Dr.

Bela Nawaz
 The ability to learn
from experience, solve
problems, and use
knowledge to adapt to
new situations.
Is socially
constructed thus
Can be culturally
specific.
According to this
definition, are both
Einstein and Ruth
intelligent?
 Binet
the tendency to take and maintain a definite
direction; the capacity to make adaptations for
the purpose of attaining a desired end, and the
power of autocriticism

Gardner
The ability to resolve genuine problems or
difficulties as they are encountered
 Factor Models: Two or more factors
thought to be more or less at the
same level
Hierarchical Models: Different
levels of factors with some factors
being sub-domains of other factors
Information Processing Models:
Less on the organization and more on
how the brain processes information
 First proposed by Galton Galton (1822-1911) - view of
intelligence is that it is a single general factor that is the
basis
G factor

A greater ability to form neural connections which leads

to a better general intellectual performance
(i.e. if we are generally intelligent, we are more likely to
develop strong mechanical, musical, artistic, and other
kinds of ability)
Better able to learn from experience
Brain can process information more quickly
 Charles Spearman (18631945) believed we have one
general intelligence (g) a general intelligence factor that
underlies specific mental abilities and is therefore measured by
every task on an intelligence test. Spearman had helped develop
factor analysis, a statistical procedure that identifies clusters of
related items (called factors) on a test; used to identify different
dimensions of performance that underlie a persons total score.

Basically His Idea Was:

Different types of problems require different types of abilities.
For example, the abilities needed to fix a car are at least
somewhat different from the abilities needed to do a geometric
proof in math class. But, all types of problems require an ability
to see relationships between things and to manipulate those
relationships. All types of problems require g.
So performance on all tasks are determined by a general
factor (g) which determines the ability to see relationships and
manipulate those relationships and more specific factors (s)
S = verbal ability, math ability, visual
spatial relations, vocabulary, etc.
 Eight different kinds of intelligence
Linguistic: the ability to use with clarity the core operations of
language
Politicians
Logical-Mathematical: logical, mathematical, and
scientific ability
Scientists
Intrapersonal: the ability to form an accurate model
of oneself and to use that model to operate
effectively in life
therapists, novelists
 Eight different kinds of intelligence
Interpersonal: the ability to notice and make
distinctions among other individuals moods,
temperaments, motivations
politicians, religious leaders, therapists

Musical: the ability to use the core set of musical

elements (pitch, rhythm, timbre)
musicians, singers, composers

Spatial: the capacity to perceive the world accurately

and to recreate ones visual experience
sailors, engineers, sculptors, painters
 Eight different kinds of intelligence
Bodily-kinesthetic: control of ones bodily motions and the
ability to handle objects skillfully
actors, dancers, acrobats, athletes
Naturalistic: the ability to comprehend, classify and
understand things encountered in the world of nature
farmers, ranchers, animal handlers, zoo keepers

