, THE PSYCHOLOGY OF INDIVIDUAL DIFFERENCES
WHAT ARE INDIVIDUAL DIFFERENCES INTRODUCTION TO INTELLIGENCE
.
•
the assessment and evaluation of individual psychological abilities Francis Galton was very Interested in here
Ability and intelligence
general mental ability
→
intelligence
psychological differences and similarities
' between individuals as a
shared and those that → be lived Intelligence to be a genetic heritable trait
'
understanding the psychological characteristics by people vary
→ believed fell within a normal distribution
intelligence
THE MEASUREMENT OF INTELLIGENCE
THE STUDY OF MENTAL ABILITY DIFFERENCES BEGINS
BINET AND THE FIRST INTELLIGENCE TEST
G- ALTON AND SPEARMAN
and
intelligence test that
•
Francis Galton was very interested in heretibi
.
Alfred Binet and theodore Simon set out to develop an objective
itty
general mental ability would provide unbiased measure of child 's natural
→
intelligence as a an a intelligence
→ be lived intelligence to be a genetic heritable trait → measure a child 's aptitude for learning in dependant of the child 's
→ believed
intelligence fell within a normal distribution prior educational achievement
generated by general cognitive factor ( g ) and specific factors ( S )
'
factor theory intelligence
' '
two
'
: is a
involving
.
includes tasks problem solving , memory tasks etc
-
-
→
(g) know as
general intelligence → used to calculate the average performance of an age group
→ (s ) prone to individual differences .
Lewis Terman ( 1916) formalized this comparison with ratio IQ
- charles spearman also invented factor analysis
→ does not make sense
logically
THE GROWTH OF AN INDUSTRY
'
deviation IQ but does not allow comparisons between
age
:
'
tests have been used to rationalize predujice → so
they created ratio IQ for adults and for children
intelligence a
and national '+Y
and
legitimate discrimination
against race / religion
THE LOGIC OF INTELLIGENCE TESTING
THE CONSEQUENCES OF INTELLIGENCE TESTING -
intelligence along with other factors could influence a child 's performance
-
intelligence tests predict school performance (r=o 5) .
.
an intelligence test elicits responses which are correlated with consequential
•
best predictor of the number of years of education their occupation status and ,
income behaviours presumably because the hypothetical property called intelligence
•
epidemiology : diseases are linked to social class and education which relates to Intel licence causes the responses and the consequentialist behaviours -
correlation ,
not causation
THE NATURE OF INTELLIGENCE
THE MIDDLE LEVEL ABILITIES
THE ARCHITECTURE OF INTELLIGENCE
THE BOTTOM UP APPROACH -
(1938 ) argued that there is no such '
but stable and
thing as
'
- Louis Thurstone g ,
•
identifying these middle abilities from data
gathered in
intelligence testing
independent mental abilities called primary mental abilities
. there are two middle level abilities :
physical coordination and academic skill
\
-
→ not as and not as s
general as
g as specific
• John Carroll ( 1993 ) suggested the existence of 8 independent middle -
level abilities
-
some approaches fall to record middle abilities
→
including fluid and crystallized intelligence
which are not obvious from IQ tests
general
-
→ fluid : ability to think abstractly ,
solve problems identify patterns
,
THE TOP DOWN APPROACH -
crystallized ability to use skills and reliant on retrieval from LTM
→ :
knowledge -
falls identify abilities not measured
intelligence testing (e. g. creativity)
i to in
-
Robert
WHAT INTELLIGENCE TESTS OMIT
Sternberg suggests 3 kinds of
Intelligence :
→ Analytical : identify problems and find strategies for solving them
. Howard Gardner believes that standard intelligence tests fail to measure important human abilities
→ creative :
generate novel solutions
→ that few abilities measured standard tests because
argues only a are in
they are most valued
→ practical : apply and implement solutions to everyday settings
by Western culture but other cultures may conceive of intelligence differently
•
everyday intelligence requires tacit
knowledge
CREATIVITY
GARDNERS THEORY
- creative
thinking involves the realization of a problem , determining the
-
prodigies and savants would not be identified through IQ tests
cause of the problem , formulating a plan to address it and
executing
→
podigies : normal
intelligence and an extraordinary ability
the correct solution
→ savants :
people with low intelligence and an
extraordinary ability
-
Hans Eysenk (1995 ) : creative individuals posses personality traits that promote novel behaviour
he identified 8 distinct types intelligence (bottom up)
.
of -
•
threshold effect hypothesis :
intelligence represents a necessary precondition of creativity that is
→ kinesthetic
linguistic , visual spatial
-
,
logical
-
mathematical , body -
,
musical , naturalistic intra personal and
relevant up to a cer tain level , further intelligence becomes less important
, interpersonal
WHAT ARE INDIVIDUAL DIFFERENCES INTRODUCTION TO INTELLIGENCE
.
