Intelligence

Intelligence

1. What is Intelligence?

   • General definition: Social competence and everyday practical abilities
   • Expert definition: Higher order abilities

2. Perceptions of intelligence across different academic disciplines

   • All involve higher abilities but have differences
     • Arts - Ability to use analogies, think creatively and abstractly Physics - Think mathematically, grasp laws of nature quickly
       • Maltby et al (2010)

3. Origins of IQ testing

   • Binet & Simon: First Psychometric Intelligence Test to identify children with LD
   • Today, age related norms are developed based on Standard Deviation
     • Compare scores

4. Spearman's g (g)

   • Scores on ability tests intercorrelated (Positive manifold)
     • Common variance / overlap in what tests are testing
       • g = General Intelligence factor underlying performance
         • Not just down to math ability/knowledge, but also determined by g (how well we USE the knowledge)
         • general intelligence underpinning

5. Thurstone's multifactorial model

   • Intelligence as an adaptation
     • g comprised of 7 mental abilities e.g Visuo-spatial & reasoning
   • (Did not disagree with g but said it was a wider thing)

6. Cattell's 2 factor theory

   • Not a unitary concept
   • Fluid Intelligence (gf)
     • Primary ability to use information, out inherent ability to reason etc.
   • Crystallised Intelligence (gc)
     • culturalitive learning: what we learn formally in school and living in the culture that we do
   • Later decided that gsar played a role
     • Short term memory and retrieval

7. Measuring IQ

   • Wechsler Intelligence Scales
     • WAIS
     • 3 scores: Verbal IQ (gc), Performance IQ (gf) & Full scale IQ
       • overall score is a combination of gf and gc
     • Takes over an hour and a half
       • Shortened version of Test: WASI
         • Wechsler Abbreviated Scale Intelligence

8. Cattell's 3 components of intelligence

9. Culture Fair Tests: Designed to eliminate social or cultural advantages or disadvantages Non-verbal resoning

   • Ravens Progressive Matrices
     • Autism Spectrum Dsiroders: Higher scores and Quicker than controls
       • Not used to relying to social cues

10. Relationship between IQ & Personality?

    • Chamorro-Premuzic
      • Intellectual competence (IC)
        • Capacity to acquire new knowledge and use that knowledge well
        • High O & C
    • Twin Study (Bartels et al, 2012)
      • IQ positively correlated with O and A and negatively with N
        • Test environment for a worrier??
    • Personality traits may influence IQ test performance and estimations of intellectual ability

11. Issues with IQ testing

    • Standardised- correct administration important
      • Test-retest stability can vary <15 IQ points
        • Benson, 2003
    • Lifespan IQ change (Older = More knowledge)

12. Do IQ tests measure IQ?

    • Boring, 1923
      • "Intelligence is what intelligence tests test"
    • High internal reliability and validity

13. Multiple intelligence

    • Gardener 2006
      • Educational bias in IQ tests
        • Children should explore other abilities, how we perform in our everyday activities
          • "Hot intelligences"- non cognitive abilities
            • NOT "cold abilities" e.g maths
        • favours those strong in logical-mathematical-verbal-linguistic
      • Gardener's 9 intelligences
        • E.g Interpersonal, kinesthetic
          • We all have these to varying degrees

14. Sternberg: Successful Intelligence

    • Replacing traditional IQ with successful / practical intelligences
      • Triarchic (3 part) theory
        • (1) Componential (2) Experiential (3) Practical
          • (1) Analytic / Componential - Underlying mental mechanisms of information processing. Analysing, critiquing, comparing and contrasting
            • Measured by traditional ability tests
          • (2) Creative / Experiential - How well a task is formed- novelty (new ways of solving) & automated (performed lots so less thought needed)
            • Measured by creativity tests
              • 'Earth from an insects point of view'
          • (3) Practical / Contextual- Ability to use knowledge & experience to interact with world
            • Adapt to changing environment etc.
              • Street wise
                • Common sense
              • Measured by response to vignettes of practical everyday situations

15. WORKING MEMORY

    • "ISOMORPHIC" (with gf)- ENGLE (2002)
      • How related are WM & gf??
        • Computational Tasks
          • Simple arithmetic problems then recall digit before equals sign e.g 5-2 = 3 Answer = 2
            • Correlation = .43
              • Not measuring the same construction?
        • Reading Span Task
          • PP's read a series of sentences aloud & have to remember final word of sentence
        • If so, correlation with gf should increase as WM load increases
          • JKL 1 - 4 swaps e.g KJL
            • Good gf = more swaps
      • Ackerman et al (2005) meta-analysis, found correlation of r=.48, WM shares <25% variance with g (75% unnacounted for??)
        • Reject idea of isomorphic
        • However, others agreed it is not isomorphic but said highly correlated (r-.85)
          • Argued that discrepancy falls in methodology of task e.g some are speeded tasks and others and unspeeded (done in own time)
            • PROCESSING SPEED IS AN UNDERLYING FACTOR
    • Stauffer et al (1996) r = .99 between g and WM

16. EXECUTIVE FUNCTION

    • Co-ordinating / managing part of WM e.g. reasoning, planning
    • Frontal lobes
    • EF is needed to perform well on IQ tests as frontal patients show impairments (9 points lower)
    • More blood flow occurred in frontal cortex, so frontal lobe system involed in executive cognitions

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