INTELLIGENCE
Plato and Aristotle – gain information through senses (passive intellect) and make sense of it to use it
(active intellect). This was round 350BC.
Galton (1869) – was the first to study individual differences in intelligence
People who are more intelligent have more fine discrimination ability
Used reaction times and discrimination times to measure intelligence
Thought poor eyesight and hearing meant no/low intelligence
Alfred Binet, 1904
Made the Binet-Simon Test
o 30 tasks to evaluate children age 3-10
o Different tasks aimed at different children of different ages
o Indicates mental age of child (by types of test they could complete)
o Suggests children that may be “behind”
William Stern, 1912
Originate the term IQ
Had been using the Binet-Simon scale
Noted the ratio between actual age and mental age stays the same throughout life
Can be tracked and compared across time and people
mentalage
x 100=IQ
chronological age
Ratio IQ = very useful for when you’re working with kids -> predictable trajectory.
This doesn’t work with adults as there is less to distinguish between each persons age
E.g. 44 vs 45 year old
Lewis Terman, 1916
An American psychologist
Using the Binet-Simon Test
Determined it wasn’t appropriate for ages
Adapted it to come up with the Stanford-Binet test
o Simple
o Age appropriate tasks
o Matched to children age 4-14
o 40 new items on the test
Advanced standardised testing
o Terman tested a big sample of 1000 children at the beginning of the standardised testing
and more representative
Adopted Stern’s procedure of calculating IQ and applied it to the Stanford-Binet scale
o Then used as a benchmark for all new tests
o Reliability
Robert Yerkes, 1917
During WW1 American army wanted a test to classify soldiers and help with the war effort
Wanted to assign soldiers to suitable tasks and therefore assess large groups of easily
o Army Alpha test – literacy skills
o Army Beta test – patterns and geometric (without literacy skills)
Tested 1.75 million people
Advances
o Time limited testing (in groups)
, o Raised the profile of IQ testing in the public and business
Implicit Theories of Intelligence (non-expert)
Sternberg et al., (1981)
Ask lay people about intelligence
Said intelligent people are good at
o Practical problem solving
o Verbal ability
o Social competence
Sternberg (1985) different studies produce different dimensions, add:
Intellectual balance and integration (seeing similarities, making connections)
Goal orientation and attainment
Contextual intelligence (learns from experience, understands environment)
Fluid thought (thinks quickly)
Conceptions of intelligence change depending on where you live in the world:
Western – speed of mental processing associated with high intelligence
Eastern – awareness of self in society, history and spirituality is associated with high intelligence
Yang and Sternberg (1997)
Asked Taiwanese and Chinese people to define intelligence
o General cognitive factor of intelligence
o Interpersonal intelligence
o Intrapersonal intelligence
o Intellectual self assertion and self effacement
Yussen and Kane (1985)
Looked at age group differences in intelligence (11-16 year olds)
Across all age groups, knowledge is central and a one dimensional construct
Older children are more complex
o Nature and nurture play a role
o Differences in types of intelligence (academic, social and physical)
Siegler and Richards (1982)
Ideal intelligent person holds different qualities at different ages
o Fry (1984) teachers definition of “intelligent” people varies per age group
5-11 years old – popularity, friendliness, respect for rules, invest in environment
11-18 years old – energy, verbal fluency
18+ years – logical thinking, broad knowledge, ability to reason and manage situations
Verbal comprehension – reading, comprehension, and verbal analogies
Word fluency – generate and use words and letters
Cattell (1966)
“g” is intelligence – comprises 2 related but distinct components
o Crystallised intelligence (Gc) – acquired knowledge and skills, vocab, comprehension,
factual knowledge etc.
