Development Of Intelligence

Week 6 Discussion: Development of Intelligence

Development of Intelligence

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âBrittney is 12 months old. Britneyâs mother bought a program to teach her baby to read. In this program, parents are instructed to present flash cards three times a day to their baby.

Discuss the potential pros and cons of the effects of this intervention on Brittneyâs intellectual functioning as well as her social functioning.

Intelligence and

Creativity

9.1 Defining Intelligence and Creativity

• Learning Objectives

– State how intelligence and creativity are typically defined

– Analyze the accuracy and usefulness of traditional IQ tests

– Explain the most prominent theories of intelligence

– Evaluate the strengths and weaknesses of the theories of intelligence

The Psychometric Approach

• Psychometric approach

– Spawned the development of standardized tests of intelligence

– Intelligence • Trait or a set of traits that characterizes some people to

a greater extent than others

– Goal • To identify these traits precisely and measure them

The Psychometric Approach

• Fluid intelligence

– Ability to use your mind actively to solve novel problems

– Believed to represent raw information processing power

• Crystallized intelligence

– Acquired through schooling and other life experiences

Which of the Numbered Pieces Completes the Design?

The Psychometric Approach

• Intelligence is a hierarchy

– Top general ability factor

– Broad dimensions of abilities: fluid intelligence, crystallized intelligence, memory capacity, and processing speed

– Bottom specific abilities

The Psychometric Approach

• Significant contribution to the psychometric approach to intelligence

– Binet and Simon devised a large battery of tasks

– Forerunner of the modern IQ test

• Mental age

– Level of age-graded problems that the child is able to solve

The Psychometric Approach

• Binet’s test

– Stanford-Binet Intelligence Scale

– After Lewis Terman (Stanford University) translated and published for use with American children

– Intelligence quotient (IQ)

The Psychometric Approach

• Test norms

– Standards of normal performance expressed as average scores and the range of scores around the average

– Based on the performance of a large, representative sample

• Wechsler Scales

– WPPSI-III

– WISC-IV

A Normal Distribution Score

The Psychometric Approach

• Standard deviation

– Measure of how tightly the scores are clustered around the mean score

• Nearly 95% have scores between 70 and 130

• Fewer than 3% have scores of 130 or above

– Criterion of giftedness

• Fewer than 3% have scores below 70

– Cutoff for intellectual disability

Gardner’s Theory of Multiple Intelligences

• Gardner rejects IQ score as a measure of human intelligence

• Argues for eight intelligences:

– Linguistic intelligence

– Logical-mathematical intelligence

– Musical intelligence

– Spatial intelligence

Gardner’s Theory of Multiple Intelligences

• Gardner’s eight intelligences, cont’d:

– Bodily-kinesthetic intelligence

– Interpersonal intelligence

– Intrapersonal intelligence

– Naturalist intelligence

Sternberg’s Triarchic Theory and Successful Intelligence

• Sternberg proposed the triarchic theory of intelligence

– Practical

– Creative

– Analytic

Sternberg’s Triarchic Theory and Successful Intelligence

• Practical component

– What is defined as intelligent behavior varies depending on sociocultural context

• Creative component

– What is intelligent when a person first encounters a new task is not the same as what is intelligent after extensive experience

– Automatization

Sternberg’s Triarchic Theory and Successful Intelligence

• Analytic component

– Focuses on the information-processing skills that produce answers to questions in traditional intelligence tests

– Thinking critically and analytically

Sternberg’s Triarchic Theory of Intelligence

Sternberg’s Theory of Successful Intelligence

• Sternberg expanded theory

– Successful intelligences • Establish and achieve reasonable goals

• Optimize your strengths and minimize weaknesses

• Adapt to the environment

• Use all three components of intelligence

Creativity

• Creativity

– Ability to produce novel responses appropriate in context and valued by others

– Some have concerns about what is useful to others

• IQ scores and creativity scores do not correlate very well

– IQ tests measure convergent thinking

– Creativity requires divergent thinking

9.2 The Infant

• Learning Objectives

– Name and describe methods of assessing infant intelligence

– Indicate the infant behaviors that are best connected to later intelligent behaviors and explain the reason for this connection

Bayley Scales

• Bayley Scales of Infant Development

– Measure of infant intelligence

– Motor scale

– Mental scale

– Behavior rating scale

– Developmental quotient (DQ) • Summarizes how well or how poorly the infant

performs in comparison with a large norm group

Infant Intelligence as a Predictor of Later Intelligence

• Correlations between infant DQ and child IQ are low

– Infant tests and IQ tests tap different kinds of abilities

– Maturational forces may also explain low correlations

9.3 The Child

• Learning Objectives

– Summarize the research on stability of IQ scores over the course of childhood and indicate reasons why IQ scores might change or remain the same

– Discuss the effects of poverty on children’s intellectual abilities

– Chart the path of creative abilities across childhood

The Stability of IQ Scores during Childhood

• Around age four, fairly strong relationship between early and later IQ

– Many children show ups and downs in their IQ scores over course of childhood

– IQ scores influenced by: • Motivation

• Testing procedures

• Intelligence

Causes of Gain and Loss

• Children whose scores fluctuate the most tend to live in unstable home environments

• Gainers have parents who:

