (fire is hot; ice is ______);
identify objects of similar shape; Answer simple questions (Why do we have
schools?)
6
Define simple words; Explain differences (between a fish and a horse); identify
missing parts of a picture; count out objects
8
Answer questions about a simple story; explain similarities and differences among
objects; tell how to handle certain situations (finding a stray puppy)
10
Define more difficult words; Give explanations (about why people should be quiet
in a library); List as many words as possible; repeat 6-digit numbers
12
Identify more difficult verbal and picture absurdities; repeat 5-digit numbers in
reverse order; define abstract words (sorrow); fill in a missing word in a sentence
Adult
Supply several missing words for incomplete sentences; Repeat 6-digit numbers in
reverse order; Create a sentence using several unrelated words; Describe
similarities between concepts

54. Measuring Intelligence
 At any age, children who are average will have an IQ of
100 because their mental age equals their
chronological age.
 Roughly two-thirds of children will have an IQ score
between 85 and 115
 Approximately 95% will have scores between 70 and 130

56. Intelligence Quotient (IQ)
 This summary is used to indicate a child’s intelligence
relative to others of the same age
 IQ tests measure an individual’s probable performance
in school and similar settings
 An IQ test measures performance… but an IQ test does
not explain performance

57. A Five-Minute IQ Test
1. Water lilies double in area every 24 hours. At the beginning of
the summer, there is one water lily on a lake. It takes 60 days for
the lake to become covered with water lilies. On what day is the
lake half-covered?
2. A farmer has 17 sheep. All but 9 break through a hole in the
fence and wander away. How many are left?
3. If 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 color?
4. With a 7-minute hourglass, and an 11-minute hourglass, how can
you time the boiling of an egg for 15-minutes?
5. Washington is to one as Lincoln is to:
Five --or-- Ten --or-- Fifteen --or-- Fifty

58. TYPES of INTELLIGENCE TEST
Intelligence
test
Verbal
Individual
Group
Non Verbal
Individual
Group
Performance
Individual
Group

59. Another test used frequently are the
Wechsler Intelligence Scale
 Wechsler Intelligence Scale for Children-Third
Edition (WISC-III)
 Used with children 6 to 16
 Wechsler Adult Intelligence Scale-Third Edition
(WAIS-III)
 Used with people 17 and older

60. WISC-III
 Provides a profile of someone’s strengths and
weaknesses
 Each test is made of 12 parts
 Each part begins with the simplest questions and
progresses to increasingly difficult ones
 Performance Scale (6 parts)
 Spatial and perceptual abilities
 Measures fluid intelligence
 Verbal Scale (6 parts)
 General knowledge of the world and skill in
using language
 Measures crystallized intelligence

61. 61
David Wechsler
Wechsler developed the
Wechsler Adult
Intelligence Scale (WAIS)
and later the Wechsler
Intelligence Scale for
Children (WISC), an
intelligence test for
school-aged children.

62. 62
WAIS
WAIS measures overall intelligence and 11 other
aspects related to intelligence that are designed to
assess clinical and educational problems.

63.  Verbal IQ is based on:
 Information
 Measures a child's range of factual information
 Example: What day of the year is Independence Day?
 Similarities
 Measures a child's ability to categorize
 Example: In what way are wool and cotton alike?
 Arithmetic
 Measures the ability to solve computational math problems
 Example: If I buy 6 cents worth of candy and give the clerk
25 cents, I would get _________ back in change?
 Vocabulary
 Measures the ability to define words
 Example: What does “telephone” mean?
 Comprehension
 Measures the ability to answer common sense questions
 Example: Why do people buy fire insurance?
 Digit Span
 Measures short-term auditory memory

64.  Performance IQ is based on:
 Coding
 Copying marks from a code; visual rote learning
 Picture Completion
 Telling what's missing in various pictures
 Example: Children are shown a picture, such as a car with no
wheels, and are asked: What part of the picture is missing?
 Picture Arrangement
 Arranging pictures to tell a story

65.  Block Design
 Arranging multi-colored blocks to match printed design
 Example: Using the four blocks, make one just like this
 Object Assembly
 Putting puzzles together - measures nonverbal fluid reasoning
 Example: If these pieces are put together correctly, they will make
something. Go ahead and put them together as quickly as you can.

