PSYA02H3 Lecture Notes - Lecture 7: Twin, Theory Of Multiple Intelligences, Standard Score
PSYA02 Lecture Notes
Chapter 9 - Intelligence, Aptitude, and Cognitive Abilities
Ginny Chan
Key Points
- Carroll’s 3-tiered Model of Intelligence
- Gardner’s Alternative Views of Multiple Intelligences (+ certain traits that pertain to it)
- Design basic IQ questions for children
- Explain the hereditary and environmental origins of intelligence
- The importance of intelligence
Lecture 1
How do we typically define “intelligence”?
- The ability to learn or understand, or to deal with new and challenging situations
- The ability to apply knowledge to manipulate one’s environment
- The ability to think abstractly as measured by objective criteria
Intelligence predicts:
1. Academic Success
2. Economic Success
3. Occupational Success
It also predicts success on standardized tests (ie: University acceptance testing and placement) which
are often used as gatekeepers. This is a problem because:
→ This type of test pertains to one type of memorized learning; it does not test people who are
intelligent in other areas; there may also be cultural biases
→ In this sense, the effects of intelligence are self-perpetuating; people who aren’t as great at testing
is self-perpetuating because it perpetuates across generations who either continue to do well or
continue to fail
Why is intelligence important? Where does intelligence come from?
Genetics
Genetics is the biggest factor in intelligence. Predisposed genetics give a ballpark range of your
intelligence, and your experiences finetune this
Let’s observe identical twins:
- IQ scores are more similar between identical than between fraternal twins; in a typical experience,
twins share extremely similar experiences and they share 100% of their genetics
- IQ scores of adopted children are more similar to their biological parents; therefore, the role of early
parenting and childhood does not play as important of a role as genetics
Family Environment
Genetics is the largest factor, but family environment still plays an important role in determining
intelligence
- IQ scores are positively correlated with protective factors (high parental involvement, stimulating
physical environment; high social engagement)
PSYA02 Lecture Notes
Chapter 9 - Intelligence, Aptitude, and Cognitive Abilities
Ginny Chan
- IQ scores are negative correlated with risk factors (low socioeconomic status, low maternal education,
childhood abuse)
Schooling
Schooling improves your factual knowledge, but this is not working intelligence. However, this does
increase our problem solving skills and plays a huge effect on our knowledge, but a smaller impact on
our intelligence
- Schooling improves children’s intelligence
- IQ scores are higher during the school year than in the summer; being in school increases our
intelligence when completing tests
- Kids that miss the academic year cut-off mark have lower IQ scores than slightly older kids that make
the cut-off mark; if a child born in December got into Kindergarten and a child born in January didn’t,
the slightly older one would score higher on an IQ test
Lecture 2
A History of Intelligence
Older Views of Measuring Intelligence
- Reaction time (how quickly one reacts to a stimulus or processes information)
- Keenness of Sight (how well can one see, although many individuals who are visually-impaired are
highly intelligent)
- Speed of Association
- Head Size (head circumference)
Alfred Binet (1857-1911)
- French psychologist who invented the first standardized IQ test using trial and error
→ He knew what activities and subjects highly “intelligent” people would succeed typically know, and
used trial and error to determine correct questions to ask
- Binet-Simon Intelligence Test (1904)
→ Puzzles, object naming, counting
→ Predominantly concerned with children
Modern Views of Intelligence
Carroll’s 3-Tiered Model
Most IQ tests rely heavily on the Three-Tiered Approach (similarly to how most personality tests rely on
the MMPI)
1. General Intelligence (g)
→ Overall ability that “intelligent” people possess; we all have a general level of intelligence where we
all start off; this affects all our other areas of intelligence; (g) can be divided into two areas of Basic
Intelligence
2. Basic Intelligence
→ Fluid Intelligence - Working Knowledge; dynamic, problem-solving and decision-making skills;
information that allows you to manipulate the world around you
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Document Summary
Gardner"s al erna ive views of m l iple in elligences (+ cer ain rai s ha per ain o i ) Explain he heredi ary and environmen al origins of in elligence. The abili y o learn or nders and, or o deal wi h new and challenging si a ions. The abili y o apply knowledge o manip la e one"s environmen . The abili y o hink abs rac ly as meas red by objec ive cri eria. In elligence predic s: academic s ccess, economic s ccess, occ pa ional s ccess. I also predic s s ccess on s andardized es s (ie: universi y accep ance es ing and placemen ) which are of en sed as ga ekeepers. This ype of es per ains o one ype of memorized learning; i does no es people who are in elligen in o her areas; here may also be c l ral biases.
