 The capacity to understand

the world, think rationally

and use resources
effectively when faced with
challenges
Special devices for
assessing the traits or
characteristics and
intelligence of
individuals
 Intelligence Tests
◦Quantify and measure
intelligence in an objective
manner

Theresults obtained
from its use must be
repeatable or stable.
Means consistency of
measurement.
Its
ability to measure
what it was supposed
to measure
Consistency and
objectivity in the way
the tests are
administered, scored
and interpreted
Yieldsnorms against
which a given person’s
score can be compared
to determine his or her
relative standing on the
characteristics being
measured
 Gardner’s Multiple
Intelligences: The
Many Ways of
Showing Intelligence
◦ Eight different forms of
intelligence

Figure 1 of Module
Skills
involved in the
production and use of
language
Skills
in problem
solving and scientific
thinking
Recreate visual images
without reference to
the original stimulus
The
ability to create,
communicate and
understand meanings
made of sound
Skills
in using the
whole body or various
portions of it in the
solution of problem or
in
the construction of
products or displays
exemplified by
dancers
Knowledge of the
internal aspects of
oneself, access to
one’s own feelings
and emotions
Skills
in interacting
with others, such as
sensitivity to the
moods,
temperaments,
motivations and
intentions of others
Sensitivity
to nature
and natural respect
for ecology
Differences in
intelligence result
from differences in the
basic processing
mechanism that
implements thinking,
which in turn yields
knowledge
Aperson with a slower
basic processing
mechanism is likely to
have more difficulty
acquiringknowledge
than a person with a
faster processing
mechanism
Dealswith thought
processes and the
most highly developed
of these subtheories
Used to plan,
control, monitor and
evaluate processing
during problem
solving
 Plan
and regulate task
behavior
Carryout problem-
solving strategies now
called creative abilities
 Execute
strategies specified
by metacomponents
Encode,combine and
compare information
during the course of
problem solving
 Encode & store information
Deals with the effects
of experience on
intelligence
Considers the effects
of the individual’s
environment and
culture
Multiple abilities or
intelligences are
biologically based and
place limits on mental
processes
Theiremergence,
however, is shaped by
the challenges and
opportunities in the
individual’s
environment or context
 G-factor
◦ General factor for mental ability
◦ Was thought to underlie performance in every
aspect of intelligence
◦ Recent theories view intelligence as a
multidimensional concept
◦ Ex. Earth is round
◦ By Charles Spearman
 By Cattell and Horn
 Fluid Intelligence
◦ Reflects information-processing capabilities,
reasoning, and memory

 Crystallized Intelligence
◦ Accumulation of information, skills, and strategies
that people learn through experience
 We use fluid intelligence when we’re trying to
rapidly solve a puzzle.
 If we were asked to solve an analogy, group a
series of letters according to some criterion
or remember a set of numbers.
 It reflects a more general kind of intelligence.
 It declines in old age.
 It reflects our ability to call up information
from long-term memory.
 If we were asked to participate in a discussion
about the solution to the causes of poverty, a
task that allows us to draw on our own past
experiences and knowledge of the world.
 A reflection of the culture in which a person
is raised.
 It doesn’t decline in old age.
 Information processing approach
– cognitive psychologists assert
that the way people store material
in memory and use that material
to solve intellectual tasks provides
the most accurate measure of
intelligence.
 Rather than focusing on the structure
of intelligence or its underlying
content or dimensions, information-
processing approaches examine the
process involved in producing
intelligent behavior.
◦ For example, research shows that the
speed with which people are able to
retrieve information from memory is
related to verbal intelligence.
 The biological basis of
intelligence- using brain-
scanning methods,
researchers have identified
several areas of the brain that
relate to the intelligence.
 For example, according to the findings of
cognitive scientist John Duncan and
colleagues, the brains of people
completing intelligence test questions in
both verbal and spatial domains show
activation in a similar location, the lateral
prefrontal cortex.
 The activity in the workspace represents
general intelligence.
 Practicalintelligence –
according to Sternberg, the
intelligence relates to over-all
success in living.
 Itis learned mainly through
observation of others’
behavior.
 People who are high in
practical intelligence are able
to learn general norms and
principles and apply them
appropriately.
 Analytical intelligence –
focuses on abstract but
traditional types of problems
measured on IQ tests.
◦ Creative intelligence – involves
the generation of novel ideas
and products.