66. The Bayley Scales of Infant Development are often
used for infant assessment

67. IQ Tests do a good job measuring:
 Abstract thinking
 Problem solving
 Capacity to acquire knowledge
IQ Tests however do not measure:
 Creativity
 Achievement motivation
 Goal-oriented behavior
 Ability to adapt to one’s environment

68. The Wechsler Scales
Verbal Subtests
 Information
 Vocabulary
 Arithmetic
 Similarities
 Comprehension
 Digit Span
Performance Subtests
Picture Completion
Picture Arrangement
Block Design
Object Assembly
Digit Symbol

69. Verbal Subtests
 Information: culturally acquired info
 Vocabulary: general verbal intell.
 Arithmetic: numerical reasoning
 Similarities: abstract reasoning
 Comprehension: social norms
 Digit Span: short term memory

70. Performance Subtests
 Picture Completion: visual concentration and
nonverbal general information
 Picture Arrangement: ability to plan, interpret and
anticipate in social context
 Block Design: perceptual organization, spatial
visualization and abstract concentration
 Object Assembly: visual motor organ., synthesis
 Digit Symbol: visual memory

72. Similarities
 In what way are an orange and a banana alike?

73. Vocabulary
 Bed
 Ship
 Penny

74. Digit Span
 Demonstrate

75. Picture Completion

76. Block Design

77. Object Assembly

78. Digit Symbol Coding

79. Picture Arrangement

80. Wechsler Scales: Clinical Use
 Estimation of general intelligence (correlates with
academic success and occupational status)
 Examine the discrepancy in performance between
verbal and performance subtests
 Examine the variability among subtests

81. Controversies: Race and IQ
Average IQ score differ for various racial and ethnic
groups
 Asian Americans
 Whites
 Latina
 African Americans

82. To answer this question we must examine
Reliability and Validity

83. How Stable is IQ?
 Research suggests that intelligence is relatively stable
from early childhood on
 IQ scores tend to be fairly stable
 IQ test at 4 and a second at 17 - 13 points up or down
 IQ test at 8 and a second at 17 - 9 points up or down
 IQ test at 12 and a second at 12 - 7 points up or down
 The closer together in time that IQ tests are given… the
more consistent (stable) the scores.

85. Factors Influencing Intelligence
 The Child’s Influence
 Genetics
 Genotype–Environment Interaction
 Gender
 The Immediate Environment’s Influence
 Family Environment
 School Environment
 The Society’s Influence
 Poverty
 Race/Ethnicity

86. Gender
 Boys and girls tend to be equivalent in most aspects of
intelligence
 The average IQ scores of boys and girls is virtually
identical
 The extremes (both low and high ends) are over-
represented by boys
 Girls as a group:
 Tend to be stronger in verbal fluency, in writing, in
perceptual speed (starting as early as the toddler years)
 Boys as a group:
 Tend to be stronger in visual-spatial processing, in
science, and in mathematical problem solving
(starting as early as age 3)

87. Schooling
 Attending school makes children smarter
 Children from families of low SES and those from
families of high SES make comparable gains in school
achievement during the school year
 What about during summer break?
 Children from families of low SES have a drop in
achievement scores
 Children from families of high SES have achievement
scores that stay constant or rise slightly

88. Poverty
 The more years children spend in poverty, the
lower their IQs tend to be
 Children from lower- and working-class homes
average 10-15 points below their middle-class age
mates on IQ tests
 In many countries, children from wealthier
homes score better on IQ test than children from
poorer homes
 The greater the gap in wealth in a country the greater
the difference in IQ scores

89. Poverty Continued…
 Chronic inadequate diet can disrupt brain
development
 Chronic or short-term inadequate diet at any point in
life can impair immediate intellectual functioning
 Reduced access to health service, poor parenting, and
insufficient stimulation and emotional support can
impair intellectual growth

90. Race and Ethnicity
 The average IQ score of Euro-American children is 10-
15 points higher than that of African-American
children
 The average IQ score of Latino and American-Indian
children fall somewhere in between those of Euro-
American and African-American children
 The average IQ score of Asian-American children tend
to be higher than any other group in the US

91. Race and Ethnicity Continued…
 American-Indian children:
 Better on the performance part than the verbal part of
an IQ test
 Latino children:
 Better on the performance part than the verbal part of
an IQ test
 Asian-American children:
 Better on the performance part than the verbal part of
an IQ test
 African-American children:
 Better on the verbal part than the performance part of
an IQ test
 Overall - differences in IQ scores of children from
different racial and ethnic groups describes children’s
performance ONLY in the environments in which the
children live

92. Culture-Fair Intelligence Tests
 Raven’s Progressive Matrices
 A “culture-fair” or culture-reduced test that would make
minimal use of language and not ask for any specific facts
 These matrices progress from easy to difficult items --
measures abstract reasoning
 Even on culture-fair tests, Euro-American and African-
American children still differ
 One reason - culture can influence a child’s familiarity with
the entire testing situation