Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider Chapter 9

Chapter 9 Intelligence and Creativity

Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider Chapter 9

Chapter 9 – Intelligence and Creativity

• What is intelligence?

– Adaptive thinking or behavior (Piaget) – Ability to think abstractly, solve problems? (Sternberg) • Genetics x Environment (interaction)

IDENTICAL TWINS FRATERNAL TWINS RAISED TOGETHER .86

.60

RAISED APART .72

.52

Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider Chapter 9

Theories and Tests of Intelligence

• IQ tests –

Intelligence quotient (IQ) tests

measure an individual’s probable attempt to performance in school and similar settings.

Binet (1857-1911) and Simon created 1st IQ ← test in 1905

Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider Chapter 9

Theories and Tests of Intelligence

• The Stanford-Binet test – The

Stanford-Binet test - V

(2-85) – The mean or average IQ score for all age groups is designated as 100 ± 15 (85-115).

– Given individually

Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider Chapter 9

Normal Distribution

Normal Distribution

Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider Chapter 9

Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider Chapter 9 Individual Intelligence Tests The Wechsler Scales

Overall IQ and also verbal and performance IQs.

(

WPPSI-III

) Wechsler Preschool and Primary Scale of Intelligence Revised. Ages 2 ½ to 7 years, 3 months (

WISC-IV)

Wechsler Intelligence Scale for Children-Revised. Ages 6 to 16 years, 11 months (

WAIS-III

) Wechsler Adult Intelligence Scale Revised Ages 16-89

Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider Chapter 9

WPPSI-III WPPSI

Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider Chapter 9

Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider Chapter 9

Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider Chapter 9

• • • • •

WISC-IV Word Reasoning

—measures reasoning with verbal material; child identifies underlying concept given successive clues.

Matrix Reasoning

—measures fluid reasoning a (highly reliable subtest on WAIS® –III and WPPSI™–III); child is presented with a partially filled grid and asked to select the item that properly completes the matrix.

Picture Concepts

—measures fluid reasoning, perceptual organization, and categorization (requires categorical reasoning without a verbal response); from each of two or three rows of objects, child selects objects that go together based on an underlying concept.

Letter-Number Sequencing

—measures working memory (adapted from WAIS –III); child is presented a mixed series of numbers and letters and repeats them numbers first (in numerical order), then letters (in alphabetical order).

Cancellation

—measures processing speed using random and structured animal target forms (foils are common non-animal objects).

Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider Chapter 9

Theories and Tests of Intelligence

• Raven’s Progressive Matrices – Psychologists created “culture-reduced” tests without language. It tests abstract reasoning ability (non-verbal intelligence or performance IQ)

Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider Chapter 9

Figure 9.2

Items similar to those in Raven’s Progressive Matrices test. The instructions are: “Each pattern has a piece missing. From the eight choices provided, select the one that completes the pattern, both going across and going down.” (You can check your answers against answer A on page 339.)

Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider Chapter 9

The Psychometric Approach

• Intelligence A single attribute? – Spearman (1863-1945) 2 – factor theory of intelligence “g” = general ability “s” = special abilities

Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider Chapter 9

Figure 9.3

which he called (for “general”). Each ability also depends partly on an s (for “specific”) factor .

According to Spearman (1904), all intelligent abilities have an area of overlap,

Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider Chapter 9

Figure 9.4a

Measurements of sprinting, high jumping, and long jumping correlate with one another because

they all depend on the same leg muscles

. Similarly, the g factor that emerges in IQ testing could reflect a single ability that all tests tap.

Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider Chapter 9

• Many attributes?

– Thurstone: 7 primary mental abilities • Spatial ability, perceptual speed, numeric reasoning, verbal meaning, word fluency, memory, inductive reasoning

Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider Chapter 9

What is Intelligence?

• Fluid intelligence and crystallized intelligence – Cattell & Horn believed that the “g” factor has two components: - Fluid intelligence is the power of reasoning, solving unfamiliar problems, seeing relationships and gaining new knowledge - Crystallized intelligence is acquired knowledge and the application of that knowledge to experience.

Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider Chapter 9

Concept Check:

A 16-year-old is learning to play chess and is becoming proficient enough to be accepted into the school’s chess club. Is this fluid or crystallized intelligence?

Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider Chapter 9

Concept Check:

• Ten years later, the chess player achieves grandmaster status. Is this a result of fluid or crystallized intelligence?

Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider Chapter 9

Gardner’s Multiple Intelligences

Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider Chapter 9

 Savant Syndrome  condition in which a person otherwise limited in mental ability has an exceptional specific skill    Calculation abilities Drawing Musical

Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider Chapter 9

Sternberg’s Triarchic Theory

• Contextual Component (“street smarts or practical”) – Adapting to the environment • Experiential Component: (creative) – Response to novelty – Automatization • Componential Component (“academic or analytical”) – Information processing – Efficiency of strategies

Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider Chapter 9

Figure 9.2

Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider Chapter 9

TABLE 9.2

Four theories of intelligence

Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider Chapter 9

The Infant

• Developmental Quotients (DQ) – Bayley Scales: Ages 2-30 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

Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider Chapter 9

The Child

• • • DQ does not predict later IQ IQ gains – Parents foster achievement – Neither strict nor lax parenting IQ drops: Poverty – Cumulative deficit hypothesis

AGE OF CHILD 4 7 CORREL ATIONS WITH IQ AT AGE 9 .46

.81

CORREL ATION WITH IQ AT AGE 12 .42

.69

9 --- .80

Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider Chapter 9

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 +.50 correlation between IQ score and grades Adolescents with high IQ less likely to drop out of high school and more likely to go to college

Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider Chapter 9

The Adult

• Strong relationships between – IQ and occupational prestige – IQ and job performance – IQ and good health/longevity

Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider Chapter 9

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

Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider Chapter 9

The Dynamics of Intelligence

Life-Span Human Development, Fifth Edition, Carol K. Sigelman and Elizabeth A. Rider Chapter 9