In Gardners view, each of the multiple intelligences is

linked to an independent system in the brain. Furthermore, he
suggests that there may be even more types of intelligence,
such as existential intelligence, which involves identifying
and thinking about the fundamental questions of human
existence. For example, the Dalai Lama might exemplify this
type of intelligence
Robert Sternberg agrees that there is more to success
than traditional intelligence. And he agrees with Gardners
idea of multiple intelligences. But he proposes a triarchic
theory of three, not eight, intelligences:
ANALYTICAL INTELLIGENCE
Analytical intelligence involves conscious direction of our
mental processes to find thoughtful solutions to problems.
1. Recognize that there is a problem
2. Define the problem
3. Represent information about a problem accurately
4. Invest resources
5. Allocate resources wisely
6. Track your progress during the problem-solving process
1. Question assumptions and
encourage others to do so, too.
2. Take sensible risks and encourage
others to do the same.
3. Allow yourself and others to make
mistakes.
1. Recognize your pattern of strengths
and weaknesses
2. Strengthen those skills in which you
excel
3. Believe in yourself.
 Raymond Cattell (1963) agreed with Spearman but argued that g was
made up of two types of general intelligence:
Fluid intelligence reflects information-processing capabilities,
reasoning, and memory. Fluid intelligence encompasses the ability to
reason abstractly. If we were asked to solve an or remember a set of
numbers, we would be using fluid intelligence. We use fluid intelligence
when were trying to rapidly solve a puzzle (declines with age)
allows us to learn new things
Crystallized intelligence is the accumulation of information, skills, and
strategies that people have learned through experience and that they can
apply in problem-solving situations. It reflects our ability to call up
information from long-term memory. We would be likely to rely on
crystallized intelligence, for instance, if we were asked to participate in a
discussion about the solution to the causes of poverty, a task that allows
us to draw on our own past experiences and knowledge of the world. In
contrast to fluid intelligence, which reflects a more general kind of
intelligence, crystallized intelligence is more a reflection of the culture in
which a person is raised. (increases with age)
combined wisdom
 creativitythe ability to produce ideas that are both novel and
valuable. Studies suggest that a certain level of aptitude Sternberg
and his colleagues have identified five components of creativity (
1. Expertise, a well-developed base of knowledge, furnishes the
ideas, images, and phrases we use as mental building blocks.
Chance favors only the prepared mind, observed Louis Pasteur.
The more blocks we have, the more chances we have to combine
them in novel ways. Wiles well-developed base of knowledge put
the needed theorems and methods at his disposal.
2. Imaginative thinking skills provide the ability to see things in
novel ways, to recognize patterns, and to make connections.
Having mastered a problems basic elements, we redefine or
explore it in a new way. Copernicus first developed expertise
regarding the solar system and its planets, and then creatively
defined the system as revolving around the Sun, not the Earth.
Wiles imaginative solution combined two partial solutions .
3. A venturesome personality seeks new experiences, tolerates ambiguity
and risk, and perseveres in overcoming obstacles. Inventor Thomas Edison
tried countless substances before finding the right one for his lightbulb
filament. Wiles said he labored in near-isolation from the mathematics
community partly to stay focused and avoid distraction. Venturing encounters
with different cultures also fosters creativity (Leung et al., 2008).
4. Intrinsic motivation is being driven more by interest, satisfaction, and
challenge than by external pressures (Amabile & Hennessey, 1992).
Creative people focusess on extrinsic motivatorsmeeting deadlines,
impressing people, or making moneythan on the pleasure and stimulation
of the work itself. Asked how he solved such difficult scientific problems,
Isaac Newton reportedly answered, By thinking about them all the time.
Wiles concurred: I was so obsessed by this problem that for eight years I
was thinking about it all the timewhen I woke up in the morning to when I
went to sleep at night (Singh & Riber, 1997).
5. A creative environment sparks, supports, and refines creative ideas.
After studying the careers of 2026 prominent scientists and inventors, Dean
Keith Simonton (1992) noted that the most eminent among them were
 Intelligence is an integrated construct
including:
Biologicaldependent on genetics, brain structure,
physiological functioning of brain
Cognitivemetacognition and ordinary cognition
Motivationalmagnitude, direction, and disposition
of individual
Behavioralbehavior in academic, social, and
adaptive domains
Genetically-determined intelligence is
always modified by experience
 Factors that enhance IQ:
Stimulating environment
Good medical care/nutrition
Parental involvement in learning
Rich language environment
Factors that negatively impact IQ:
Persistent poverty
Perinatal complications, inadequate stimulation in environment,
lead exposure
Large family size
Nutrition during gestation and early childhood
 Heredity may limit a childs potential,
but environment permits their potential to
be actualized (Sattler, 2001, p. 180)
We inherit genes, not an actual IQ
Genetics is only 1 factor affecting IQ
(familial, educational, nonfamilial factors)
IQ can change, but it is difficult
Does seem to go up on average about 4 points
between childhood and adolescence (develop
problem-solving strategies over time)
 Controversial book on the social
ramifications of IQ stratification
The Cognitive Elite associate with
other elite
Physical separation from others
Make more money
Live in different neighborhoods
 Poverty - IQ predicts poverty, even more than
SES in which people grow up
Schooling - IQ increases risk of dropping out of
school and decreases chances of college degree
Unemployment, Idleness and Injury - IQ is
associated with unemployment, frequent injury, or
idleness (removing oneself from the workforce)
Family - IQ is related to high rates of divorce,
lower rates of marriage, and higher rates of
illegitimate births
Welfare Dependency - IQ increases the
chances of chronic welfare dependency
 Parenting - IQ of mothers
correlates with low birth weight
babies, poor child motor skills and
social development, and childrens
behavioral problems
Crime - IQ increases the risk of
criminal behavior
Civility and Citizenship those
with IQ vote least often
 Few gender differences were found
Males higher on spatial and quantitative
Females higher on verbal ability
East Asians score highest, then European
Americans, Hispanics, and African Americans
APA task force on IQ
IQ can predict individual differences, but not necessarily
group differences
Socioeconomic influences may play a role
Cultural differences may affect education
emphasis on spirituality, harmony, movement, verve, affect,
expressive individualism, communalism, etc.
 First called social intelligencethe know-how involved in
comprehending social situations and managing oneself
successfully. The concept was first proposed in 1920 by
psychologist Edward Thorndike
Emotional intelligence is the ability or a set of skills that
underlie the accurate assessment, evaluation, expression, and
regulation of emotions
Emotional intelligence is a form of social intelligence that
involves the ability to monitor ones own and others feelings
and emotions to discriminate among them, and to use this
information to guide ones thinking and action.
In short, EI is the ability to understand emotions as they happen,
and the using that emotion effectively. In other words, managing
emotions in yourself and in others, so that you can achieve your
Personal Competence how we manage
ourselves
Self Awareness knowing your
strengths and weaknesses
Self Regulation - trustworthiness,
responsibility, adaptability,
Motivation - drive, commitment, initiative,
optimism, charisma

