development of intellegence

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© 2007 The McGraw-Hill Companies, Inc. All rights reserved.

LIFE-SPAN DEVELOPMENT8A Topical Approach to

Intelligence

John W. Santrock



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Intelligence

• The Concept of Intelligence

• Controversies and Group Comparisons

• The Development of Intelligence

• The Extremes of Intelligence



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The Concept of Intelligence

What Is Intelligence?

• Similar to thinking and memory skills• Cannot be directly measured

• Ability to solve problems; adapt to and learnfrom everyday experiences

• Individual differences are stable, consistent



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Intelligence Tests

• The Binet Tests – Mental age (MA) — individual’s level of

mental development relative to others

– Intelligence quotient (IQ) — individual’s

mental age divided by chronological age,

multiplied by 100

• Normal distribution — symmetrical

distribution of scores around a mean



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The Normal Curve andStanford-Binet IQ Scores

Fig. 8.1

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The Wechsler Scales

• Overall IQ• Verbal IQ

– Six verbal subscales

• Performance IQ

– Five performance subscales

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Group Tests

• Stanford-Binet and Wechsler tests areindividually administered

– Requires extensive information outside

testing situation

• More convenient and economical than

individual tests, but examiner cannot – Establish rapport

– Determine level of anxiety

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The Use and Misuse of

Intelligence Tests

• Intelligence tests: – substantially correlated with school performance

– moderately correlated with work performance;

correlation decreases as experience increases

• IQ tests can easily lead to false expectations

and generalizations about individuals

• Other factors also affect success

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Theories of Multiple Intelligences

• Controversy over breaking intelligence downinto multiple abilities

– Spearman’s two-factor theory: factor analysis

correlates test scores into clusters or factors

– Thurstone’s multiple-factor theory; seven abilities

– Gardner’s theory of multiple intelligences; certaincognitive abilities can survive brain damage

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Theories of Multiple Intelligences

Two-factor

theory

Spearman’s theory that individualshave both general intelligence andspecific intelligences

Multiple-

factor

theory

Intelligence is seven primary mentalabilities: verbal comprehension,word fluency, number abili ty, spatialvisualization, associative memory,reasoning, perceptual speed

Gardner’s

Theory

Eight types of intelligence: verbal,math, spatial, interpersonal, bodily-kinesthetic, musical, intrapersonal,

and naturalist skills

Slide 11Th C t f I t lli



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Multiple Intelligences inthe Classroom

• Allow students to discover and explore

domains in which they have natural

curiosity and talent

• Attention given to understanding

oneself and others

Slide 12The Concept of Intelligence



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Sternberg’s Triarchic Theory

• Three main types of intelligence – Analytic

– Creative

– Practical

• Assessing Sternberg Triarchic

Ability Theory (STAT) – Effective in predicting college GPA

– More research needed






Triarchic Theory in the Classroom

• Analytic ability favored in conventionalschools

• Creative students may be reprimanded ormarked down for nonconformist answers

• Practical students may do better outside

school






Emotional Intelligence

• Perceive and express emotionsaccurately and adaptively

• Four aspects

– Perceiving emotions

– Understanding emotions

– Facilitating thought

– Managing emotions






Comparing the Intelligences

Fig. 8.3






Do People Have One or Many

Intelligences?

• Many argue research base to supporttheories not yet developed

• Some say Gardner’s classification

seems arbitrary

• Some experts who argue for general

intelligence believe individuals alsohave specific intellectual abilities






The Influence of Heredity and

Environment

• Genetic Influences – Jensen argued heredity; studies of twins

– Adoption studies: educational levels ofbiological parents better predictor of IQ

– Heritability: fraction of variance in IQ in a

population that is attributed to genetics





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The Influence of Heredity and

Environment

• Environmental Influences – Modifications in environment can change

IQ scores considerably

• Parent communication

• Schooling

– Intelligence test scores increase eachyear around the world

– Flynn effect





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Group Comparisons and Issues

• Cross-cultural comparisons problematic

– Different cultures define intelligence differently

– Practical and academic intelligence can

develop independently

• Cultural bias in testing

– Culture-fair tests: intelligence tests intended

not to be culturally biased

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Ethnic Comparisons

• The Bell Curve

• African Americans students average lower

intelligence test scores than White students

– Individual scores vary considerably

• SES may have more effect than ethnicity;

gap narrows in college

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Ethnic and Gender Comparisons