– Converse more with them

– Expose them to a wide vocabulary

– Offer more encouragement

Causes of Gain and Loss

• Drops in IQ with age often occur among children who live in poverty

– Inadequate health, dental care, and nutrition

– Live in overcrowded and unsafe environments

– Families experience chronic stress

– Relationships with parents are not as supportive

– Lack opportunities for cognitive stimulation

Causes of Gain and Loss

• Children who live in poverty average 10–20 points below middle-class cohorts

• Cumulative-deficit hypothesis

– Describes how impoverished environments inhibit intellectual growth

– Negative effects accumulate over time

The Emergence of Creativity

• Preschool-aged children display high levels of divergent thought

– Increase until third grade

– Decline significantly after fifth grade

• Originality

– Ability to produce original ideas

– Sharp decline starting in sixth grade

9.4 The Adolescent

• Learning Objectives

– Describe the Flynn Effect and what factors might account for this finding

– Explain how IQ scores relate to school achievement

– Discuss how schools and parents can foster creativity during adolescence

Flynn Effect

• Flynn effect

– Phenomenon over the twentieth century: average IQ scores have increased in all countries studied

– In the U.S., increase is 3–4 IQ points per decade

– Children today are better educated

– Improved nutrition and living conditions

Flynn Effect

IQ and School Achievement

• Correlations between children’s and adolescents’ IQ scores and grades range from 0.50 to 0.86

– One of the best predictors of school achievement

– IQ scores do not predict college grades as well • Motivation

Fostering Creativity

• Ability to elaborate on ideas increases in middle school

– One form of creative thinking emphasized in classroom

• Is it possible to foster creativity?

– May only be effective if the person’s environment supports and rewards creativity

Fostering Creativity

• Creative individuals have:

– Talent and powerful motivation to develop talent

– Environments that recognize, value, and nurture their creative endeavors

• Parents can help foster creativity

– Give children freedom to explore

• Schools can help foster creativity

– Encourage idea generation, multiple correct answers, and elaboration of ideas

9.5 The Adult

• Learning Objectives

– Evaluate whether IQ scores are a useful predictor of occupational status and health status of adults

– Explain how intelligence might be expected to change over adulthood

– Analyze the connection between wisdom and intelligence and determine who might be most likely to develop wisdom

9.5 The Adult

• Learning Objectives

– Summarize the research on creative endeavors during adulthood

IQ and Occupational Success

• Professional and technical workers score higher on IQ tests than white-collar workers

• Gap between those with higher intelligence and lower intelligence widened

• Greater intelligence is required to handle more complex work

IQ and Occupational Success

IQ and Health

• People with higher IQ scores tend to be healthier and live longer

– Confirmed in multiple countries

– Explanation • Socioeconomic status

– Successfully monitoring health and properly requires intelligence

Changes in IQ with Age

• IQ remains stable into older adulthood

• Strongest predictor of intelligence in old age was intelligence at age 11

– Recently born cohorts outperform earlier cohorts

– Declines in intellectual abilities are not universal

Changes in IQ with Age

Predictors of Decline

• Terminal drop

– Poor health

– Diseases

• Unstimulating lifestyle

– Biggest declines elderly widows • Low social status

• Engaged in few activities

• Dissatisfied with their lives

Potential for Wisdom

• Wisdom (Baltes)

– Constellation of rich factual knowledge about life combined with procedural knowledge such as strategies for giving advice and handling conflicts

• Wisdom (Sternberg)

– Someone who can combine successful intelligence with creativity to solve problems that require balancing multiple interests or perspectives

Creative Endeavors

• Creative production increases from the 20s to early 40s, then gradually declines

• Peak times of creativity vary from field to field

– Humanities scholars peak in their 60s

– Productivity in arts peaks in 30s and 40s

• Creative behavior is possible throughout life

9.6 Factors that Influence IQ Scores over the Life Span

• Learning Objectives

– Analyze the research on genetic and environmental contributions to intelligence and formulate a conclusion about how these factors contribute to our intellectual abilities

– Critique the research on race and intelligence to reach a balanced conclusion about whether these two constructs are connected in meaningful ways

Genes and Environments

• Some believe IQ differences are due to genes

– Most researchers find that half of the variation in IQ scores associated with genetic differences

• Genetic influence does not mean intelligence is unresponsive to environment

• Mother’s IQ is reliably associated with her children’s IQ

– Father’s IQ is a less reliable predictor

How 10 Environmental Risk Factors Affect IQ of Children at Age 4

Race and Ethnicity

• Most studies find racial and ethnic differences in IQ scores

– Group averages

• Why do the group differences exist?

– Bias in the tests

– Motivational factors

– Genetic differences among groups

– Environmental differences among groups

Race and Ethnicity

• Stereotype threat

– Fear that that one will be judged to have the qualities associated with negative stereotypes

9.7 The Extremes of Intelligence

• Learning Objectives

– Distinguish among different levels of intellectual disability

– Summarize the likely causes of intellectual disability and what efforts might help reduce rates of intellectual disability

– Explain the criteria used to identify someone as gifted

9.7 The Extremes of Intelligence

• Learning Objectives

– Trace the likely developmental path of a gifted individual through the life span

– Compare and contrast, integrating where possible, the various theoretical perspectives on cognitive development covered in Chapters 7, 8, and now 9

Intellectual Disability

• Intellectual disability

– Significantly below-average intellectual functioning with limitations in areas of adaptive behavior such as self-care and social skills, originating before age 18

– IQ score of 70–75 or lower

• 3% of school-age children have been classified with intellectual disability

– Declining recently

Levels and Characteristics of Intellectual Disability

Giftedness

• Giftedness

– High IQ or showing special abilities in areas valued in society

– Has been identified in early childhood • Highly curious and motivated to learn

• Advanced language skills

Giftedness

• The Characteristics of Giftedness Scale

– Rapid learning

– Extensive vocabulary

– Good memory

– Long attention span

– Perfectionism

– Preference for older companions

– Excellent sense of humor

– Early interest in reading

Integrating Cognitive Perspectives

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