INTELLIGE NCE GROUP 14

Aminah Fatanah Fatin Amira Mohamad Ikmal Hisham Noor Azreen Norasmida Nur Fatiha Nur Zakiyah Nurul Nattrah Siti Nur Kaiyisah Zalifa Filzah

Definition

intelligence[in-tel-i-juhns] capacity for learning, reasoning, understanding, and similar forms of mental activity; aptitude ingrasping truths, relationships, facts, meanings, etc. manifestation of a high mental capacity. the faculty of understanding.

Definition (Scientist)
From "Mainstream Science on Intelligence" (1994) A very general mental capability that, involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience. From "Intelligence: Knowns and Unknowns" (1995) Individuals differ from one another in their ability to understand complex ideas, to adapt effectively to the environment, to learn from experience, to engage in various forms of reasoning, to overcome obstacles by taking thought.

Definition (Psychology Researchers)

Alfred Binet

Judgment, otherwise called "good sense," "practical sense," "initiative," the faculty of adapting one's self to circumstances ... auto-critique
David Wechsler

The aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment.
Lloyd Humphreys

"...the resultant of the process of acquiring, storing in memory, retrieving, combining, comparing, and using in new contexts information and conceptual skills.

INTELLIGENCE THEORY
Charles Spearman - General Intelligence Louis L. Thurstone - Primary Mental Abilities Howard Gardner - Multiple Intelligences Robert Sternberg - Triarchic Theory of Intelligence.

Charles Spearman - General Intelligence

Used factor analysis technique to examine a number of mental aptitude tests, Spearman concluded that scores on these tests were remarkably similar. Conclusion: Intelligence is a general cognitive ability that could be measured and numerically expressed.

Louis L. Thurstone - Primary Mental Abilities

Theory focused on seven different "primary mental abilities." Verbal comprehension Reasoning Perceptual speed Numerical ability Word fluency Associative memory Spatial visualization

Howard Gardner - Multiple Intelligences

Numerical expressions of human intelligence are not a full and accurate depiction of people's abilities. 8 distinct intelligences based on skills and abilities that are valued within different cultures. Visual-spatial Intelligence Verbal-linguistic Intelligence Bodily-kinesthetic Intelligence Logical-mathematical Intelligence Interpersonal Intelligence Musical Intelligence Intra personal Intelligence Naturalistic Intelligence

Robert Sternberg - Triarchic Theory of Intelligence

Defined intelligence as "mental activity directed toward purposive adaptation to, selection and shaping of, realworld environments relevant to ones life. Agreed with Gardner that intelligence is much broader than a single, general ability, he instead suggested some of Gardner's intelligences are better viewed as individual talents. Three factors of successful intelligence: Analytical intelligence: This component refers to problem-solving abilities. Creative intelligence: This aspect of intelligence involves the ability to deal with new situations using past experiences and current skills. Practical intelligence: This element refers to the ability to adapt to a changing environment.

David Perkins The Educational Theory

He presents detailed arguments that IQ has three major components or dimensions. 1. Neural intelligence: Efficiency and precision of one's neurological system. 2. Experiential intelligence: One's accumulated knowledge and experience in different areas. It can be thought of as the accumulation of all of one's expertises. 3. Reflective intelligence: One's broad-based strategies for attacking problems, for learning, and for approaching intellectually challenging tasks. It includes attitudes that support persistence, systemization, and imagination. It includes selfmonitoring and self-management.

TYPES OF INTELLIGENCE
LogicalMathematical Bodily-Kineshthetic Visual-Spatial Interpersonal Intrapersonal Musical Verbal-linguistic

LOGICAL-MATHEMATICAL
Ability to apply logic to systems and numbers. People who have this type are natural problem solvers. This may be one of your strongest intelligences if: Are good at solving mysteries and logic problems. Excel in math. Organize concepts and things well. Are acutely interested in scientific discoveries. Figure out how things work. Are good with computers.

