Chapter 9

Intelligence and Creativity

Chapter 9 Intelligence and Creativity

What is intelligence?

Adaptive thinking or behavior (Piaget)

Ability to think abstractly or to solve problems effectively (Sternberg) Early definitions: Genetics x Environment (interaction)

The Psychometric Approach

Intelligence A trait or a set of traits that characterizes some people to a greater extent than others - can be identified and measured A single attribute? Spearman (1863-1945) 2 - factor theory of intelligence g = general mental ability s = special abilities

According to Spearman (1904), all intelligent abilities have an area of overlap, which he called (for general). Each ability also depends partly on an s (for specific) factor .

Measurements of sprinting, high jumping, and long jumping correlate with one another because they all depend on the same leg muscles. Similarly, the g factor that emerges in IQ testing could reflect a single ability that all tests tap.

 Many attributes? Louis Thurstone: 7 primary mental abilities Spatial ability, perceptual speed, numerical reasoning, verbal meaning, word fluency, memory, inductive reasoning

Raymond Cattell and John Horn

Fluid Intelligence - the ability to think and reason abstractly and solve problems.
This ability is considered independent of learning, experience, and education. Examples: solving puzzles and coming up with problem solving strategies. Fluid intelligence peaks in adolescence and begins to decline progressively beginning around age 30 or 40. (decreases in older adults)

Raymond Cattell and John Horn

Crystallized Intelligence learning from past experiences and learning. Acquired knowledge and the application of that knowledge to experience.
Situations that require crystallized intelligence include reading comprehension and vocabulary exams. This type of intelligence is based upon facts and rooted in experiences. This type of intelligence becomes stronger as we age and accumulate new knowledge and understanding. (increases with age) Both types of intelligence increase throughout childhood and adolescence.

Concept Check:
A 16-year-old is learning to play chess and is becoming proficient enough to be accepted into the schools chess club. Is this fluid or crystallized intelligence?

Concept Check:
Ten years later, the chess player achieves grandmaster status. Is this a result of fluid or crystallized intelligence?

Howard Gardners Multiple Intelligences

Howard Gardner
Author of a contemporary theory of multiple intelligences consisting of eight separate kinds of intelligence Multiple Intelligences several independent mental abilities that allow a person to solve problems, create products that are valued within ones culture. Intelligence defined within the context of culture

Gardners Types of Intelligence

Gardners Types of Intelligence

Gardners Types of Intelligence

Gardners Types of Intelligence

Gardners Types of Intelligence

Gardners Types of Intelligence

Gardners Types of Intelligence

Gardners Types of Intelligence

Howard Gardners Multiple Intelligences

Howard Gardners Eight Intelligences

Aptitude
1. Linguistic (word smart)

Example
Toni Morrison, writer

2. Logical-mathematical (number smart)

3. Musical (music smart) 4. Spatial (art smart) 5. Bodily-kinesthetic (body smart) 6. Intrapersonal (self smart) 7. Interpersonal (people smart) 8. Naturalist (nature smart)

Albert Einstein, scientist

Wynton Marsalis, musician Frida Kahlo, artist Tiger Woods, athlete Anna Freud, psychoanalyst Mahatma Gandhi, leader John Audubon, naturalist

 Savant Syndrome
condition in which a person otherwise limited in mental ability has an exceptional specific skill
Calculation abilities Drawing Musical

Robert Sternbergs Triarchic Theory of Intelligence

Robert Sternberg

Author of a Triarchic theory of multiple intelligences consisting of of 3 mental abilities Disagrees with Gardner in calling these intelligences. Instead believes these are talents or abilities. Said Intelligence is a general quality Stresses both the universal aspects of intelligent behavior and the importance of adapting to a certain social and cultural climate. Also called Successful Intelligence

Sternbergs Triarchic Theory

Contextual Component (street smarts or practical) Adapting to the environment Experiential Component: (creative) Response to novelty Automatization Componential Component (academic or analytical) Information processing Efficiency of strategies

Figure 9.2

TABLE 9.2 Four theories of intelligence

The Infant

Developmental Quotients (DQ) Bayley Scales: Ages 1-42 months Useful in charting infants developmental progress Useful for diagnostic purposes Correlations with Child IQ are low sometimes close to 0 *Best predictors From measures of information processing E.g., attention, speed of habituation, preference for novelty

The Child
DQ does not predict later IQ IQ gains Parents foster achievement Neither strict nor lax parenting IQ drops: Poverty
4 .46 .42
AGE OF CHILD CORRELATIONS WITH IQ AT AGE 9 CORRELATION WITH IQ AT AGE 12

.47

.49

.81

.69

Cumulative deficit hypothesis

----

.80

The Adolescent

Brain growth spurt at age 11/12 (puberty) Formal operational thinking Improved memory and processing skills Stability of IQ evident IQ score a good predictor of school achievement +.50 correlation between IQ score and grades Adolescents with high IQ less likely to drop out of high school and more likely to go to college

The Adult

Strong relationships between

IQ and occupational prestige

IQ and job performance IQ and good health/longevity

Mental Retardation

Below-average intellectual functioning: IQ 75

Limited adaptive behavior: before age 18

Self-care and social skills Below age-appropriate expectations

Causes
Organic: e.g., Down syndrome Cultural-familial: genes & environment

The Dynamics of Intelligence

 Types of intelligence quotients- IQ, EQ & SQ

THANK YOU