Chapter 10:

Intelligence
What Is Intelligence?
Intelligence
Ability to...

Socially constructed
concept of
intelligence varies
from culture to
culture
Is Intelligence One General Ability?
 Charles Spearman
 One general intelligence (g)
 Noted those who score high in one area typically score higher than average in other
areas
 L. L. Thurstone
 Tested people and mathematically identified seven primary mental abilities clusters
 1) Word fluency
 2) Verbal comprehension
 3) Spatial ability
 4) Perceptual speed
 5) Numerical ability
 6) Inductive reasoning
 7) Memory

 Other researchers
 Concluded existence of some evidence of a g factor
The Cattell-Horn-Carroll Intelligence Theory
 Raymond Cattell and John Horn simplified
Thurstone’s primary mental abilities into two
factors

Fluid intelligence (Gf )

What is it?
Tends to decrease with age, especially during late adulthood

Crystallized intelligence (Gc )

What is it?
Tends to increase with age
The Cattell-Horn-Carroll Intelligence Theory
 CHC Theory
Bringsmultiple abilities together in one cumulative
framework

Existence of Gf and Gc

Identifies more specific abilities, such as…

Intelligence comprises many abilities, but these

specific abilities exist under a broader umbrella of
general intelligence
Theories of Multiple Intelligences: Howard Gardner’s Multiple
Intelligences
 Identified
eight relatively
independent intelligences

 Later proposed a ninth possible

intelligence: existential
intelligence

 Posited that intelligence consists

of multiple abilities that come in
different packages
Theories of Multiple Intelligences: Sternberg’s Three
Intelligences

 Robert Sternberg’s three

intelligences

Analytical intelligence (problem-

solving smarts):

Creative intelligence (innovative

smarts):

Practical intelligence (street smarts):

Theories of Multiple Intelligences: General Intelligence,
Grit, and Deliberate Practice
 General intelligence factor (g)
 Predicts performance on various complex tasks and in various jobs,
higher income, and achievement

 Combination of talent and grit

 Ispredictive of conscientious, doggedly energetic, and highly
successful people

 Deliberate practice
 Ischaracterized by years (10-year rule) of intense, daily work to
reach expert status
Emotional Intelligence
 Emotional intelligence consists of four abilities and is a
critical part of social intelligence.
Perceivingemotions:
Understanding emotions:
Managing emotions:
Using emotions:
Comparing Theories of Intelligence
Theory Summary Strengths Other Considerations

Spearman’s general A basic intelligence predicts Different abilities, such as Human abilities are too
intelligence (g) our abilities in varied verbal and spatial, do have diverse to be encapsulated
academic areas. some tendency to correlate. by a single general
intelligence factor.

Thurstone’s primary mental Our intelligence may be A single g score is not as Even Thurstone’s seven
abilities broken down into seven informative as scores for mental abilities show a
distinct factors. seven primary mental tendency to cluster,
abilities. suggesting an underlying g
factor.

Cattell-Horn-Carroll (CHC) Our intelligence is based on Intelligence is composed of The specific abilities outlined
theory a general ability factor as broad and narrow abilities, by the CHC theory are too
well as other specific such as reading ability, narrowly cognitive.
abilities, bridged by memory capacity, and
crystallized and processing speed.
fluid intelligence.
Comparing Theories of Intelligence
Theory Summary Strengths Other Considerations
Gardner’s multiple Our abilities are best Intelligence is more than Should all our abilities be
intelligences classified into eight or nine verbal and mathematical considered intelligences?
independent intelligences, skills. Other abilities are Shouldn’t some be called
which include a broad range equally important to our less vital talents?
of skills beyond traditional human adaptability.
school smarts.

Sternberg’s triarchic theory Our intelligence is best These three domains can be These three domains may
classified into three areas reliably measured. be less independent
that predict real-world than the theory suggests,
success: and may actually share an
analytical, creative, and underlying g factor.
practical.