• Stereotype threat — fear of confirming

negative stereotypes raises anxiety in testing

– Some studies confirm existence

– Others believe stereotype threat is exaggeratedto explain gap

• Gender differences in intellectual abilities – Males more likely to have extremely high or low

scores

Slide 22The Development of Intelligence




Tests of Infant Intelligence

• Gesell

– Distinguishes normal from abnormal infants

– Four categories of behavior

• Motor • Language

• Adaptive

• Personal-social – Combined overall score is developmental

quotient (DQ)





Tests of Infant Intelligence

• Bayley Scales of Infant Development

– Three components

• Mental scale

• Motor scale

• Infant behavior profile

– Diagnoses developmental delays – Overall scores do not correlate highly with

IQ scores obtained later in childhood




Stability and Change in Intelligence

through Adolescence

• Group scores remain stable – Strong relation between IQ scores obtained at

ages 6, 8, and 9 and IQ scores obtained at 10

– Correlation between IQ in preadolescent years

and 18 still statistically significant

• Individual scores vary more

– As much as 40 points in one study





Intelligence in Adulthood

• Fluid and Crystallized Intelligence

– Crystallized intelligence

• Accumulated information and verbal skills,

which increase with age

– Fluid intelligence

• Ability to reason abstractly, which steadily

declines from middle adulthood on

– Cross-sectional, longitudinal, and cohort testing





Fluid and Crystallized Intellectual

Development Across the Life Span

Fig. 8.7





The Seattle Longitudinal Study

– Spatial orientation

– Inductive reasoning

– Perceptual speed

• Since 1956, studied

– Vocabulary

– Verbal memory

– Number computations

• Criticism: intellectual abilities more likely

to decline in cross-sectional rather thanlongitudinal assessments





Longitudinal Changes in Six

Intellectual Abilities

Fig. 8.8





Cross-Sectional and Longitudinal

Comparisons of Intellectual Change

Fig. 8.9





Cognitive Mechanics

• Hardware of the mind• Speed and accuracy of processes

involved in sensory input, attention,

memory, organizing, and discrimination

• Strong influence of biology and heredity

• Decline with age





Cognitive Pragmatics

• Culture-based software of the mind

• Skills include

– Reading and writing

– Language comprehension

– Educational qualifications

– Professional skills

– Knowledge about self and life skills

• Can improve with aging





Wisdom

• Expert knowledge on practical aspects of

life permitting excellent judgment about

important matters

– High levels of wisdom are rare

– Emerges late adolescence and early adulthood

– Factors other than age are critical

– Personality-related factors better predictors of

wisdom

Slide 34The Extremes of Intelligence and Creativity




Mental Retardation

• Condition of limited mental ability

– Low IQ on traditional test of intelligence

– Difficulty adapting to everyday life

– Onset of characteristics by age 18

• Some causes include

– Organic retardation – Cultural-familial retardation

– Brain damage due to accident





Classification of Mental Retardationbased on IQ

Fig. 8.11





Giftedness

• Above-average intelligence; IQ averaged

150 on Stanford-Binet

– Precocity

– March to their own drummer – Passion to master

• Intelligence and creativity not same thing;

most creative people are quite intelligent

but reverse not necessarily true




Steps in the Creative Process

• Preparation

• Incubation

• Insight

• Evaluation

• Elaboration

• Not all creative people follow in linearsequence





Characteristics of Creative Thinkers

• Flexibility and playful thinking• Inner motivation

• Willingness to risk

• Objective evaluation of work





Changes in Adulthood

• Individuals’ most creative products

were generated in their thirties

• 80% of most important creative

contributions completed by age 50

• Researchers found creativity often

peaks in forties before declining

• Age of decline varies by domain





Living a More Creative Life• Try to be surprised by something every day

• Try to surprise at least one person every day

• Write down each day what surprised you and

how you surprised others• When something sparks your interest, follow it

• Wake up in the morning with a specific goal• Take charge of your schedule

• Spend time in stimulating settings

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The End

development of intellegence

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