•
the assessment and evaluation of individual psychological abilities Francis Galton was very Interested in here
Ability and intelligence
general mental ability
→
intelligence
psychological differences and similarities
' between individuals as a
shared and those that → be lived Intelligence to be a genetic heritable trait
'
understanding the psychological characteristics by people vary
→ believed fell within a normal distribution
intelligence
THE MEASUREMENT OF INTELLIGENCE
THE STUDY OF MENTAL ABILITY DIFFERENCES BEGINS
BINET AND THE FIRST INTELLIGENCE TEST
G- ALTON AND SPEARMAN
and
intelligence test that
•
Francis Galton was very interested in heretibi
.
Alfred Binet and theodore Simon set out to develop an objective
itty
general mental ability would provide unbiased measure of child 's natural
→
intelligence as a an a intelligence
→ be lived intelligence to be a genetic heritable trait → measure a child 's aptitude for learning in dependant of the child 's
→ believed
intelligence fell within a normal distribution prior educational achievement
generated by general cognitive factor ( g ) and specific factors ( S )
'
factor theory intelligence
' '
two
'
: is a
involving
.
includes tasks problem solving , memory tasks etc
-
-
→
(g) know as
general intelligence → used to calculate the average performance of an age group
→ (s ) prone to individual differences .
Lewis Terman ( 1916) formalized this comparison with ratio IQ
- charles spearman also invented factor analysis
→ does not make sense
logically
THE GROWTH OF AN INDUSTRY
'
deviation IQ but does not allow comparisons between
age
:
'
tests have been used to rationalize predujice → so
they created ratio IQ for adults and for children
intelligence a
and national '+Y
and
legitimate discrimination
against race / religion
THE LOGIC OF INTELLIGENCE TESTING
THE CONSEQUENCES OF INTELLIGENCE TESTING -
intelligence along with other factors could influence a child 's performance
-
intelligence tests predict school performance (r=o 5) .
.
an intelligence test elicits responses which are correlated with consequential
•
best predictor of the number of years of education their occupation status and ,
income behaviours presumably because the hypothetical property called intelligence
•
epidemiology : diseases are linked to social class and education which relates to Intel licence causes the responses and the consequentialist behaviours -
correlation ,
not causation
THE NATURE OF INTELLIGENCE
THE MIDDLE LEVEL ABILITIES
THE ARCHITECTURE OF INTELLIGENCE
THE BOTTOM UP APPROACH -
(1938 ) argued that there is no such '
but stable and
thing as
'
- Louis Thurstone g ,
•
identifying these middle abilities from data
gathered in
intelligence testing
independent mental abilities called primary mental abilities
. there are two middle level abilities :
physical coordination and academic skill
\
-
→ not as and not as s
general as
g as specific
• John Carroll ( 1993 ) suggested the existence of 8 independent middle -
level abilities
-
some approaches fall to record middle abilities
→
including fluid and crystallized intelligence
which are not obvious from IQ tests
general
-
→ fluid : ability to think abstractly ,
solve problems identify patterns
,
THE TOP DOWN APPROACH -
crystallized ability to use skills and reliant on retrieval from LTM
→ :
knowledge -
falls identify abilities not measured
intelligence testing (e. g. creativity)
i to in
-
Robert
WHAT INTELLIGENCE TESTS OMIT
Sternberg suggests 3 kinds of
Intelligence :
→ Analytical : identify problems and find strategies for solving them
. Howard Gardner believes that standard intelligence tests fail to measure important human abilities
→ creative :
generate novel solutions
→ that few abilities measured standard tests because
argues only a are in
they are most valued
→ practical : apply and implement solutions to everyday settings
by Western culture but other cultures may conceive of intelligence differently
•
everyday intelligence requires tacit
knowledge
CREATIVITY
GARDNERS THEORY
- creative
thinking involves the realization of a problem , determining the
-
prodigies and savants would not be identified through IQ tests
cause of the problem , formulating a plan to address it and
executing
→
podigies : normal
intelligence and an extraordinary ability
the correct solution
→ savants :
people with low intelligence and an
extraordinary ability
-
Hans Eysenk (1995 ) : creative individuals posses personality traits that promote novel behaviour
he identified 8 distinct types intelligence (bottom up)
.
of -
•
threshold effect hypothesis :
intelligence represents a necessary precondition of creativity that is
→ kinesthetic
linguistic , visual spatial
-
,
logical
-
mathematical , body -
,
musical , naturalistic intra personal and
relevant up to a cer tain level , further intelligence becomes less important
, interpersonal
