INTELLIGENCE AND
PROBLEM SOLVING
LECTURE 05
INTELLIGENCE
• INTELLIGENCE: THE CAPACITY TO UNDERSTAND THE WORLD,
THINK RATIONALLY, AND USE RESOURCES EFFECTIVELY WHEN
FACED WITH CHALLENGES.
• INTELLIGENCE INVOLVES MENTAL ABILITIES SUCH AS LOGIC,
REASONING, PROBLEM SOLVING, AND PLANNING.
INTELLIGENCE
• LEARN FROM EXPERIENCE: THE ACQUISITION, RETENTION,
AND USE OF KNOWLEDGE
• RECOGNIZE PROBLEMS: TO USE KNOWLEDGE
• SOLVE PROBLEMS: TO COME UP WITH SOLUTIONS TO
PROBLEMS
TYPES OF INTELLIGENCE
• FLUID INTELLIGENCE: INTELLIGENCE THAT REFLECTS
INFORMATION-PROCESSING CAPABILITIES, REASONING, AND
MEMORY.
• CRYSTALLIZED INTELLIGENCE: THE ACCUMULATION OF
INFORMATION, SKILLS, AND STRATEGIES THAT ARE LEARNED
THROUGH EXPERIENCE AND CAN BE APPLIED IN PROBLEM-
SOLVING SITUATIONS.
EMOTIONAL INTELLIGENCE
• THE SET OF SKILLS THAT UNDERLIE THE ACCURATE
ASSESSMENT, EVALUATION, EXPRESSION, AND REGULATION OF
EMOTIONS.
• SIGNS OF EMOTIONAL INTELLIGENCE INCLUDE STRONG SELF
AWARENESS, EMPATHY, EMBRACING CHANGE, AND MANAGING
EMOTIONS IN DIFFICULT SITUATIONS.
THEORIES OF INTELLIGENCE
• GENERAL INTELLIGENCE
• PRIMARY MENTAL ABILITIES
• MULTIPLE INTELLIGENCES
• THE TRIARCHIC APPROACH TO INTELLIGENCE
GENERAL INTELLIGENCE
• CHARLES SPEARMAN
• INTELLIGENCE IS A GENERAL COGNITIVE ABILITY THAT
RESEARCHERS CAN MEASURE AND EXPRESS NUMERICALLY.
• G OR G-FACTOR: THE SINGLE, GENERAL FACTOR FOR MENTAL
ABILITY ASSUMED TO UNDERLIE INTELLIGENCE.
PRIMARY MENTAL ABILITIES
• LOUIS L. THURSTONE SEVEN PRIMARY MENTAL ABILITIES RATHER
THAN A SINGLE/ GENERAL ABILITY
• ASSOCIATIVE MEMORY: THE ABILITY TO MEMORIZE AND RECALL
• NUMERICAL ABILITY: THE ABILITY TO SOLVE MATHEMATICAL
PROBLEMS
PRIMARY MENTAL ABILITIES
• PERCEPTUAL SPEED: THE ABILITY TO SEE DIFFERENCES AND
SIMILARITIES AMONG OBJECTS
• REASONING: THE ABILITY TO FIND RULES
• SPATIAL VISUALIZATION: THE ABILITY TO VISUALIZE
RELATIONSHIPS
PRIMARY MENTAL ABILITIES
• VERBAL COMPREHENSION: THE ABILITY TO DEFINE AND
UNDERSTAND WORDS
• WORD FLUENCY: THE ABILITY TO PRODUCE WORDS RAPIDLY
MULTIPLE INTELLIGENCES
GARDNER’S INTELLIGENCE THEORY THAT PROPOSES THAT THERE ARE
EIGHT DISTINCT SPHERES OF INTELLIGENCE.
