KHA329 Lecture Notes - Lecture 4: Windows Management Instrumentation, Inductive Reasoning, Theory Of Multiple Intelligences
1 Jul 2018
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Individual Differences Week 4: Intelligence and Intelligence Testing
What is intelligence?
- Multi-faceted construct
- Hard to measure all aspects of it effectively
- Ability to learn facts and skills and apply
- Considerable to be stable latent construct
oThere are some aspects that can change
- The scientific notion of intelligence comes from the use of psychometric
instruments used to predict future performance
- Intelligence is what intelligence tests purport to measure
- Lay people vs. experts thoughts on intelligence differ
oLay people:
Practical problem solving ability; reasoning, connection, open
mind, verbal ability etc.
Knowledge about a particular area
Social intelligence: how you interact with others
If you cant communicate your intelligence to other
people then it isn’t very useful
oExperts: conceptualizations differ
Verbal ability: ability to be able to: read, comprehend, high
vocabulary
Problem solving and decision making: logic and rationality
Practical intelligence
But not as focused
Aspect is very rarely tested in tests
If it is; used as a tangential point of view
oThese differences are interesting because it shows our understanding is
fundamentally different despite the overlaps
Other things like personality and extraversion conceptualization
are quite similar
Early Approaches:
- Galton:
oInfluenced by Darwin’s writing: emphasis on evolution and survival of
the fittest
Darwin’s cousin
oRole of heritability
Twin studies
Even though we didn’t know about genes
oFirst person to measure intelligence
oSuggested grip strength is a good measure of intelligence
oSparked the eugenic movement: restrictions on human breeding
Low intelligence people removed from population
oValue given to intelligence:
Why is it that someone with high intelligence seems to be
worth more
A moral aspect
find more resources at oneclass.com
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Judging based on this
oShowed the normal distribution
- Binet:
oFrance
o1905 developed the first intelligence test
He was asked to be able to assess children for who needed help
and extra help at school
oTest included:
Following a lighted match with your eyes
Shaking hands
Naming body parts
Counting coins
Naming objects in a picture
Recalling
Word definitions
Filling in missing words in sentence
oItems were order of complexity
oChild’s mental age considered
Mental age could be determined
Ie. If they were smarter or less intelligent than there actual age
oOnly validated on 50 people
- Terman:
oUS
oBinet Simon to test school children in California
oRevised and re-normed it on a much larger scale
oStandford-Binet was developed
1916
oMental age / chronological age x 100
Suggested if we turn into fraction and multiplied by 100
Could get measure in relation to others
Now people across ages can be compared, more broadly
Important because intelligence is stable over time
oThis saw the first step in IQ
oProblems:
When you get to an age where your mental performance wont
improve but you will keep on aging
Chronological age started having issues when it was applied to
adults
This is okay because the first idea of it was to identify
struggling children
- World War 1: Army Alpha and Army Beta
oInterested in who was good to be good as leaders (more intelligent) and
who would be better as fighters
oIntroduced testing
oIntelligent people also didn’t score well on the test
Highly intelligent and never have had formal education
Army Beta: non verbal, practical test
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First time practical intelligence was acknowledged
- Wechsler: 1939
oMost commonly used in Australia
oVerbal and performance
Verbal: vocabulary, information processing, comprehension
Performance: abstract, solving puzzle etc.
oEducation vs. practical intelligence
oIntroduction of SD:
Use of IQ measures in adults
Not dependent on assumption of intellectual growth
Can now look at IQ: not just in term of a number, but in terms
of what it meant
oAverage for people, not chronological age
Typical performance of a person, not according to age
oComprehensive approach
- 1950’s: focus turned to discrete aspects of cognitive functioning
oSpecific aspects of psychological functioning related to intelligence
oCognitive Modules:
Can we look at these separately
Models of intelligence:
- Various approaches:
- Important to consider the theoretical approach which is the foundation for
various tests
- Models vary in their evidence base
oSome have great evidence
oOthers do not, but may be intuitively appealing
oSome aspects of intelligence are much easier to measure than others;
just because there isn’t much evidence doesn’t mean it isn’t important
- Spearman: two-factor approach
oHierarchical approach: intelligence consists of two main factors
oG factor: general intelligence
An inherited intelliectual ability that influenced all round
performance
oS factors: specific abilities
Numerous numbers of these
Accounted for the differences between scores on different tasks
oCritique:
Many s factors can be grouped
Language: spelling, comprehension etc. S1, S2, S3…
Or should they be clustered?
Although it is appealing, it doesn’t tell the whole story
Form an additional factor between g and s
- Thurstones: multifactor approach
oDistinctive mental abilities/primary and relatively distinct mental
abilities
oPMAs
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Individual differences week 4: intelligence and intelligence testing. Hard to measure all aspects of it effectively. Ability to learn facts and skills and apply. Considerable to be stable latent construct: there are some aspects that can change. The scientific notion of intelligence comes from the use of psychometric instruments used to predict future performance. Intelligence is what intelligence tests purport to measure. Lay people vs. experts thoughts on intelligence differ: lay people: Practical problem solving ability; reasoning, connection, open mind, verbal ability etc. Social intelligence: how you interact with others. If you cant communicate your intelligence to other people then it isn"t very useful: experts: conceptualizations differ. Verbal ability: ability to be able to: read, comprehend, high vocabulary. Problem solving and decision making: logic and rationality. Aspect is very rarely tested in tests. If it is; used as a tangential point of view: these differences are interesting because it shows our understanding is fundamentally different despite the overlaps.
