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An introduction to the study of intelligence, including IQ tests, early childhood interventions, and the meaning of group differences in intelligence
In this section, you’ll need to be able to:
- Describe influence of eeeeiiare rni enviieondenaro f rcaoem
- Critically evirourae aee utoia rni peeiictvie viroiiia of IQ tests
- Evaluate the effectvienemm of ereo ceioi oerenin peo erddem, especially for the
iimrivirnar ei
- Explain the dernin of obmeeviei eoup iiffeeencem in performances on some IQ tasks
Bantu education as based on notions of black intellectual inferiority based on Fick’s test. Efects
still lineer today ith consequuent racial, socioeconomic and cultural stereotypine.
Intellieence testine has become an important part of education, occupations, clinical ork, and
social policy decisions.
Defining intelligence
It is a mociroo conmaeucaei concept.
Includes mkioom necemmre f oe muccemm ( hich varies across cultures and in subcultures, and across
time). So hat constitutes intellieence may be cuoaueroo mpecifc.
Intelligence is the ability to…
- Solve peoboedm
- Understand and learn codpoex draeeiro
- Airpa to one’s environment
Also: mental quuickness.
Ability to acquuire kno ledee, think and reason efectively, and to deal adaptively ith the
environment.
Historical background of intelligence testing
Francis Galton + Alfred Binet: pivotal role in early ork in the study and measurement of mental
skill.
Galton: believed some had “inherited mental constitutionsn that made them more ft for thinkine.
Studies family trees in search of hereditary eenius. Made physical/sensory measurements to
measure the efciency of the nervous system. Results from his tests had poor predictine po er.
Binet: tasked ith developine an objective development test for school children. Came up ith the
iier of denaro r e (MA). Assumed that mental abilities develop ith aee, and that the rate at hich
people eain mental competence is stable. Expanded on MA theory to develop IQ.
IQ = erto of denaro r e iiviiiei b ceeonooo icro r e x 100. Performine at the correct level for your
aee = 100 points.
IQ scores allo s for some oidiaei codpreimonm beaween r e eoupm.
IQ of 130+ = top 1% of population
Many individuals are enormously talented in one area but averaee in others.
, Hiehly developed mental abilities need to be related to one’s chosen feld. Must be able to eneaee in
creative problem solvine. Motivation and dedication is also important.
Useful for adults?
- Some mental skills iecoine wiae r e (such as fuid intellieence: ability to solve novel
problems)
- Havine a certain mental aee ioem noa dern ou f uncton ra aera r e in roo rmpecam of your
life
To address these problems, performance is judeed aeainst normative scores: performance is based
on individual’s standine in a normative eroup of the same aee.
Stanford-Binet test
Revised by Le is Terman for use in USA. Contained mostly verbal items IQ score. Problems ith
the SB test:
- Relied too much on verbal skills
- Suitable for children but not adults
- Did not consider that intellectual performance can deteriorate ith aee
- Only produced one score
David Wechsler Wecemoee scale.
Used in South Africa.
Measures both vieebro rni nonvieebro abilities.
Believed intellieence consisted of specifc, inaeeeeoraei eoedenam:
1. Veebro scale IQ. Similarities, vocabulary and comprehension (requuirine an understandine of
social situations)
2. Peef oedrnce scale IQ (less afected by laneuaee and culture). Boock iemi n, woekin
dedoe , symbols, picture completion etc.
Full scale IQ (to measure overall intellieence. An r ee rae of the capabilities of the separate
elements)
Both domains could be sub-divided into t o further cateeories of intellieence.
Two major approaches to intelligence: Psychometric and Cognitive
Processes
Psychometric approach
The martmtcro maui of pm ceooo icro aemam.
Aims at iientf in rni dermuein aee rbioitem that underlie individual diferences in performance.
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