Introduction to Psychology

Chapter 8 – Intelligence

Intelligence Flynn effect

− the capacity to understand the world, think − refers to the observation that scores on
rationally, and use resources effectively when intelligence tests worldwide have increased
faced with challenges. substantially over the past decades (Flynn, 1999).
− It gives humans the cognitive abilities to learn, − Although the increase varies somewhat from
form concepts, understand, and reason, including country to country, the average increase is about
the capacities to recognize patterns, innovate, 3 IQ points every 10 years.
plan, solve problems, and employ language to
communicate. Extremes of Intelligence

Assessing Intelligence
− Alfred Binet was the first to devise a formal
intelligence test to identify the dullest students in
the Paris school system in order to provide
solutions.
− He collaborated with Theodore Simon and
developed a battery of test called the Binet-
Simon Intelligence Scale. The test includes
question on ability to name objects, define words,
draw pictures, complete sentences, compare
items, and construct sentences.

Intelligence Quotient (IQ) A. Extremely Low Intelligence

− An intelligence quotient or IQ is a score derived
from a set of standardized tests developed to − We no longer use terms such as “retarded,”
measure a person's cognitive abilities “moron,” “idiot,” or “imbecile” to describe
("intelligence") in relation to their age group. people with low level of intelligence, although
− Originally, the ratio of the mental age to the these were the official psychological terms used to
chronological age was used to compute the describe degrees of what was referred to as
intelligence quotient, or IQ. mental retardation in the past.
IQ = Mental age ÷ Physical age × 100 − Intellectual Disability or Intellectual
Developmental Disorder is a term characterized
Levels of Intelligence by significant limitations in both intellectual
functioning and in adaptive behavior, which covers
LEVEL IQ RANGE many everyday social and practical skills, and
Extremely Low 69 and below originates before the age of 18.
Borderline 70 – 79 − Classifications of intellectual disabilities according
Low Average 80 – 89 to American Psychological Association (2016) are
Average 90 – 109 as follows:
High Average 110 – 119 1. Mild intellectual disability
Superior 120 – 129 − with IQ scores ranging from 50 to 69
Very Superior 130 and above − slower in all areas of conceptual
development and social and daily living
Factors Affecting Intelligence skills
− Heredity − these individuals can learn practical life
− Environment skills, which allows them to function in
− Race ordinary life with minimal levels of support.
− Culture
2. Moderate intellectual disability
− Training
− with IQ scores ranging from 36 to 49
− Educational background
− can take care of themselves, travel to
− Socio-economic status
familiar places in their community, and learn
− Efforts of the will
basic skills related to safety and health
− Health
− their self-care requires moderate support.
 3. Severe intellectual disability − There are also different types of giftedness. Some
− with IQ scores ranging from 20 to 35 children are particularly good at math or science,
− manifests major delays in development; some at automobile repair or carpentry, some at
often have the ability to understand speech music or art, some at sports or leadership, and so
but otherwise have limited communication on.
skills − There is a lively debate among scholars about
− despite being able to learn simple daily whether it is appropriate or beneficial to label
routines and to engage in simple self-care, some children as gifted and talented in school and
they need supervision in social settings and to provide them with accelerated special classes
often need family care to live in a and other programs that are not available to
supervised setting such as a group home. everyone. Although doing so may help the gifted
kids, it also may isolate them from their peers and
4. Profound intellectual disability make such provisions unavailable to those who
− with IQ scores of below 20 are not classified as gifted (Stangor, 2011).
− often have congenital syndromes
− these individuals cannot live independently, Theories of Intelligence
and they require close supervision and help
with self-care activities A. Multiple Intelligence Model (Howard Gardner)
− they have very limited ability to − Linguistic: spoken and written language skills
communicate and often have physical − Logical–mathematical: number skills
limitations − Musical: performance or composition skills
− Spatial: ability to evaluate and analyze the visual
Causes of Intellectual Developmental Disorder world SPACE
− Bodily-kinesthetic: dance or athletic abilities
o Genetic factors – such as hydrocephaly, Down − Interpersonal: skill in understanding and relating
Syndrome, galactosemia, cretinism to others
o Brain damage – due to illness of the mother such − Intrapersonal: skill in understanding the self
as Rubella, STD, anoxia, birth difficulties of the − Naturalistic: skill in understanding the natural
mother, illness of child like meningitis, world
encephalitis, high fever, toxic substance before
and after birth, and cerebral palsy B. Triarchic Theory of Intelligence (Robert
o Socio-cultural factors – malnutrition, lack of Sternberg)
parental care, early pregnancy, crowded and − Componential intelligence: the ability assessed
polluted environment and delayed prenatal care by intelligence tests
o Prenatal factors – prematurity, radiation, − Experiential intelligence : this form of
psychoactice drugs, alcohol and caffeine taken by intelligence focuses on the capacity to be
the mother, overdose of medicines and mother’s intellectually flexible and innovative.
frequent stress − Contextual intelligence: refers to the ability of a
person to adapt in an environment or change it
B. Extremely High Intelligence (Intellectually gifted) accordingly to best suit the personal needs; also
− Accounting to 2 to 4% of the population defined as street-smart
− the have IQ scores greater than 130
− It is often assumed that schoolchildren who are C. Fluid and Crystallized Theory of Intelligence
labeled as gifted may have adjustment problems (Raymond Catell)
that make it more difficult for them to create social − Fluid intelligence – the ability to deal with new
relationships. problems and new encounters
− To study gifted children, in 1921 Terman and − Crystallized intelligence – refers to the skills and
Oden (1959) selected about 1,500 high school strategies the individual has acquired through the
students who scored in the top 1% on IQ tests, use of fluid intelligence
meaning they had IQs of about 135 or higher.
Terman tracked them for more than seven Emotional Intelligence
decades, and found that these students were not − ability to perceive, express, understand, and
unhealthy or poorly adjusted, but rather were regulate emotions
above average in physical health and were taller − Daniel Goleman gave 5 components of EQ:
and heavier than individuals in the general − Self-awareness
population.
− Managing moods
− The students also had above average social
− Motivation
relationships. For example, they were less likely to
− Social skill
divorce than the average person (Stangor, 2011).
− Empathy