 Is Information Processing Intelligence?
◦ Information-processing approach
 Way people store material in memory and use that
material to solve intellectual tasks
 Speed of processing
 Lateral Prefrontal
Cortex

 Higher intelligence is
related to the
thickness of the
cerebral cortex

Figure 2 of Module
 Practical Intelligence
◦ Related to overall success in living

 Emotional Intelligence
◦ Set of skills that underlie the accurate assessment,
evaluation, expression, and regulation of emotions
 According to psychologist
Daniel Goleman, emotional
intelligence underlies the
ability to get along well
with others.
 Intelligence Tests
◦ Quantify and measure intelligence in an objective
manner
 Binet and The Development of IQ tests
◦ Mental age (MA)- level of performance
◦ Chronological age (CA)- physical age
◦ Intelligence quotient (IQ)
◦ Deviation IQ scores
◦ Bell-shaped distribution
◦ IQ score = MA x 100
CA
 Contemporary IQ Tests: Gauging Intelligence
◦ Achievement test
 Designed to determine a person’s level of knowledge
in a specific subject area
◦ Aptitude test
 Designed to predict a person’s ability in a particular
area or line of work
 Reliability and Validity: Taking the Measure of
Tests
◦ Reliability
 Tests measure consistently what they are trying to
measure
◦ Validity
 Tests actually measure what they are supposed to
measure
◦ Norms
 Standards of test performance that permit the
comparison of one person’s score on a test to scores
of others
 Adaptive Testing: Using Computers to Assess
Performance
◦ Adaptive in the sense that the computer
individualizes the test to the test-taker
 Learn as much as you can about the test
before you take it
 Practice
 If the test is administered on a computer,
take practice tests on a computer
 Time yourself carefully
 Be aware of the scoring policy
 If it is a paper-and-pencil test, complete
answer sheets accurately
 Disability characterized by significant
limitations both in intellectual functioning
and in conceptual, social, and practical
adaptive skills
◦ Mild with an IQ of 55 to 69
◦ Moderate with an IQ of 40 to 54
◦ Severe with an IQ of 25 to 39
◦ Profound with an IQ below 25
Includes considerably
below-average
intellectual
functioning combined
withvarying degrees
of difficulty meeting
the demands of
everyday living
50-70 (educable)
Academic skills up to
six grade level
Mental age = 8-12
years
Cansupport self
minimally with special
help at times
35-49 (trainable)
Academic skills up to
2 grade level
nd

Mental age= 3-8 years

Cando skilled work
with supervision and
guidance
20-34 (doesn’t learn
to talk or practice
basic hygiene until
school year)
Can’t learn vocational
skills
Canperform simple
tasks under close
supervision
Below 20 (requires
constant care and
supervision)
Mental age = less than
3 years
Morons = 50-70
Imbeciles = 30-50
Idiots = below 20
Intellectually
gifted =
IQ 140 or better
To obtain an IQ=
Mental age/
Chronological age X
100

 Have IQ scores greater than
130
 Programsfor the gifted are
designed to provide
enrichment that allows
participants’ talents to flourish
 Identifying the Roots of Mental Retardation
◦ Fetal alcohol syndrome
 Caused by a mother’s use of alcohol while pregnant
◦ Familial retardation
 No apparent biological defect exists but there is a
history of retardation in the family
 Background and experiences of test-takers
have the potential to affect results

 Some standardized IQ tests contain elements

that discriminate against minority-group
members whose experiences differ from
those of the white majority
 Culture-fair IQ Test
◦ One that does not discriminate against the
members of any minority group

 Heritability
◦ Measure of the degree to which a characteristic can
be attributed to genetic, inherited factors
Wechsler adult
intelligence scale with
verbal section and
performance section
 Culture fair intelligence
test,
 Raven’s progressive
matrices are non-verbal
intelligence tests