intelligence 3

intelligence 3

1. psychmetric approach

   • analyses test scores to describe the structure of intelligence
   • Spearman’s g factor i.e. general factor of mental ability
   • Thurstone Primary Mental abilities (numerical ability, reasoning, verbal fluency, spatial visualisation, perceptual ability, memory, verbal comprehension

2. fluid intelligence

   • reasoning and problem solving

3. crystallised intelligence

   • general knowledge

4. •Latest version of Stanford-Binet test guided by Hierarchical Model •Now 15 subtests measuring specific abilities

5. information processing

   • process of intelligence (rather than structure - Psychometric view)
   • computational models - how people mentally manipulate what they learn
   • Attention available – Hunt (1980), Stankov (1989)
   • studies examine simple information processing
     • simple decision as quickly as possible e.g. Deary & Stough (1996)
     • woking memory (Kyllolen 2002), (Sternberg 1982)
     • Fast brain (Miller & Vaughn 1992
     • Associative learning (Tamez 2008)

6. triarchic theory

   • componential sub theory
     • meta componants,
       • control performance and knowledge acquisition components
     • performance componants
       • hold information in working memory
     • knowledge acquisition components
       • processes in aquiring and storing new information
   • eperiential sub theory
     • novelty, automation
   • contextual subtheory
     • adaptation, selection, shaping

7. extremes of intelligence

   • mental retardation
     • 2 SD below mean
     • •“sub-average general mental ability, accompanied by deficiencies in adaptive skills, originating before age 18” (AAMR)
   • giftedness
     • 2-3 SD above mean
     • upper 2-3% of IQ distribution
     • high intelligence, high motivation, high creativity (Renzulli 2002
     • gifted children characteristics
       • Precocity, learn in different way, driven to master (Winner 1996)
     • slides have examples of studies

8. autistic savants

   • •retarded development in most intellectual areas but superior ability in one e.g. music, art, language, mental arithmetic
   • do well in Wechsler subtests such as digit span, block design, object assembly but score low on others

9. creativity

   • novel thoughts and ideas but must be original
   • Hayes (1989) not sudden insights but comes through normal problem solving and hard work
   • often measured by tests of divergent thinking
   • may be domain specific
   • most creative people probably high IQ