intelligence presentation

1. INTELLIGENCE
BY ANDREA ROMO, JOSLYNN SILVERS, FARRAH SHATTUCK, AND
STEVEN PAULEY

2. WHAT IS INTELLIGENCE?
• Intelligence is the ability to solve problems and to adapt to and
learn from experiences.
• Intelligence was recently described as the ability to adapt to,
shape, and select environments (Sternberg 2014)

3. CAN INTELLIGENCE BE MEASURED?
• The Binet tests: intelligence quotient (IQ) tests that are used to refer to an
individual’s mental age divided by chronological age, multiplied by 100.
• Mental age (MA): individual’s level of mental development relative to others
• This test can be given from age 2 through adulthood
• The Wechsler Scales: does not test for IQ but it allows the examiner to quickly
view the examinees strengths and weaknesses in different areas of intelligence.
There are 3 scales.
• The Wechsler Adult Intelligence scale
• The Wechsler Intelligence test for children used for children and adolescents 6-
16
• The Wechsler Preschool and Primary Scale of Intelligence for children from
2yrs6m to 7yrs.7m

4. MULTIPLE INTELLIGENCES
• Proposed by Howard Gardner
• Verbal: think in words and use language to express meaning
• Mathematical: carry out mathematical operations
• Spatial: think three-dimensionally
• Bodily-kinesthetic: manipulate objects and be physically adept
• Musical: sensitivity to pitch, melody, rhythm and tone
• Interpersonal: understand and effectively interact with others
• Intrapersonal: the ability to understand one’s self
• Naturalist: the ability to observe patterns in nature and understand natural and human-
made systems

5. THE NEUROSCIENCE OF INTELLIGENCE
• Researchers have found that a higher level of intelligence is
linked to a distributed neural network in the frontal and
parietal lobes.
• The current consensus is that intelligence is likely to be
distributed across brain regions.

6. INFLUENCE OF HEREDITY AND
ENVIRONMENT
• Genetic influences: researchers have found that there are more
than 1,000 genes linked to intelligence, however, they have not
been able to identify which specific genes contribute to
intelligence
• Environment: environmental experiences of children and adults
do make a difference. In one study, it showed that the more the
parents communicated with their children, the higher the IQ.
• Schooling has also shown to positively affect IQ. i

7. GIFTEDNESS
• People who are gifted have higher intelligence or superior talent of
some kind.
• An IQ of 130 is often used as the low threshold for giftedness
• Though in earlier years it was thought that there was a connection
between giftedness and emotional distress, no pattern has actually
been identified.

8. CHARACTERISTICS OF CHILDREN WHO ARE
GIFTED
• Precocity: gifted children are precocious. They master an area earlier
than their peers. They make it seem effortless.
• Marching to their own drummer: they learn in a qualitative different
way than from ordinary children. often, they make discoveries of
their own and solve problems in a unique help. they need little to no
help.
• A passion to master: they are driven to understand the domain they
have a high ability. they display an intense and obsessive interest and
an ability to focus.
• Giftedness is typically shown in one domain in specific

10. EDUCATION FOR THE GIFTED
• Experts argue that education for the gifted needs a significant
overhaul
• Gifted children who are not challenges often become
disruptive, skip classes, or lose interest.
• Often, children who are gifted become socially isolated and
underchallenged in the classroom.
• Gifted adults often remember school as a negative experience;
they were bored and often knew more than the teachers.

11. INTELLECTUAL DISABILITY
• ID is a condition of limited mental ability in which the individual
either has a low IQ (usually 70-), has difficulty adapting to the
demands of every day life, and they exhibit these
characteristics by age 18.
• The low IQ and adaptiveness should be evident during
childhood, not after normal functioning is interrupted by
damage of some form.

12. • Organic intellectual disability: genetic disorder or a lower level
of intellectual functioning caused by brain damage. i.e. fragile X
syndrome.
• Cultural-familial intellectual disability: when there is no
evidence of brain damage. This type of disability often results
from growing up in a below average intellectual environment.
This type of disability can be identified at schools.

13. AAIDD CLASSIFICATION SYSTEM