MRS.

ALISACA
Instructor
 What is
intelligence?
 INTELLIGENCE
Intelligence – the ability to acquire
knowledge, to think and reason effectively,
and to deal adaptively with the
environment. Because cultural
environments differ in skills most important
for adaptation, cultural conceptions of
intelligence may differ markedly.
Nature of Intelligence:
2 major approaches in the study of intelligence
1. Psychometric approach
- attempts to map the structure of intellect
and to discover the mental competencies that
underlie test performance.
- is the statistical study of psychological
tests.
-The psychometric approach to intelligence
attempts to map the structure of intellect and
establish how many different classes of mental
ability underlie test performance.
One of the example of this is the
IQ TEST.
Psychometric Techniques:
 Factor analysis – reduces a
large number of measures to a
smaller number of clusters, or
factors, with each cluster
containing variables that
correlates highly with one
another but less highly with
variables in other clusters.
Here is an example of the output of
a simple factor analysis looking at
indicators of wealth, with just six
variables and two resulting factors.

Variables Factor 1 Factor 2

Income 0.65 0.11
Education 0.59 0.25
Occupation 0.48 0.19
House Value 0.38 0.60
Number of public parks 0.13 0.57
in neighborhood
Number of violent 0.23 0.55
crimes per year in
neighborhood
2. Cognitive processes
approach – studies the specific
thought processes that underlie
those mental competencies.
 Example:
 1. Learning is an example of cognition. The way our
brain makes connection as we learn concepts in
different ways to remember what we have learned.
 2. Our ability to solve problems has to do with cognitive
brain functions. If our car is broken, we can go through
a checklist of things we are familiar with that might
allow us to figure out what exactly is causing the
problem.
 3. In education, teachers must be fully aware of a
child's cognitive development at different ages. A 6
year-old does not quite have the ability to apply certain
math functions to the real-world yet but a 9-year old
might.
 Raymond Cattell (1971) and
John Horn (1985) proposed a
new model of intelligence.
They broke down Spearman’s
general intelligence into two
distinct
 Raymond Cattell was born in a small
town in England in 1905. He was
raised in Torquay, Devon, England,
where he spent his time sailing and
experimenting with science. He
received a scholarship to the
University of London, where he
studied chemistry and physics as an
undergraduate.
 Cattell was fascinated by the cultural
effects of World War I and grew
increasingly interested in psychology.
He changed his major and graduated
from the University of London with a
PhD in psychology in 1929. Cattell
settled in Leicester, England, and
founded the first guidance clinic for
children in England while in Leicester.
 He started his career as a Lecturer of
Educational Psychology at the University of
California, Berkeley in 1967. He was Associate
Professor of Psychology at the University of
Denver from 1970 to 1986. Meanwhile, he was
also Research Associate at the Institute of
Psychiatry of the University of London in
England in 1972 and Research Associate of
Psychiatric Clinic at the University Hospital
in Lund, Sweden 1982. He was then Professor
of Psychology & Head of Adult Development
and Aging University of Southern
California from 1986 to 2006.
 He received numerous awards, including:
Research Career Development Award,
National Institutes of Health (1968–1972);
Annual Prize for Distinguished Publications in
Multivariate Psychology (SMEP) (1972);
Lifetime Achievement Award, SMEP (1992).
Horn also served as president of the National
Association for the Advancement of Colored
People and the American Civil Liberties
Union.[1]
Crystallized Intelligence – is the ability to apply
previously acquired knowledge to current
problems.
Fluid Intelligence – defined as the ability to deal
with novel problem-solving situations for which
personal experience does not provide a solution
Over our life span , we
show a progressive shift
from using fluid
intelligence to using
crystallized intelligence
as we attain wisdom.
Long-term memory contributes strongly to
crystallized intelligence whereas fluid
intelligence is practically dependent on efficient
working memory.