Emotional intelligence Social intelligence is an These four components Does this stretch the
important indicator of life predict social success and concept of intelligence too
success. Emotional emotional well-being. far?
intelligence is a key aspect,
consisting of perceiving,
understanding, managing,
and using emotions.
Intelligence Assessment and Dynamics
 How do intelligence, aptitude, and achievement tests
differ?

Intelligence test:

Aptitude test:
Remember:
Aptitude is the capacity to learn

Achievement test:
Early and Modern Tests of Mental Abilities: Alfred Binet
 Alfred Binet: Predicting school achievement

 Assumed that all children follow the same course but not the same
rate of intellectual development

 Measured each child’s mental age

 Tested variety of reasoning and problem-solving questions that

predicted how well French children would do in school

 Leaned toward an environmental explanation of intelligence

differences
Early and Modern Tests of Mental Abilities: David Wechsler
 Wechsler Adult Intelligence Scale (WAIS)

 Wechsler Intelligence Scale for Children (WISC)

 Yieldsan overall intelligence score and separate scores for verbal

comprehension, perceptual organization, working memory, and
processing speed

Available in preschool and school-age child versions

Provides clues to strengths or weaknesses

Principles of Test Construction
Three criteria for widely accepted
psychological test
Is the test _______?
Is the test _______?
Is the test _______?

Stanford-Binetand Wechsler's tests meet

these requirements
Principles of Test Construction: Terms to Learn
 Standardization:

 Reliability:
Split-half
Two alternative forms of
the test
Test-Retest

 Validity:
Predictive validity:
Intelligence Across the Life Span: Stability or Change?
What can be predicted from a child’s
early-life intelligence scores?
For most children
Intelligence assessments before age 3…

Children’s performance by age 4 on

intelligence tests...

By age 11…

Deary and colleagues’ Scottish studies
Intelligence Across the Life Span: Intelligence-Health
Link
 Why do children and adults who are more intelligent
tend to live healthier and longer lives?
1. Intelligence facilitates _______

2. Intelligence encourages ______

3. Intelligence and health are influenced by _____

4. ______ and ______ are fostered by a ”well-wired body”

Intelligence Across the Life Span: Aging and Intelligence
 Formost people, aging leads to losses and
gains
Crystallized intelligence (Gc) _______

Fluid intelligence (Gf) _______

Decisions become less distorted by _____

“In youth we learn, in age we understand.”

-Marie Von Ebner-Eschenbach
Genetic and Environmental Influences on Intelligence:
Heredity and Intelligence
 What is heritability?

 Estimates of heritability of intelligence range from 50 percent to

80 percent

 Heritability never applies to an individual, only to why people in a

group differ from one another

 Intelligence test scores of identical twins raised together are

nearly as similar as those of same person taking same test twice
Intelligence: Nature and Nurture
Genetic and Environmental Influences on Intelligence: Growth
Mindset
 Growth mindset and a disciplined effort
Increases resiliency in children and teens when they are
confronted with difficult learning material or frustrating
people
Overemphasis of benefits may lead children to self-blame for
their struggles or feel disappointments reflect a moral flaw.
Ability + opportunity + motivation = success
Similarities and Differences: Gender Differences in
Intelligence Test Scores
 Girls
 Outpace boys in spelling, verbal
fluency, and locating objects
 Are better emotion detectors and are
more sensitive to touch, taste, and
color
 Boys
 Outperform girls in tests of spatial
ability and complex math problems
 Vary in their mental ability scores
more than girls do
Genetic and Environmental Influences on Intelligence:
Racial and Ethnic Similarities and Differences
 Agreed-upon facts
 Racial and ethnic groups differ in their average intelligence test scores.
 High-scoringpeople and groups are more likely to achieve high levels of
education and income.
Racial and Ethnic Similarities and Difference: The
Question of Bias
 The scientific meaning of bias is based on a test’s ____
Ifa test detects not only innate differences in intelligence
but also performance differences caused by cultural
experiences, it is biased.
An unfair test is not always biased
Culture-neutral questions contribute to culture-fair
aptitude tests

Competence + Opportunity + Diligence = Accomplishment

 POLL
EVERYWHERE