o Fluid intelligence (Gf) – reasoning, problem solving, patterns, analogies, understanding
new information
There is a dynamic relationship between Gf and Gc (see handwritten notes week 7)
Cattell-Horn-Carroll (CHC) theory
Influential theory of intelligence, especially for development of IQ tests
Concluded there were 9 broad abilities and no single “g”
o Cattell-Horn Gf-Gc theory (1985)
Quantitative knowledge (Gq)
, Short term apprehension and retrieval (SAR)
Tertiary storage and retrieval (TSR)
Visual processing (Gv)
Auditory processing (Ga)
Processing Speed (Gs)
Correct decision speed (CDS)
o Caroll; Three Stratum Model (1993)
Hierarchical model based on factor analysis of 461 datasets obtained between
1927-87
Established a 3 level hierarchy
Stratum I – 69 different cognitive abilities
Stratum II – 8 broad factors arising from these abilities
Stratum III – general intelligence (g)
In 1999 Woodcock suggested to unify the theories, so CHC developed
o Cattell – crystallised and fluid intelligence
o Cattel-Horn – 9 broad “g’s”
o Carroll – 3 stratum hierarchical model
Combine the 3 to get CHC theory
o A 2 stratum theory (“g” factor abandoned)
o 16 broad stratum intelligences (sometimes 10)
o Lots of narrow stratum
Multiple Intelligences, Gardner, 1983, 1998
Gardner was an educational psychologist, educational theory and practice
Traditional testing does not translate easily into the classroom
Western education focus on logical mathematical and linguistic intelligence
Gardner (1983) identified 7 intelligences
o Conventional
Linguistic
Logical-mathematical
Spatial
o Other
Musical
Bodily kinaesthetic
Interpersonal
Intrapersonal
Added an extra 2
o Naturalist (interact with nature)
o Existentialist (understand surroundings and their place)
Emotional Intelligence
Ability to understand our own and others emotions
Use it to guide thinking and behaviour
4 Branch Model of Emotional Intelligence (Salovey and Mayer, 1990)
Perceiving (recognising emotions) – most simple
Facilitating (using emotions to make judgements and priorities)
Understanding (emotions and how they are linked)
Managing (detached evaluation, emotion regulation) – most complex
Goleman’s Theory of Emotional Intelligence
Emotional intelligence is about learning to control our basic emotional responses e.g. fight or flight
“mixed” model of emotional intelligence
o Emotional intelligence (awareness)
o Personality and behaviour (conscientiousness, adaptability, trustworthiness)
Goleman (2001/2002) – 4 emotional competencies
Plato and Aristotle – gain information through senses (passive intellect) and make sense of it to use it
(active intellect). This was round 350BC.
Galton (1869) – was the first to study individual differences in intelligence
People who are more intelligent have more fine discrimination ability
Used reaction times and discrimination times to measure intelligence
Thought poor eyesight and hearing meant no/low intelligence
Alfred Binet, 1904
Made the Binet-Simon Test
o 30 tasks to evaluate children age 3-10
o Different tasks aimed at different children of different ages
o Indicates mental age of child (by types of test they could complete)
o Suggests children that may be “behind”
William Stern, 1912
Originate the term IQ
Had been using the Binet-Simon scale
Noted the ratio between actual age and mental age stays the same throughout life
Can be tracked and compared across time and people
mentalage
x 100=IQ
chronological age
Ratio IQ = very useful for when you’re working with kids -> predictable trajectory.