• BODILY-KINESTHETIC INTELLIGENCE: THE ABILITY TO CONTROL BODY
MOVEMENTS AND HANDLE OBJECTS SKILLFULLY
• INTERPERSONAL INTELLIGENCE: THE CAPACITY TO DETECT AND
RESPOND APPROPRIATELY TO THE MOODS, MOTIVATIONS, AND DESIRES
OF OTHERS
MULTIPLE INTELLIGENCES
• LOGICAL-MATHEMATICAL INTELLIGENCE: THE
ABILITY TO THINK CONCEPTUALLY AND ABSTRACTLY,
AND TO DISCERN LOGICAL OR NUMERICAL PATTERNS
• MUSICAL INTELLIGENCE: THE ABILITY TO PRODUCE
AND APPRECIATE RHYTHM, PITCH, AND TIMBRE
MULTIPLE INTELLIGENCES
• INTRAPERSONAL INTELLIGENCE: THE CAPACITY TO BE SELF-
AWARE AND IN TUNE WITH INNER FEELINGS, VALUES, BELIEFS,
AND THINKING PROCESSES
• NATURALISTIC INTELLIGENCE: THE ABILITY TO RECOGNIZE AND
CATEGORIZE ANIMALS, PLANTS, AND OTHER OBJECTS IN NATURE
MULTIPLE INTELLIGENCES
• VERBAL-LINGUISTIC INTELLIGENCE: WELL-DEVELOPED
VERBAL SKILLS AND SENSITIVITY TO THE SOUNDS,
MEANINGS, AND RHYTHMS OF WORDS
• VISUAL-SPATIAL INTELLIGENCE: THE CAPACITY TO THINK
IN IMAGES AND VISUALIZE ACCURATELY AND ABSTRACTLY
THE TRIARCHIC APPROACH TO
INTELLIGENCE
• ROBERT STERNBERG DEFINED INTELLIGENCE AS "MENTAL
ACTIVITY DIRECTED TOWARD PURPOSIVE ADAPTATION TO,
SELECTION, AND SHAPING OF REAL-WORLD ENVIRONMENTS
RELEVANT TO ONE'S LIFE.“
• GARDNER'S TYPES OF INTELLIGENCE ARE BETTER VIEWED AS
INDIVIDUAL TALENTS.
THE TRIARCHIC APPROACH TO
INTELLIGENCE
• ANALYTICAL INTELLIGENCE: THE ABILITY TO EVALUATE INFORMATION
AND SOLVE PROBLEMS
• CREATIVE INTELLIGENCE: THE ABILITY TO COME UP WITH NEW IDEAS
• PRACTICAL INTELLIGENCE: THE ABILITY TO ADAPT TO A CHANGING
ENVIRONMENT
INTELLIGENCE TESTS HISTORY
• INTELLIGENCE TESTS: TESTS DEVISED TO QUANTIFY A PERSON’S
LEVEL OF INTELLIGENCE
• SIR FRANCIS GALTON : THE SIZE AND SHAPE OF A PERSON’S HEAD
COULD BE USED AS AN OBJECTIVE MEASURE OF INTELLIGENCE
• GALTON’S THEORIES WERE PROVED WRONG
INTELLIGENCE TESTS HISTORY
• HEAD SIZE AND SHAPE ARE NOT RELATED TO INTELLECTUAL
PERFORMANCE, AND SUBSEQUENT RESEARCH HAS FOUND
LITTLE RELATIONSHIP BETWEEN BRAIN SIZE AND INTELLIGENCE.
• GALTON WAS THE FIRST PERSON TO SUGGEST THAT
INTELLIGENCE COULD BE QUANTIFIED AND MEASURED IN AN
OBJECTIVE MANNER
BINET AND THE DEVELOPMENT OF IQ
TESTS
• FIRST REAL INTELLIGENCE TEST BASED ON ATTENTION,
MEMORY, AND PROBLEM-SOLVING SKILL
• TO IDENTIFY THE “DULLEST” STUDENTS IN THE PARIS SCHOOL
SYSTEM
• TASKS TO SAME-AGE STUDENTS WHO HAD BEEN LABELED
“BRIGHT” OR “DULL” BY THEIR TEACHERS.
BINET AND THE DEVELOPMENT OF IQ
TESTS
• TEST THAT INCLUDED 30 QUESTIONS, SUCH AS ASKING ABOUT
THE DIFFERENCE BETWEEN "BOREDOM" AND "WEARINESS”
• OR ASKING THE TEST-TAKER TO FOLLOW A MOVING OBJECT
WITH JUST ONE EYE.
• A CHILD WITH A MENTAL AGE OF 12 AND A CHRONOLOGICAL
AGE OF 10 WOULD HAVE AN IQ OF 120: (12÷10) X 100 = 120.