Social Competence - how we handle

relationships
Empathy - awareness of others feelings
and concerns
Social skills - adeptness a inducing
desirable responses, such as
communication, conflict management,
4 inter-related abilities
perceive emotions (to
recognize them in faces, music,
and stories).
understand emotions (to
predict them and how they
change and blend).
manage emotions (to know
how to express them in varied
situations).
 First Identify how you feel Recognizes what events are
Identify how others feel likely to trigger different
Sense emotions in music emotions
Sense emotions in art Knows that emotions can
Detect real vs fake combine to form complex
emotions accuracy blends of feelings
Realizes that emotions can
Anger
Sadness progress over time and
Fear transition from one to
Surprise another
Disgust Provides a rich emotional
Happiness vocabulary for greater
precision in describing
feelings and blends of
feelings
 The capacity to generate and feel Stay open to feelings
Blend emotions with thinking
an emotion in order to focus attention,
reason, and communicate. Reflectively monitor emotions
The capacity to use emotion to Suppose You are in a meeting when a
influence cognitive processes such ascolleague takes credit for the work you
decision making, deductive have done. What do you do?
reasoning, creativity, and problem A. Immediately confront the colleague
solving. saying that you did the research?
Up-side B. After the meeting, take the colleague
Generate new ideas aside & tell him/her that in the
Think in new ways future you would appreciate credit
Be creative for the work you did.
Enhance big-picture thinking C. Nothing. Its best not to embarrass
Enhance decision-making abilities colleagues in public.
D. After the colleague speaks, publicly
Downside thank him/her for referencing your
More problem-solving errors work & provide additional details
about the work.
 Psychologists define intelligence testing as a method for
assessing an individuals mental aptitudes and comparing
them with others using numerical scores.
Clark Wissler did the first basic validational research,
examining the relation between the old Galtonian mental test
scores and academic achievement
But he neglected to sample the full range of the population
Lewis Terman (1916) created the Stanford-Binet Scale,
which incorporated old items from the Binet scale, plus some
new items
It was also poorly standardized, on 1000 children and 400
adults who were not selected with care
 The 1937 revision of the scale was improved:
It had wider range (more room on the floor floor and
ceiling)
It had two parallel forms to permit re-testing
It was standardized on a carefully selected population, of
100 children in each six-month interval from 6 to 14
years, and 100 in each year from 15 to 18, with control of
sex, selected from 17 different communities
Alas, they were all white and (therefore) above average
SES
The test was re-normed in 1960 and 1972, and revised
completely in 1986 (SB-IV)
 To select items from the initial pool, Terman
required that:
i.) The item was judged to be a measure of
intelligent behavior
ii.) The number of children who passed the
item increased with age
iii.) Children who passed the item had
significantly higher mean mental age than
those that failed it
 David Wechsler was dis-satisfied with the fact that
the Stanford-Binet was designed for children
He designed the Wechsler-Bellevue scale in 1939 to
address this limitation
It was revised in 1947, re-standardized and released
as the WAIS in 1955, and revised and re-
standardized as the WAIS-R in 1981
The WISC (1949) was last revised (WISC-R) in 1991,
for ages 6-17.
There is also a Wechsler Preschool and Primary
Scale of Intelligence, for children aged 3-7 - the
WPPSI-R (1989).
 The WAIS-R was standardized
on 1880 adults in 9 age groups
from 16-74 years of age
The sample was stratified by sex,
geographical region, ethnicity,
education, and occupation
 The Binet scale (until last revision) used an age
scale format = it had groups of items (mixed by
content and type) that could be passed by 2/3 - 3/4
of individuals at a particular age, and subjects were
tested to a criterion
The WAIS-R uses a point scale format: points are
given for each item passed
This allows grouping & analysis of items by
content, thereby allowing analysis by individual
content areas
You can ask questions like "Is this person strong
in area X?"
 Wechlser had hoped that the scatter on
the subscales would be diagnostically
useful
Alas, none of his hypotheses about this
were confirmed
Later work has been equivocal (or
worse) about the validity of pattern
analysis
Why might be the problem?
 Differences between verbal and
nonverbal IQ are still widely held to be
diagnostic of some kinds of organic brain
damage (though the jury is still out on
this)
The difference may help distinguish
intelligence and opportunity, since the
verbal IQ is more influenced by
educational opportunity that the
performance IQ.
For a psychological test to be acceptable it must
fulfill the following three criteria:

