Transcript Chapter 9 Intelligence and Creativity Chapter 9 – Intelligence and Creativity • What is intelligence? – Adaptive thinking or actions (Piaget) – Ability to.

Chapter 9
Intelligence and Creativity
Chapter 9 – Intelligence and Creativity
• What is intelligence?
– Adaptive thinking or actions (Piaget)
– Ability to think abstractly, solve
problems?
• Characteristics of intelligence
– Genetic determination about 50%
– Environmental influence about 50%
The Psychometric Approach
• A trait – can be identified, measured
• A single attribute?
– Spearman: “g” = general; “s” = special
• Many attributes?
– Thurstone: 7 primary mental abilities
• Spatial ability, perceptual speed,
numeric reasoning, verbal meaning,
word fluency, memory, inductive
reasoning
• IQ tests and IQ score
Cattell and Horn
• Fluid intelligence: decreases in older adults
– Use mind to solve novel problems
– Skills: reasoning, seeing relationships,
inferences,
– Free of cultural influences
• Crystallized intelligence: increases with age
– Knowledge from experiences (school)
– Gen. Info., vocabulary, etc.
Other Theories
• Gardner’s Theory/multiple
intelligences
– Eight distinct intelligences not
measured with IQ tests
• 1) Linguistic
• 2) Logical-mathematical
• 3) Musical 4) Spatial
• 5) Bodily-kinesthetic
• 6) Interpersonal 7) Naturalist
Other kinds of Intelligence
• Savant Syndrome
– Extraordinary talent in one area
– Otherwise mentally retarded
– Musical, artistic, calculation abilities
Sternberg’s Triarchic Theory
• Contextual Component
– Adapting to the environment
– “Street smart,” age group, culture,
etc.,
• Experiential Component: Automatization
– Response to novelty
• Componential Component
– Information processing
– Efficiency of strategies
Figure 9.2
The Stanford-Binet
• Age-graded items
• Older version: Concept of mental
age (MA)
– IQ = MA/CA X 100
• Modern S-B Scales
– Test norms
• Large, representative samples
– IQ score of 100 is average
The Wechsler Scales
• Widely used today
– WPPSI: ages 3-8 (2002)
– WISC-III: Ages 6-16 (1991)
– WAIS-III: adults
• 3 IQ scores derived
– Verbal IQ
– Performance IQ
– Full-scale IQ
Intelligence Testing Today
• Kaufman Assessment Battery for
Children
– How problems are solved
• Dynamic assessment approach
– How quickly learning occurs
• Cognitive Assessment System
– Predicts academic success
The Infant
• Developmental Quotients (DQ)
– Bayley Scales: Ages 1-42 months
– Correlations with Child IQ – low to 0
– Useful for diagnostic purposes
• *Best predictors
– From measures of information
processing
– E.g., attention, speed of habituation,
preference for novelty
The Child
• DQ does not predict later IQ
• IQ at age 4 predicts later IQ
• IQ gains
– Parents foster achievement
– Neither strict nor lax parenting
• IQ drops: Poverty
– Cumulative deficit hypothesis
The Adolescent
• Brain growth spurt at age 11/12
(puberty)
– Formal operational thinking
– Improved memory and processing
skills
– Stability of IQ evident
• IQ score a good predictor of
school achievement
The Adult
• Strong relationships between
– IQ and occupational prestige
– IQ and job performance
– IQ and good health/longevity
• IQ decline by age 80 (longitudinal studies
– C-S studies show cohort effects
– Fluid IQ peaks at about age 24
– Crystallized (verbal)unchanged until 80’s
Predictors of Gains and Decline
• Decline: Poor health, unstimulating
lifestyle
• Gain (or maintain)
– Above average SES
– Intact marriages
– Intellectually capable spouses
– Active lifestyles
• “Use it or lose it!”
Wisdom
• Expert pragmatic knowledge
– Rich procedural knowledge:
strategies esp. for handling conflict
– Lifespan contextual knowledge
– Relativism of values & life priorities
– Recognition and management of
uncertainty
– Age does not predict wisdom
– Intelligence, personality & cognitive
style
Factors that Influence IQ
• Genes: accounts for half (Twin studies)
• Home environment; higher SES helps
– Never underestimate the power of
the environment
– Parental involvement & stimulation
• Firstborn and smaller family are
advantages
• Racial and ethnic differences
– Different ability patterns
– Culture bias in IQ test
Mental Retardation
• Below-average intellectual functioning: IQ 75
• Limited adaptive behavior: before age 18
– Self-care and social skills
• Below age-appropriate expectations
• Causes
– Organic: e.g., Down syndrome
– Cultural-familial: genes & environment
Giftedness
• High IQ
• Special abilities: math, arts, leadership
• Renzuli: combination high IQ, creativity,
and task commitment
• Can be identified by 18 months
• Terman’s “Termites”
– Remarkable into adulthood
– Well adjusted
Creativity
• Ability to produce novel
responses
• Divergent thinking: a variety of
solutions
• Convergent thinking
– Focusing on best solution
– Measured by IQ test
• Ideational fluency
Creativity in Childhood and Adolescence
• Freedom, originality, humor, violence,
playfulness
• More fantasy and pretend play
• More open to new experience
• Little genetic influence:related to home
– Value nonconformity and
independence
– Encouragement of curiosity and
playfulness
– Freedom to explore independently
Creative Achievement in Adulthood
• Increases in the 20’s, 30’s, and early
40’s
– Then declines
• Peak times vary by fields
– Humanities scholars peak in 60’s
– Artists peak in 30’s and 40’s
– Scientists peak from 40’s to 70’s
• Enthusiasm and experience required.
Figure 9.8