BINET AND THE DEVELOPMENT OF IQ
TESTS
• INTELLIGENCE QUOTIENT (IQ): A SCORE THAT TAKES INTO
ACCOUNT AN INDIVIDUAL’S MENTAL AND CHRONOLOGICAL AGES.
• A 20 YEAR OLD PERFORMING AT A MENTAL AGE OF 18 AND
CALCULATE AN IQ SCORE OF (18/20)!100=90. IN CONTRAST, THE
5 YEAR OLD PERFORMING AT A MENTAL AGE OF 3 COMES OUT
WITH A CONSIDERABLY LOWER IQ SCORE: (3/5)!100=60.
STANFORD-BINET INTELLIGENCE SCALE
• FOR EXAMPLE, YOUNG CHILDREN ARE ASKED TO COPY FIGURES
OR ANSWER QUESTIONS ABOUT EVERYDAY ACTIVITIES. OLDER
PEOPLE ARE ASKED TO SOLVE ANALOGIES, EXPLAIN PROVERBS,
AND DESCRIBE SIMILARITIES THAT UNDERLIE SETS OF WORDS.
• THE TEST IS ADMINISTERED ORALLY
ARMY ALPHA AND BETA TESTS
• ROBERT YERKES: THE ARMY ALPHA WAS DESIGNED AS A
WRITTEN TEST
• ARMY BETA WAS MADE UP OF PICTURES FOR RECRUITS WHO
WERE UNABLE TO READ OR DIDN'T SPEAK ENGLISH.
• HELP THE ARMY DETERMINE WHICH MEN WERE SUITED FOR
SPECIFIC POSITIONS AND LEADERSHIP ROLES
WECHSLER INTELLIGENCE SCALES
• DAVID WECHSLER BELIEVED THAT INTELLIGENCE INVOLVED
DIFFERENT MENTAL ABILITIES.
• WECHSLER INTELLIGENCE SCALE FOR CHILDREN (WISC)
• THE WECHSLER PRESCHOOL AND PRIMARY SCALE OF
INTELLIGENCE (WPPSI)
WAIS-IV
• HE WAIS IS SCORED BY COMPARING THE TEST TAKER'S SCORE
TO THE SCORES OF OTHERS IN THE SAME AGE GROUP.
• THE AVERAGE SCORE IS FIXED AT 100, WITH TWO-THIRDS OF
SCORES LYING IN THE NORMAL RANGE, WHICH IS SOMEWHERE
BETWEEN 85 AND 115.
WAIS-IV
• THE WAIS-IV CONTAINS 10 SUBTESTS, FIVE SUPPLEMENTAL TESTS,
AND PROVIDES SCORES IN FOUR MAJOR AREAS OF INTELLIGENCE:
• VERBAL COMPREHENSION
• PERCEPTUAL REASONING
• WORKING MEMORY
• PROCESSING SPEED
ACHIEVEMENT AND APTITUDE TESTS
• ACHIEVEMENT TEST: A TEST DESIGNED TO DETERMINE A
PERSON’S LEVEL OF KNOWLEDGE IN A GIVEN SUBJECT AREA.
• HIGH SCHOOL STUDENTS SOMETIMES TAKE SPECIALIZED
ACHIEVEMENT TESTS IN SPECIFIC AREAS SUCH AS WORLD
HISTORY AND CHEMISTRY AS A COLLEGE ENTRANCE
REQUIREMENT; LAWYERS MUST PASS AN ACHIEVEMENT TEST (IN
THE FORM OF THE BAR EXAM) IN ORDER TO PRACTICE LAW.
ACHIEVEMENT AND APTITUDE TESTS
• APTITUDE TEST: A TEST DESIGNED TO PREDICT A
PERSON’S ABILITY IN A PARTICULAR AREA OR LINE OF
WORK.
• MOST OF US TAKE ONE OR THE OTHER OF THE BEST-
KNOWN APTITUDE TESTS IN THE PROCESS OF
PURSUING ADMISSION TO COLLEGE: THE SAT, NTS. NET
PROPERTIES OF PSYCHOLOGICAL
TESTS
• PSYCHOLOGICAL TESTS TO HAVE RELIABILITY TO MEASURE
CONSISTENTLY WHAT THEY ARE TRYING TO MEASURE. EACH
TIME A TEST IS ADMINISTERED
• A TEST TAKER SHOULD ACHIEVE THE SAME RESULTS
ASSUMING THAT NOTHING ABOUT THE PERSON HAS
CHANGED RELEVANT TO WHAT IS BEING MEASURED
PROPERTIES OF PSYCHOLOGICAL
TESTS
• VALIDITY: THE PROPERTY BY WHICH TESTS ACTUALLY
MEASURE WHAT THEY ARE SUPPOSED TO MEASURE.