Example:
Mental abilities are represented at three
levels, with general intelligence at the apex
and highly specific cognitive and perceptual
skills at its base.
Cognitive process theories – explore the
specific information-processing and cognitive
processes that underlie intellectual ability.
Triarchic theory of intelligence – addresses
both the psychological processes involved in
intelligent behavior and the diverse forms that
intelligence can take.
Sternberg’s theory divides the cognitive
process that underlie intelligent behavior into 3
specific components:
1. Metacomponents – are the higher-order
processes used to plan and regulate task
performance. (i.e., problem-solving etc..)
2. Performance components – are the actual
mental processes used to perform the task.
3. Knowledge acquisition components – allow us
to learn from our experiences, store
information in memory, and combine new
insights with previously acquired inforamtion.
Howard Gardner (2003) the strongest
proponent of the view that intelligence maybe
more broadly conceived as relatively independent
intelligences that relate to different adaptive
demands. He currently defines 8 distinct varieties
of adaptive abilities:
1. Linguistic intelligence – the ability to use
language well, as writers do.
2. Logical-mathematical intelligence – the ability
to reason mathematically and logically.
3. Visuospatial intelligence – the ability to solve
spatial problems or to succeed in a field such
as architecture.
4. Musical intelligence – the ability to perceive
pitch and rhythm and to understand and produce
music.
5. Bodily-kinesthetic intelligence – the ability to
control body movements and skillfully manipulate
objects, as demonstrated by a highly skilled
dancer, athlete or surgeon.
6. Interpersonal intelligence – the ability to
understand and relate well to others.
7. Intrapersonal intelligence – the ability to
understand oneself.
8. Naturalistic intelligence – the ability to detect
and understand phenomena in the natural world
 such as zoologist or meteorologist might.
Howard Gardner (2003) also proposed this 9th
variety of intelligence:
Emotional intelligence – involves the abilities to
read others’ emotions accurately, to respond to
them appropriately, to motivate oneself, to be
aware of one’s own emotions, and to regulate
and control one’s own emotional responses
(Mayer et al., 2004).
4 branches of emotional intelligence:
1. Perceiving emotions – is measured by
people’s accuracy in judging emotional
 expressions in facial photographs, as well as
emotional tones conveyed by different
landscapes and designs.
2. Using emotions to facilitate thought – is
measured by asking people to identify the
emotions that would best enhance a particular
type of thinking, such as how to deal with a
distressed coworker or plan a birthday party.
3. Understanding emotions – people are asked to
specify conditions under which their emotions
change in intensity or type and measure people’s
understanding of which basic emotions such as
envy or jealousy.
4. Managing emotions – is measured by asking
respondents to indicate how they can change
their own or others’ emotions to facilitate success
or increase interpersonal harmony.
Concluding Thought:
Intelligence is determined by interacting
hereditary and environmental factors. Genes
account for 50 and 70 per cent of population
variation in IQ. Shared family environment
accounts for perhaps one fourth to one third of
the variance during childhood, but its effects
seem to dissipate as people age. Educational
experiences also influence mental skills.
 Heredity establishes a reaction range with
upper and lower limits for intellectual potential.
Environment affects the point within that range
that will be reached.
Intervention programs for disadvantaged
children have positive effects on later
achievement and life outcomes if they begin early
life and are applied intensively. They have little
effect when applied after school begins or with
middle-or- upper –class children.
Heritability estimates of intelligence can vary,
depending on sample characteristics. In
impoverished families, shared environment was
 more important than genes, whereas the
opposite was found in affluent families. Twin
studies also show that heritability effects on
intelligence increase in adulthood.
Cultural and ethnic differences in intelligence
exist (though they maybe narrowing), but the
relative contributions of genetic and
environmental factors are still in question.
Evidence exists for both genetic and
environmental determinants. Whether intelligence
tests exhibit outcome bias in underestimating the
mental abilities of minorities is a point of
contention, but the tests do not appear to have
 predictive bias.
Although the differences are not large, men
tend as a group to score higher than women on
certain spatial and mathematical reasoning tasks.
Women perform slightly better than men on tests
of perceptual speed, verbal fluency, mathematical
calculation, and fine motor coordination. Both
biological and environmental bases of sex
differences are suggested. Stereotype threat is
one potential psychological factor for both sex-
based and racial performance differences.
Even people with IQs in the 150 often show
discrepancies in specific skills. Those who
 eminence tend to have, in addition to
high IQs, high level of interest and
motivation in their chosen activities.