PSYC10004 Lecture Notes - Lecture 4: Intelligence Quotient, Fluid And Crystallized Intelligence, Developmental Disability
4 & 5 Pshoetri Approahes to Uderstadig Childres
Abilities
What is Intelligence?
• Multifaceted and functional
• Directed at problems of adaptation
• Culturally shaped and defined
• Key components: high-level abilities of:
o Problem-solving
o Reasoning
o Judgement
• Intelligence can be legitimately described at
three levels of analysis:
o As consisting of one thing
o As consisting of a few things
o As consisting of many things
intelligence refers to the application of cognitive skills and knowledge to learn, solve problems and obtain
ends that are valued by an individual or culture
Intelligence as a Single Trait
One hypothesis holds that each of us possesses a certain amount of g (general intelligence) that influences
our ability on all intellectual tasks
Support for this: Overall scores on intelligence tests correlate positively with school grades and achievement
test performance and with speed of information processing
Intelligence as a Few Basic Abilities
Are there two types? (Cattell).
• Crystallised intelligence: Factual knowledge about the world, word meanings, arithmetic, etc.
• Fluid intelligence: the ability to think on the spot by drawing inferences and understanding relations ad
understanding relations between concepts not previously encountered
• Measured on IQ tests by object assembly, analogies and identification tasks
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2
Thurstos “ee Primary Mental Abilities:
1. Word Fluency
2. Verbal Meaning
3. Reasoning
4. Spatial Visualisation
5. Numbering
6. Rote Memory
7. Perceptual Speed
“upport for Thurstos Vie: perforae o
various tests of a single ability tend to be more
similar than performance on tests that are
dissimilar
Differee for Cattells ie: The see-primary-
ability view is more precise and complex than
Cattells rstallised/fluid distitio
Intelligence as a Multiple Processes
Such as:
• Attending
• Perceiving
• Encoding
• Association
• Planning
• Reasoning
• Problem Solving
• Generative Strategies
• Language Production and Comprehension
Joh Carroll proposed the three-stratu theor of itelligee, a hierarchical integration consisting of:
• General intelligence: g
• Eight generalised abilities
• Many specific processes
This eas differet thigs at differet ages. Eg. You at easure ifats language ability but can ask them
to identify drawings of familiar objects, etc.
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3
Measuring Intelligence: Intelligence Tests
• Binet and Simon designed a test to measure intellectual development in children
• Mental age concept: MA = average age at which children achieve an actual score
• An intellectually impaired child would not be able to answer questions typical for their chronological
age (eg. 7 yr old can only answer questions typical of a 5 yr old)
• To allow for comparisons of test scores among people, Terman devised concept of Intelligence
Quotient (IQ)
• IQ = (MA/CA) x 100
• MA = Mental Age: the average age at which children achieve a particular score
• CA = Chronological Age
• Intelligence quotient/IQ: a score meant to quantify intellectual functioning to allow comparison
among individuals
• Intellectual impairment: refers to significantly below average general intellectual functioning (IQ < 70)
with deficits in adaptive functioning that are first evident in childhood and appear in more than one
realm
Giftedness
• Giftedness depends on whatever skills or talents a society labels as gifts
• The West emphasises academic aptitude as measured by psychometric tests
• Often equated with an IQ > 130
Creativity: the ability to produce valued outcomes in a novel way
• Moderately correlated with intelligence
• Not expressed uniformly ∴ difficult to measure
• One strategy is to measure divergent thinking
Divergent thinking: the ability to generate multiple possibilities in a given situation, such as describing all the
possible uses for a paperclip
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Document Summary
4 & 5 ps(cid:455)(cid:272)ho(cid:373)etri(cid:272) approa(cid:272)hes to u(cid:374)dersta(cid:374)di(cid:374)g childre(cid:374)s(cid:859) What is intelligence: multifaceted and functional, directed at problems of adaptation, culturally shaped and defined, key components: high-level abilities of, problem-solving, reasoning, judgement. One hypothesis holds that each of us possesses a certain amount of g (general intelligence) that influences our ability on all intellectual tasks. Support for this: overall scores on intelligence tests correlate positively with school grades and achievement test performance and with speed of information processing. Thursto(cid:374)(cid:859)s e(cid:448)e(cid:374) primary mental abilities: word fluency, verbal meaning, reasoning, spatial visualisation, numbering, rote memory, perceptual speed. Such as: attending, perceiving, encoding, association, planning. Upport for thursto(cid:374)(cid:859)s vie(cid:449): perfor(cid:373)a(cid:374)(cid:272)e o(cid:374) various tests of a single ability tend to be more similar than performance on tests that are dissimilar. Differe(cid:374)(cid:272)e for(cid:373) cattell(cid:859)s (cid:448)ie(cid:449): the se(cid:448)e(cid:374)-primary- ability view is more precise and complex than. Cattell(cid:859)s (cid:272)r(cid:455)stallised/fluid disti(cid:374)(cid:272)tio(cid:374: reasoning, problem solving, generative strategies, language production and comprehension.