1. Standardization
2. Reliability
3. Validity

37
Standardized tests establish a normal distribution
of scores on a tested population in a bell-shaped
pattern called the normal curve.

38
A test is reliable when it yields consistent results. To
establish reliability researchers establish different
procedures:

1. Split-half Reliability: Dividing the test into two

equal halves and assessing how consistent the
scores are.
2. Test-Retest Reliability: Using the same test on two
occasions to measure consistency.

39
Reliability of a test does not ensure validity. Validity
of a test refers to what the test is supposed to
measure or predict.

1. Content Validity: Refers to the extent a test

measures a particular behavior or trait.
2. Predictive Validity: Refers to the function of a test
in predicting a particular behavior or trait.

40
 A valid intelligence test divides two groups of
people into two extremes: the mentally retarded (IQ
70) and individuals with high intelligence (IQ 135).
These two groups are significantly different.

41
 Contrary to popular belief, people with high
intelligence test scores tend to be healthy, well
adjusted, and unusually successful academically.

42
Mentally retarded individuals required constant
supervision a few decades ago, but with a
supportive family environment and special
education they can now care for themselves.

43
 Terman & Oden (1959) followed high IQ children
(IQ > 140) for 40 years
The gifted children were heavier at birth; walked, talked,
and matured earlier; their general health was better; they
earned more degrees and more money
However, none went on to become super-successful
Einstein-types
Some suggested the positive findings might be
due to selection bias, since the initial selection was
based on teacher ratings
Esquire magazine's "the smartest people in
America"
Marilyn Von Savant and the 'Let's Make A Deal'
puzzle
 The literature on IQ heritability is huge
and controversial
Heritability in IQ has been estimated
between 0.50 and 0.72 (= 50% - 72% of
variability is due to genes)
The best evidence comes from twin
studies (ie. Bouchard, 1984)
IQ of identical twins reared apart (even in very
different circumstances) correlate almost as high as
those of identical twins reared together
Honzik (1957) showed almost no correlation
between IQ of adopted children and IQ of their
adoptive parents
 However, children reared under conditions of
little human contact can show huge improvements
(30-50 IQ points) after being placed in normal
environments
Jensen (1977) tested the hypothesis of
cumulative effects of environmental disadvantage,
hypothesizing that older deprived children should
do worse on IQ tests than their younger siblings
He found some support for this hypothesis- about 1 point per year for
ten years between 5 and 16 years of age, estimated to be higher if
earlier years were included
Disadvantaged adoptees into advantaged homes often out-perform
their pre-adoptive peers (Scarr & Weinberg, 1983)
"psychologists should stop saying that IQ
tests measure intelligence. They should say
that IQ tests measure abstract problem-
solving ability (APSA), a term that accurately
conveys our ignorance. We know that people
solve problems on IQ tests; we suspect that
those problems are so detached, or so
abstracted from reality, that the ability to solve
them can diverge over time from the real-
world problem solving ability called
intelligence; thus far we now little else."
Flynn, J.R. (1987). Massive IQ gains in 14 nations: What
IQ tests really measure, Psychological Bulletin, 101,88,
171-191.