2 CA Intelligence

• Intelligence


  A very general mental capability that, among other things, involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience. It is not merely book learning, a narrow academic skill, or test-taking smarts. Rather, it reflects a broader and deeper capability for comprehending our surroundings—"catching on," "making sense" of things, or "figuring out" what to do
• Intelligence


  • Adjustment to environment
  • Ability to learn
  • Abstract thinking
• Intelligence Quotient (IQ)


  IQ = Mental age (MA)/chronological age (CA) x 100
• Correlates of IQ


  • School success (Motivation, teacher, expectations, cultural background, attitudes of parents, etc.)
  • Occupational status and success (IQ scores outperform predictors such as biographical data, reference checks, education, and college grades)
  • Demographic group differences (differential opportunities and resources available to youth from different ethnic backgrounds)
• Halo effect


  Impression of client (judgement)
• Flynn effect


  IQ (increases over time)
• Carry-over effect


  IQ increases with practice
• Barnum effect


  Universal statements (applicable to everyone)
• Over pathologizing


  Focusing only on negative aspects (not seeing positive in client)
• Overpsychologizing


  Giving interpretation even when it's not warranted (e.g. crossing arms means arrogant)
• Schematization


  Stereotypes (non-scientific behavior)
• Rosenthal effect


  Expectancy effect (pressuring to pass a test/work)
• Golem effect


  Negative expectation = negative result
• Alfred Binet


  Developed an objective method of identifying those truly lacking in academic ability (as opposed to those with behavior problems)
• Theories of Intelligence


  • Factor analysis (Spearman's approach, Thurstone's approach)
  • Cattell's Theory
  • Guilford's classification
  • Gardner's multiple intelligences
  • Sternberg's triarchic theory
• Spearman's approach


  g (general intelligence) represents elements common to intelligence tests, s (specific intelligence) for unique factors of a given test, Intelligence is broad-based and generalized
• Thurstone's approach


  Group factor concept (rather than just g factor), Primary mental abilities (Numerical facility, Word fluency, Verbal comprehension, Perceptual speed, Spatial visualization, Reasoning, Associative memory)
• Cattell's Theory


  Centrality of g, 17 primary ability concepts, Fluid ability: genetically based intellectual capacity, Crystallized ability: capacities attributed to culture-based learning, Hierarchical model of intelligence

  
• Guilford's classification


  Structure of intellect (SOI) model as a guide, Intelligence is three-dimensional (Operations, Contents, Products)

  
• Gardner's multiple intelligences


  Problem solving skills, 8 formal groupings (Linguistic, Musical, Logical-mathematical, Spatial, Bodily-kinesthetic, Naturalistic, Interpersonal, Intrapersonal), Major criticism: "intelligences" vs. "talents"
• Ratio IQ


  Mental age (MA): index of mental performance, Chronological age (CA): actual age in years, IQ = MA/CA*100, Merely a score; not an equal-interval measure, Limitations for older adults
• Deviation IQ


  Adjusts for chronological age (CA) limitations, Assumption is made that intelligence is normally distributed throughout population, Comparison to CA group, Same score will mean the same thing for people with different CAs
• Heritability


  Behavioral genetics: evaluates both genetic and environmental influences, Studies heritability using dizygotic twins, monozygotic twins, and siblings, Environmental influencers (Raised together/separated)
• Genotype


  Genetic makeup of an individual, Fixed at birth, Passed down from biological parents
• Phenotype


  Observable characteristics of an individual, Can change over time, Product of genotype and environment
• Flynn effect


  From 1972 on, Americans' IQ scores have on average increased 3 points each decade, Explanation: People getting smarter, more exposed to cognitive tasks found on IQ tests
• Raven's Progressive Matrices (SPM) Grades


  • Grade I: "Intellectually superior" (scores at or above 95th percentile)
  • Grade II: "Above the average in intellectual capacity" (scores at or above 75th percentile, II+ if scores at or above 90th percentile)
  • Grade III: "Intellectually average" (scores between 25th and 75th percentile, III+ if greater than 50th percentile, III- if less than median)
  • Grade IV: "Below average" (scores at or below 25th percentile, IV- if below 10th percentile)
  • Grade V: "Intellectual defective" (scores at or below 5th percentile)

  
• Clinical Assessment


  • Stanford-Binet Scales (5 cognitive factors: Fluid reasoning, Quantitative reasoning, Visual-spatial processing, Working memory)
  • Wechsler scales (Deviation IQ based, Designed for adults, Performance scale and verbal scale, Full scale IQ)
  • Wechsler Intelligence Scale For Children (WISC-IV) (Ages 6-16, 4 major indices: Verbal comprehension, Perceptual reasoning, Working memory, Processing speed)

  
• Clinical Usage of Intelligence Tests

  • Estimation of general intelligence
  • Prediction of academic success
  • Appraisal of style