The document discusses various topics related to intelligence: - It defines intelligence as the ability to problem solve, adapt, and learn from experiences. It summarizes several intelligence tests including the Binet Tests, Stanford-Binet, and Wechsler Scales. - Theories of intelligence are explored, including Sternberg's triarchic theory involving analytical, creative, and practical intelligence and Gardner's theory of multiple intelligences involving eight types. - Intelligence is influenced by both genetics and environment. It is also discussed across the lifespan from infancy to adulthood. Characteristics of giftedness and intellectual disability are also summarized.

1. Intelligence
Colleen Sampson, Cynthia Ortega, Helen
Ledezma, Stephanie Storm, Sydney Trask,
Virginia Serrano​
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2. Whatisintelligence?
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the ability to problem solve
the ability to adapt
the ability to learn from experiences (Santrock,
2016)
Intelligence is:

3. The Binet Tests :
 created by Alfred Binet.
 consists of complex cognitive processes such as memory, imagery, comprehension, and judgment
 Tests potential items to see what age a typical child would be able to correctly answer them (Santrock, 2016)
Stanford-Benet:
 revised in 2004 by Stanford University
 Analyzes individual’s fluid reasoning, knowledge, quantitative reasoning, visual-spatial reasoning, and working memory
 For individuals from age 2 through adulthood
The Normal Curve and Standford-Binet IQ Scores
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(
(Santrock, 2016)
IntelligenceTest

4. Intelligence Test
The Wechsler Scales:
 created by David Wechsler
 Provides and overall IQ score but also yield several composite scores
 Measures strengths are weaknesses in various areas of intelligence (verbal
comprehension, working memory, processing speed) (Santrock, 2016)
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5. Theories of Multiple Intelligence:
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First Skill
Second Skill Third Skill Conclusion
Robert J. Sternberg’s Triarchic Theory:
• Developed the triarchic theory of intelligence
• Believed intelligence comes in three forms:
Analytical Intelligence: the ability to analyze, judge, evaluate, compare, and contrast
Creative Intelligence: the ability to create, design, invent, originate, and imagine
Practical Intelligence: the ability to use, apply, implement, and put ideas into practice (Santrock, 2016)

6. Howard Gardner ‘s Theory of Multiple Intelligence
8 Types of Intelligence:
1. Verbal- ability to think in words and use language to express meaning
2. Mathematical- ability to carry out mathematical operations
3. Spatial- ability to think three-dimensionally
4. Bodily-kinesthetic – ability to manipulate objects and be physically adept
5. Musical- sensitivity to pitch, melody, rhythm, and tone
6. Interpersonal- ability to understand and effectively interact with others
7. Intrapersonal- ability to understand oneself
8. Naturalist- ability to observe patterns in nature and understand natural and human made systems (Santrock, 2016).
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Theories of Multiple Intelligence:

7. Theories of Multiple Intelligence:
Theory of Emotional Intelligence:
 To perceive and express emotion accurately and adaptively
 To understand emotion and emotional knowledge
 To use feelings to facilitate thought
 To mange emotions in oneself and others
 Developed by Peter Salovey and John Mayer and popularized by Daniel Goleman (Santrock, 2016).
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8. The Influence of Heredity and Environment
Genetic Influence:
 Genetic factors underlie about 50 percent of the difference in intelligence among individuals (Thurstone, 1999)
 Genes makes a small contribution to a person’s intelligence (Santrock, 2016)
Environment Influence:
 The more parents communicate with their children during the first 3 years, the higher the IQ (Santrock, 2016).
 School influences intelligence in children.
 A lack of formal education for a long period of time reduces IQ.
 Low-income families struggle to provide intellectually stimulating environments for their children, which can lead to lower IQ scores.
Intelligence is influenced by a wide range of factors. Intelligence is influenced by a child's upbringing, parenting, nutrition, and learning resources
(Santrock, 2016).
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9. Intelligence in Infancy
Bayley Scales if Infant Development:
 Widely used scales, developed by Nancy Bayley to assess infant
development (Santrock, 2016).
 Current version Bayley-III, has five scales
1. Cognitive
2. Language
3. Motor
4. Social-Emotional
5. Adaptive
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10. Intelligence in Adulthood
John Horn believed some abilities improve over time, while others
decline steadily from middle adulthood onwards (Santrock, 2016).
 Horn claims that crystallized intelligence, as well as an
individual's accumulated information and verbal skills, increase
over time.
 Fluid intelligence, the ability to reason abstractly, begins to
decline in middle adulthood, according to Horn.
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11. Intelligence in Adulthood
The Seattle Longitudinal Study
 K. Warner Schaie has done extensive research on adult intellectual abilities (Santrock, 2016).
 Mental abilities tested in the Seattle Longitudinal Study:
1. Verbal Comprehension
2. Verbal Memory
3. Numeric Ability
4. Spatial Orientation
5. Inductive Reasoning
6. Perceptual Speed
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12. Intelligence in Adulthood
Paul Baltes went on to expanded on crystallized and fluid intelligence, with the terms cognitive mechanics as the mind's "hardware," reflecting
the brain's neurophysiological architecture, and cognitive pragmatics as the mind's "software," based on culture (Santrock, 2016).
 Baltes emphasized the distinction between the two terms, stating that cognitive mechanics are more likely to deteriorate in older adults than cognitive pragmatics.
 High levels of wisdom, according to Baltes, are rare. Only a small percentage of adults demonstrate wisdom, which backs up the claim that it requires experience, practice, or complex
skills.
 Higher levels of wisdom are influenced by life experiences such as being trained and working in a field that deals with difficult life problems and having wisdom-enhancing
mentors.
 Personality traits like openness to new experiences, generativity, and creativity predict wisdom better than cognitive traits like intelligence.
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13. Giftedness
 Individuals who are gifted have a high level of intelligence
or a special talent. Although this figure is arbitrary, an IQ
of 130 is frequently used as the low threshold for giftedness
(Santrock, 2016).
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First Skill Second Skill
Third Skill
Conclusion

14. CharacteristicsofGifted
Children
 Precocity:
Precociousness is a quality of gifted children. They start mastering a subject before their peers do.
They have an easier time learning in their domain than regular kids. These gifted children are
usually precocious because they have a natural ability to excel.
 Marching to Their Own Drum:
Gifted kids learn in a different way than regular kids. For starters, they only require minimal adult
assistance in order to learn. They resist explicit instruction in many cases. They also frequently
solve problems and make discoveries on their own.
 A Passion to Master:
Gifted children are motivated to learn everything they can about the subject in which they excel.
They show a strong, obsessive interest as well as a high level of concentration. Their parents do not
have to push them. They are their own source of motivation (Santrock, 2016).
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First Skill Second Skill Third Skill
Conclusion

15. WhatisIntellectual
Disability?
Intellectual Disability is a condition of limited mental ability
in which the individual has a low IQ (Santrock, 2016).
 The individual usually scores below 70 on a traditional intelligence
test.
 The individual has trouble adapting to the demands of daily life.
 The individual will exhibit the above characteristics by age 18.
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16. Types of Intellectual Disability
Based on IQ
Mild 55 to 70 89
Moderate 40 to 54 6
Severe 25 to 39 4
Profound Below 25 1
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Types of Intellectual Disability IQ Range Percentage of Individuals with an
Intellectual Disability
(Santrock, 2016)

17. Classifications of Intellectual Disability Based on Levels of
Support Needed
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Limited:
- Supports are intense and fairly
consistent over time
- Supports are time limited but not
intermittent
- Supports likely to be needed for
adaptation
Extension:
- Supports are involved regularly
- Supports can be at home or school
and are not limited
- Supports can be extended to home-
living support
Pervasive:
- Supports are consistent and very
intense
- Provided across all settings
- Supports could be of a life-
supporting nature
Intermittent:
- Supports are provided as needed
- Episodic or short-term support
may be needed during their
lifespan
- Intermittent supports may be low
or high intensity
(Santrock, 2016)

18. References:
Santrock, J. W. (2016). A topical approach to life-span development (8th ed.). McGraw Hill Education.
Thurstone, L. L. (1999). The nature of Intelligence. Routledge.
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