Intro To Intelligence Notes

= hypothetical not directly observable

STERNBERG

People asked to list behavioural charac of general/academic/everyday/un intelligence

People asked to rate how well each behaviour reflected each intelligence category

Lay persons’ dimensions of intelligence	Experts’ dimensions of intelligence
Problem solving ability	Problem solving ability
Verbal ability	Verbal ability
Social competence	Practical intelligence

W culture = emphasises speed mental processing and gather info quickly

E culture = good cognitive skills and memory, historical/spiritual intelligence

Ages: Siegler & Richards

6m/o	Recognise and aware Motor coordination Some verbalising
2y/o	Verbal and motor Able to learn Aware and curious
10y/o	Verbal Learning and reasoning Creative Problem solving
Adults	Problem solving Verbal Reasoning Creative

Av intelligent	Able to deal with novelty Every day and verbal competence
V intelligent	Young adults say: able to deal with novelty Middle aged say: every day and verbal competence

Sternberg: across academia

Arts	Able to use knowledge Weigh up and see analogies
Business	Logical and problem solving See others’ arguments
Philosophy	Logical Follow complex ideas Find errors and generate arguments
Physics	Maths Grasp laws of nature quickly

GALTON = reaction tests

Founded Differential Psych: inter-indiv diff and Experimental Psych

Proposed intelligence has core general abilities with specific aptitudes

First to show mental and physical attributes correlate

BINET = Binet-Simon scale

30 tasks:

1. Follow light with eye

2. Name body parts

3. Count coins

4. Name objects

5. Recall digits

6. Word meanings

7. Fill in missing words

Designed to measure aptitude BEFORE education and predict future school achievement

STERN = IQ

IQ = Mental age x 100

Actual age

Predictive validity – of future achievement

YERKES = Army – time restrictions

Alpha = literates 8 subtests	Beta = illiterates 7 subtests
Follow oral directions Solve maths prob Show practical judgement Synonyms/antonyms Rearrange sentences Number patterns See analogies Show general knowledge	Maze Cube analysis Read X-O series Digit symbols Number symbols Complete picture Rearrange graphics

LOGIC OF INTELLIGENCE TESTS

Response correlates consequential behaviour – influenced by intelligence (jobs)

Conseq behav correlates hypothetical property (intelligence)

SPEARMAN = 2 factor intelligence

S = specific abilities eg spatial/vocab/maths

G = general abilities +ve correlations between S

WESCHLER TEST

Weschler-Bellevue = huge range S that correlate G

WAIS = adults

WISC = children

WAIS

Verbal: C. DAVIS	Performance: CO-DAB
Comprehension Digit Span Arithmetic Vocab Info Similarities	Picture Completion Object Assembly Digit Symbol Picture Arranging Block Design

Intercorrelations found between ^ to G

Deviation IQ = Actual test score x 100

Expected score for age

IQ based on deviation from average

RAVEN’S PROGRESSIVE MATRICES measuring G

60 items 5 item sets

Shown matrix of patterns 1 pattern is missing ie non-verbal reasoning

Can Ps form perceptual relations?

THURNSTONE

‘Clusters of correlations’ = primary mental abilities

G results from 7 primary abilities: SNARP V.F.

1. Space

2. Number

3. Associative memory

4. Reasoning

5. Perceptual speed

6. Verbal comprehension

7. Word fluency

3 level hierarchy

1. G intelligence – Spearman’s G

2. Middle level abilities – Thurnstone’s primary abilities

3. S abilities – Spearman’s S

CATTELL

Crystallised intelligence	WAIS	Ability to use learned knowledge and experience
Fluid intelligence	Raven’s PM	Ability to solve new problems and use logic Biological limited Primary reasoning ability

MIDDLE LEVEL ABILITIES

= correlation clusters between S

Creative intelligence	Generate novel situations
Analytical intelligence	Identify problems and solutions
Practical intelligence	Apply to everyday

GARDNER = what intelligence tests omit general human abilities: WEC

Autism = strange amazing talents but low intelligence

1. Wisdom

2. Creativity

3. Emotional intelligence

Sternberg	Conceptualising/defining intelligence
Galton	Forefather
Stern	IQ founder
Spearman	2 factor S and G - +ve correlations between IQ
WAIS – Weschler	S – verbal and performance
Raven’s PM	G – matrices
Cattell	G – crystallised and fluid intelligence
Gardner	What intelligence tests omit

Psychometric = all ^ tests measures mental abilities

Cognitive = biological processes of intelligence

BRAIN SIZE

Tiedemann: link between mental E and intelligence

McDaniel: r=0.33 brain size and int

Shaw: small +ve correlation cortical thickness and WAIS

Shaw: superior IQ = thinner PFC early age. Rapid increase in cortical thickness in superior IQ

King Robert: Intracranial vol predicts IQ +ve correlation

ELEMENTARY COGNTIIVE TASKS (ECTS)

= simple tasks to measure cognitive processes

Measuring response time:

• Median reaction time

• SD reach time

• Inspection time/Evoke potential

Lower time between S and R = higher intelligence

• r=0.35 correlation with traditional int tests

• r=0.5-0.7 correlation with general int tests

• Involve no prior learning v useful

Hick Reaction time task:

• High intelligence less variable RTs ie stable = good predictor of intelligence

• Simple cognitive processes underpin complex thinking

WORKING MEMORY: Miyake

• High correlations WM and psychometric int

• Indiv diff in G = difference in WM capacity

• WM correlates G but confounded by task demands

Neural correlate WM:

Neurons in PFC keep a representation active

Info-processing capacity = WM info-processing speed

measure by reaction times – minimal correlations with G

All info is processes by the brain info-processing capacity limits intelligence

INTELLIGENCE TESTS

Features

Variety of tasks	Full understanding of overall int
Standardisation of admin	Controlled
Norm referenced	Compare IQ to same age/demographic

Uses – Selection/ Diagnosis/ Evaluation

IQ predicts	School achievement...

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