BODILY-KINESTHETIC
Learn best through bodily movement and usually excel in physical activities such as dancing and sports. They have excellent motor skills and balance. They often have a difficult time sitting still in traditional classrooms and want to get up and "do" the activity. This may be one of your strongest intelligences if: Excel in sports. Are a good dancer. Are expressive and skilled at acting. Can build things. Can accurately throw or hit a ball.

VISUAL-SPATIAL
Ability to perceive the world and re-create it without physical stimuli. This may be one of your strongest intelligences if: Are good at assembling puzzles. Are a good judge of art or photography. Grasp geometry over algebra. Study more effectively with charts and pictures. Doodle or draw. Notice details.

INTERPERSONAL
Ability to empathize with peoplethe skill of understanding the moods and motivations of others. Tend to be extroverts and work in fields where they interact with others on a daily basis. This may be one of your strongest intelligences if: Feel people's moods. Are sociable. Are sensitive to injustices or dishonesty. Are a good listener and encourager. Have difficulty treating others unkindly. Engage productively in deep conversations.

INTRAPERSONAL
Ability to understand yourself and your inner thoughts. Usually introverts, have a strong sense of independence, are self-confident and tend to be perfectionists. This may be one of your strongest intelligences if: Are often pondering matters. Daydream imaginatively. Are self-critical. Really get absorbed in a good book. Can break down complicated ideas. Judge people accurately.

MUSICAL
Ability to use and understand music. Typically have good pitch, can sing, and play different musical instruments. Like to have music playing in the background and often use music and rhythms to help memorize information. This may be one of your strongest intelligences if: Can perform well in a band. Can read music and remember old songs. Will analyze a new song critically. Can figure out how to play a tune on an instrument. Are able to compose music.

VERBAL-LINGUISTIC
Can easily learn a new language and are good at reading and writing. Learn best in a traditional setting and are good debaters. This may be one of your strongest intelligences if: Write well. Are good with crossword puzzles. Are eloquent. Tell good stories. Are funny. Enjoy debates or arguments. Explain things well. Have a great vocabulary and are keen to learn new words and their origins.

FACTOR AFFECTING INTELLIGENCE

Environment Birth Order Nurture Early Nutrition Nature

ENVIRONMENT
The diet we eat, the toxins we're exposed to both in the womb and as we age, and even the neighborhood we choose to live in -- be it dangerous or safe -- all influence how genes are expressed in our lives. Cigarette smoke as an example. Exposure to the toxins in cigarette smoke -- while in the womb and throughout a lifetime -- is known to lower our intelligence quotient, decreasing IQ scores.

BIRTH ORDER
For years, it was believed that firstborns and older children in families were more intelligent than their younger siblings. Recent studies, however, observe that it may not be intelligence -- our potential for learning, understanding and reasoning -- that's affected by birth order, but rather our IQ (intelligence quotient). Personality: They've found that firstborn children tend to be perfectionists and people-pleasers, while their younger siblings are often more extroverted and sociable.

NURTURE
"nurture" describes how certain environmental factors affect our intelligence. Factors include everything from our family's parenting style and home environment to how we're educated and the experiences we have throughout our lives. They theorize that if intelligence is purely biological, identical twins separated at birth should still have equal IQs. Genetically predisposed to an average intelligence level, a quality education and life experiences may enable you to turn an average IQ into a great one over a lifetime.

EARLY NUTRITION
Prenatal and early nutrition are linked to brain structure, behavior and, intelligence. The greater nutrition in the foods we eat, especially for males in the weeks just after birth, the greater the size of the caudate -- that's the part of our brain that specializes in learning and memory -- and the greater our verbal IQ scores. Apply to babies whose prenatal diets were rich in longchain polyunsaturated fatty acids, such as DHA (docosahexaenoic acid). When pregnant and lactating women have diets rich in these fatty acids, their offspring are more likely to score higher on intelligence and achievement tests.

NATURE
They've determined that our genes do influence intelligence and IQ. However, the percentage of that influence may range anywhere from 40 to 80 percent. Brain structure and functionality -- both biological factors -- contribute to our level of intelligence. Well-functioning pathways correlate to better brain functioning, brain efficiency and information processing, which all point to better IQ scores.