This doesn’t work with adults as there is less to distinguish between each persons age
E.g. 44 vs 45 year old
Lewis Terman, 1916
An American psychologist
Using the Binet-Simon Test
Determined it wasn’t appropriate for ages
Adapted it to come up with the Stanford-Binet test
o Simple
o Age appropriate tasks
o Matched to children age 4-14
o 40 new items on the test
Advanced standardised testing
o Terman tested a big sample of 1000 children at the beginning of the standardised testing
and more representative
Adopted Stern’s procedure of calculating IQ and applied it to the Stanford-Binet scale
o Then used as a benchmark for all new tests
o Reliability
Robert Yerkes, 1917
During WW1 American army wanted a test to classify soldiers and help with the war effort
Wanted to assign soldiers to suitable tasks and therefore assess large groups of easily
o Army Alpha test – literacy skills
o Army Beta test – patterns and geometric (without literacy skills)
Tested 1.75 million people
Advances
o Time limited testing (in groups)
, o Raised the profile of IQ testing in the public and business
Implicit Theories of Intelligence (non-expert)
Sternberg et al., (1981)
Ask lay people about intelligence
Said intelligent people are good at
o Practical problem solving
o Verbal ability
o Social competence
Sternberg (1985) different studies produce different dimensions, add:
Intellectual balance and integration (seeing similarities, making connections)
Goal orientation and attainment
Contextual intelligence (learns from experience, understands environment)
Fluid thought (thinks quickly)
Conceptions of intelligence change depending on where you live in the world:
Western – speed of mental processing associated with high intelligence
Eastern – awareness of self in society, history and spirituality is associated with high intelligence
Yang and Sternberg (1997)
Asked Taiwanese and Chinese people to define intelligence
o General cognitive factor of intelligence
o Interpersonal intelligence
o Intrapersonal intelligence
o Intellectual self assertion and self effacement
Yussen and Kane (1985)
Looked at age group differences in intelligence (11-16 year olds)
Across all age groups, knowledge is central and a one dimensional construct
Older children are more complex
o Nature and nurture play a role
o Differences in types of intelligence (academic, social and physical)
Siegler and Richards (1982)
Ideal intelligent person holds different qualities at different ages
o Fry (1984) teachers definition of “intelligent” people varies per age group
5-11 years old – popularity, friendliness, respect for rules, invest in environment
11-18 years old – energy, verbal fluency
18+ years – logical thinking, broad knowledge, ability to reason and manage situations
Verbal comprehension – reading, comprehension, and verbal analogies
Word fluency – generate and use words and letters
Cattell (1966)
“g” is intelligence – comprises 2 related but distinct components
o Crystallised intelligence (Gc) – acquired knowledge and skills, vocab, comprehension,
factual knowledge etc.
o Fluid intelligence (Gf) – reasoning, problem solving, patterns, analogies, understanding
new information
There is a dynamic relationship between Gf and Gc (see handwritten notes week 7)
Cattell-Horn-Carroll (CHC) theory
Influential theory of intelligence, especially for development of IQ tests
Concluded there were 9 broad abilities and no single “g”
o Cattell-Horn Gf-Gc theory (1985)
Quantitative knowledge (Gq)
, Short term apprehension and retrieval (SAR)
Tertiary storage and retrieval (TSR)
Visual processing (Gv)
Auditory processing (Ga)
Processing Speed (Gs)
Correct decision speed (CDS)
o Caroll; Three Stratum Model (1993)
Hierarchical model based on factor analysis of 461 datasets obtained between
1927-87
Established a 3 level hierarchy
Stratum I – 69 different cognitive abilities
Stratum II – 8 broad factors arising from these abilities
Stratum III – general intelligence (g)
In 1999 Woodcock suggested to unify the theories, so CHC developed
o Cattell – crystallised and fluid intelligence
o Cattel-Horn – 9 broad “g’s”
o Carroll – 3 stratum hierarchical model
Combine the 3 to get CHC theory
o A 2 stratum theory (“g” factor abandoned)
o 16 broad stratum intelligences (sometimes 10)
o Lots of narrow stratum
Multiple Intelligences, Gardner, 1983, 1998
Gardner was an educational psychologist, educational theory and practice
Traditional testing does not translate easily into the classroom
Western education focus on logical mathematical and linguistic intelligence
Gardner (1983) identified 7 intelligences
o Conventional
Linguistic
Logical-mathematical
Spatial
o Other
Musical
Bodily kinaesthetic
Interpersonal
Intrapersonal
Added an extra 2
o Naturalist (interact with nature)
o Existentialist (understand surroundings and their place)
Emotional Intelligence
Ability to understand our own and others emotions
Use it to guide thinking and behaviour
4 Branch Model of Emotional Intelligence (Salovey and Mayer, 1990)
Perceiving (recognising emotions) – most simple
Facilitating (using emotions to make judgements and priorities)
Understanding (emotions and how they are linked)
Managing (detached evaluation, emotion regulation) – most complex
Goleman’s Theory of Emotional Intelligence
Emotional intelligence is about learning to control our basic emotional responses e.g. fight or flight
“mixed” model of emotional intelligence
o Emotional intelligence (awareness)
o Personality and behaviour (conscientiousness, adaptability, trustworthiness)
Goleman (2001/2002) – 4 emotional competencies
