Samenvatting
T2_CompleteSummary_Personality
- Instelling
- Maastricht University (UM)
T2_CompleteSummary_Personality
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Taak 2 PersonalityThe Intelligence Symposium
Why does intelligence matter?
In terms of career success, intelligence remains a better preiictrr r uccceuu than parental
socioeconomic status or parental career success
Defining intelligence
Implicit therrieu r intelligence Judgements based rn nrn-expert or laypersons beliefs
Explicit therrieu r intelligence More formally one done by a reuearcher
Trp-uix euuental crmprnentu of intelligence according to an expert group are…
Abstract reasoning
Problem-solving ability
Capacity to acquire knowledge,
memory
adaption to one’ss environment
Mental speed
Implicit theories of intelligence
Incremental therry intelligence is malleable ( rrmbar), showed by an increaue in
acaiemic graieu over a two-year episode
Entty therry intelligence is fixei and shows nr acaiemic graie change
Implicit therrieu about intelligence suggest that beliefs about the nature of intelligence
can affect academic performance
Both are implicit
In most Weutern ccltcreu, intelligence is ofen related to problem solving and gaining new
knowledge whereas in some A rican cultures social skills and mature refeccon are seen as
a part of intelligence
What is perceived to be intelligence in rne ccltcre iiferu rrm anrther ccltcre
,There are several ways through which concepts about intelligence can be elicited, such as by
auking partcipantu tr iraw their concept of intelligence
History of intelligence and models of intelligence
Franciu Galtrnu observations that people differ from each other in many ways was the begin
of the study of iniiviical iiferenceu (iiferental puychrlrgy)
Psychometric approaches to intelligence
Puychrmetricu Measurements of puychrlrgical cnctrnu and prrceuu
Cattell (infuenced by Galtrn) was also interested in measuring psychological functions
Was the first to use the term mental teut
Al rei Binet was the rcnier of the intelligence testing
A range of tasks was pct trgether such that the level at which the task was completed
gave an indication of the mental age of the children
o Each child’ss performance could then be compared to the performance of other
similar aged children
Refinement by stern…
Wilhelm Stern introduced the concept of intelligence qcrtent (IQ)
IQ is calculated by dividing the mental age of the individual by the persons
chrrnrlrgical age and then multiplying by 100
IQ = (mental age/chrrnrlrgical age) x 100
Diuaivantageu…
o Whilst IQ has been useful in quantifying children mental ability, it ireu nrt wrrk
well in aicltu because cognitive development of adults ireu nrt increaue at the
uame rate as children over time
Spearman proposed his theory r general intelligence, “g”
He cuei actrr analyuiu as a method of examining the interrelaconship between
intellectual task performance
o Factor analysis is a utatutcal methri that summarizes or reduces the
complexities of a group of variables
, o Factor analysis aimu to find the smallest number of factors that can account for
the correlations between the many task scores
o The largeut actrr is called “G”
o He claimed that all intercrrrelatei hcman intelligence is “G” which he refers to
as the mental energy possessed in each individual
Intercrrrelatei means that when a person ucrreu high at rne intellectual
task, they will also ucrre high at anrther intellectual task
Pruitve mani rli a person’ss score on an average intelligence task
tended to be intercorrelated
o In addition to “g”, he proposed that there are also numerous upecific abiliteu
which he called “u”
Wechuler set up the Wechuler – Bellevce intelligence ucale
He defined intelligence as both the “global capacity of a person to act purposefully, to
think raconally, and then to deal efeccvely with the environment” and an aggregate
of specifies abilices
The first difference in Wechsler’ss scales compared to his earlier scales is the cue r the
uame teut items to test all individuals
o They use the same items to test young adults and older adults bur The items are
arranged in an order of increasing difculty
The second key difference is the use of ieviatrn IQ to replace the mental age IQ
concept
o Deviatrn IQ is calculated using the expectei teut ucrreu of individuals of uimilar
ageu
Deviatrn IQ = ( Actual test score / expected score for age ) x 100
Expected scores for age is calculated through a large number of
individuals from the normative sample the score is called then
nrrmu
The average Deviation IQ is 100
The utaniari ieviatrn is then 15
Thcrutrne developed the firut mcltple therry r intelligence
Replaced the “g” factor through primary mental abiliteu 7!
o Verbal comprehension
o Verbal fuency
o Number
o Spatal visualisaton
o Association memory
o Perceptual speed
o Inductive Reasoning
, Cattell splits the “g” factor into twr actrru r intelligence (hierarchical mriel)
Cryutallizei intelligence (gc)
o Consists of actcal knrwleige that has been acqcirei thrrcgh uchrrl and
through li e
o Less affected at brain damage
o Can be measured through Wechslers vocabulary test or the Ravens mill hill
vocabulary test
o infuenced by education and cultural infuence
o Accumulated knowledge and vocabulary
Flcii intelligence (g )
o Includes the ability to see relationships between ideas and objects
o Can be measured by cattell’s culture fair test, primary mental abilices induccve
reasoning test
o Generally iecreaueu as the person becomes older
o biologically infuenced
o » abutract reaurning, solution of novel problems
o
Gcil rri extended Thurstones theory and proposed that there are 120 elementary abiliteu
that can be organized or describes using 3 iimenuirnu
Operatrnu
o Type r mental prrceuuing that the person carries out
For example evaluacon, memory, cogniton
Crntentu
o Materialu which is processed
For example, visual, auditory, semantc and symbolic materials
Prricctu
o Describe how in rrmatrn iu utrrei or processed
For example, Units, classes, relatons, systems…
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