OTHER FACTORS
Culture Sex Health Race Sosio-economic status

TEST TO MEASURE INTELLIGENCE

Galtons attempt Binets success The Army Alpha & Beta Test The Standford-Binet The Wechsler Test

GALTONS ATTEMPT
Galton reasoned that superior intelligence would be a reflection of superior physical development of brain and body. If so, simple physical measures might provide a reliable index of intellectual prowess. He sets about measuring a variety of physical variables and looked for a correlation between these measures and measures of success in endeavors thought to reflect intellectual ability. Unfortunately for Galton's hypothesis, no such relationship was evident. THEREFORE IT WAS A FAILURE!

BINETS SUCCESS
Response to a request by French public school officials for a test that could identify school children at risk of falling behind their peers in academic achievement. BinetSimon intelligence test. Consists of a variety of items intended to reflect knowledge and skills the average French school child of a given age would have. These items are graded in difficulty according to age. The test is administered individually, one-on-one, by a person trained to do so, and requires upwards of two hours to complete. The scoring of the test produces a number called the child's mental age. Binet-Simon test and its successors measure intelligence by assessing intellectual skills and knowledge.

THE ARMY ALPHA & BETA TEST

By psychologist, Lewis Termin, Robert Yerkes, and others. Alpha test emphasized verbal abilities Beta test emphasized non-verbal abilities and was to be given to those who performed poorly on the Alpha test and were suspected of having language problems. It appeared that the average recruit had a mental age of around 13 -- a mild level of retardation. reason for this had to do mainly with the level of education of the recruits rather than low native intelligence But Yerkes and others concluded incorrectly that the intelligence deficit was real, sounding alarm bells about the "menace of the feeble-minded."

THE STANDFORD-BINET
Lewis Terman of Stanford University translated the BinetSimon test into English, adapted it to the American culture and school curriculum, and called it the Stanford-Binet. Initially the scores were reported in terms of Mental Age. Later, mental age and chronological age were used to compute a new metric called the Intelligence Quotient, or I.Q. computed using what is now called the ratio method, which involves plugging the numbers into the following formula: (Mental Age/Chronological Age) * 100 = I.Q. An I.Q. of 100 thus indicates a child of average intellectual development.

THE WECHSLER TEST

Was unhappy with available intelligence tests such as the Stanford-Binet, as he felt that they placed too much emphasis on verbal abilities. Including a number of tasks, called performance tasks, that did not require much in the way of verbal ability (like the old Army Beta test). Scoring the test yields three separate I.Q.s: A verbal I.Q., which correlates well with the Stanford-Binet I.Q., a performance I.Q. (based on those non-verbal items), and an overall I.Q., which is the average of the other two. Two Wechsler Intelligence tests as follows: The Wechsler Intelligence Scale for Children (WISC) -for children up to the age of 15 or 16 The Wechsler Adult Intelligence Scale -- for adults

FACTORS INFLUENCE INTELLIGENCE TEST SCORES Socioeconomic status (SES) Ethnicity

SOCIOECONOMIC STATUS
Children who are raised in poverty are severely limited in their intellectual potential by their environment (Turkheimer, Haley, Waldron, DOnofrio, & Gottesman, 2003). Adolescents who come from low-income homes score as much as 15 to 20 points below their middle-class peers (Neisser et al., 1996). The reasons suggested are that poor children and adolescents may lack the material (e.g., books, music lessons, computers) and familial support that promote intellectual development. Adoption studies using a behavior-genetic framework have shown that when low-income children are adopted into middle-class families, their IQ scores rise.

ETHNICITY
African American youth score, on average, 15 points below Caucasian youth. Pattern may be explained by the large percentage of African American youth who live in poverty42%, compared to 22% of all American children. Suggested that intelligence is largely biologically determined and therefore not amenable to improvement (Jensen, 2001). Opponents of this view argue that scores on intelligence tests can be influenced by many nonintellectual factors, such as years of schooling, SES, and familiarity with the culture for whom the test was written.