• FOR EXAMPLE, A TEST OF READING COMPREHENSION
SHOULD NOT REQUIRE MATHEMATICAL ABILITY.
VARIATIONS IN INTELLECTUAL ABILITY
• (INTELLECTUAL DISABILITIES): A CONDITION CHARACTERIZED
BY SIGNIFICANT LIMITATIONS BOTH IN INTELLECTUAL FUNCTIONING
AND IN CONCEPTUAL, SOCIAL, AND PRACTICAL ADAPTIVE SKILLS.
• REASON FOR INTELLECTUAL DISABILITY
FETAL ALCOHOL SYNDROME, FAMILIAL RETARDATION, BIRTH
COMPLICATION
VARIATIONS IN INTELLECTUAL ABILITY
• INTELLECTUALLY GIFTED: THE 2 TO 4 PERCENT OF THE
POPULATION WHO HAVE IQ SCORES GREATER THAN 130.
• STEREOTYPE ASSOCIATED WITH THE GIFTED SUGGESTS
THAT THEY ARE AWKWARD, SHY SOCIAL MISFITS WHO
ARE UNABLE TO GET ALONG WELL WITH PEERS.
VARIATIONS IN INTELLECTUAL ABILITY
• RESEARCH INDICATES, THE INTELLECTUALLY GIFTED
ARE MOST OFTEN OUTGOING, WELL ADJUSTED,
HEALTHY, POPULAR PEOPLE WHO ARE ABLE TO DO
MOST THINGS BETTER THAN THE AVERAGE PERSON
CAN
GROUP DIFFERENCES IN INTELLIGENCE
• KWANG IS OFTEN WASHED WITH A PLECK TIED TO A
• (A) RUNDEL
• (B) FLINK
• (C) POVE
• (D) QUIRJ
GROUP DIFFERENCES IN INTELLIGENCE
• THE BACKGROUND AND EXPERIENCES OF TEST-TAKERS
DO HAVE THE POTENTIAL TO AFFECT RESULTS.
• MEMBERS OF CERTAIN RACIAL AND CULTURAL GROUPS
CONSISTENTLY SCORE LOWER ON TRADITIONAL
INTELLIGENCE TESTS THAN DO MEMBERS OF OTHER
GROUPS.
EXAMPLE
• CONSIDER THE QUESTION "WHAT SHOULD YOU DO IF ANOTHER
CHILD GRABBED YOUR HAT AND RAN OFF WITH IT?" MOST WHITE
MIDDLE-CLASS CHILDREN ANSWER THAT THEY WOULD TELL AN
ADULT, AND THIS RESPONSE IS SCORED AS CORRECT. HOWEVER,
A REASONABLE RESPONSE MIGHT BE TO CHASE THE PERSON AND
FIGHT TO GET THE HAT BACK, THE ANSWER THAT IS CHOSEN BY
MANY URBAN BLACK CHILDREN BUT ONE THAT IS SCORED AS
INCORRECT
ADDITIONAL STUDY LINK
• HTTP://CSDCLARK.WEEBLY.COM/CHAPTER-10-INTELLIGENCE1.HTML
• HTTPS://SITES.GOOGLE.COM/SITE/REDWOLFNATION/HOME/PSYCHOLOGY/CHA
PTER-09-INTELLIGENCE
GROUP DIFFERENCES IN INTELLIGENCE
• IN AN ATTEMPT TO PRODUCE A CULTURE-FAIR IQ TEST,
ONE THAT DOES NOT DISCRIMINATE AGAINST THE
MEMBERS OF ANY MINORITY GROUP, PSYCHOLOGISTS
HAVE TRIED TO DEVISE TEST ITEMS THAT ASSESS
EXPERIENCES COMMON TO ALL CULTURES OR
EMPHASIZE QUESTIONS THAT DO NOT REQUIRE
LANGUAGE USAGE
