Student Development Institute

Faculty of Arts , Humanities ,and Languages

PRESENTATION
Intelligence
Presented by: 1. Mr. Sok Pannha 6. Mr. Chroeng Daroth
2. M. Sok Nalen 7. Mr. Mon Menghea
3. Mr. Don sitha 8. M. Nor Chanthou
4. M. Boem Sokha 9. Mr. Danh Sari
5. Mr. Sak Sithoeun
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 Content
• What is Intelligence?
• History of Intelligence.
• Intelligence Test
• Theories of Intelligence
• Types of Intelligence
• Controversies and Issues in Intelligence
• Evaluating Multiple-Intelligence Approaches
• Differences in IQ Scores
• Creativity

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 Intelligence
• Intelligence: problem-solving skills and the ability to learn from and adapt to
life’s everyday experiences
• Individual Differences: stable, consistent ways in which people are different from
each other
• Intelligence Tests:
• Binet Tests: designed to identify children with difficulty learning in school
• Mental age (MA): an individual’s level of mental development relative to others
• Intelligence quotient (IQ): a person’s mental age divided by chronological age, multiplied by 100
• Stanford-Binet Tests: revised version of the Binet test
• Scores approximate a normal distribution—a bell-shaped curve
• Wechsler Scales: give scores on several composite indices
• Three versions for different age groups

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 Intelligence test

Good tests must have

Reliability

Validity

Standardization

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 Reliability

• reliability: the results must be repeatable or stable. Reliability of a test is obtained

by correlating two sets of scores on the same test from the same people. The
higher the correlation, the more reliable the test.
the method of measuring reliability are
Test-retest reliability: using the same test on two occasions to measure consistency
Alternative forms reliability: using different forms of the test to measure
consistency between them
Split-half reliability: dividing the test into two equal halves and assessing how
consistent the scores are

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 Validity
• The validity of a test is the degree to which it measures what it is supposed to measure. It
is the degree to which test scores are interpreted appropriately and used properly.
Correlations between the test score and another measure of the attribute being tested
provide the validity.
The method of measuring validity are:
Content Validity: refer to the extent a test measures a particular construct, behavior, or
trait.
Criterion Validity: refer to ability to predict an individual’s performance when assessed
by other measures, criteria, of the attribute.
 Concurrent Validity: assesses the relation of a test’s scores to a criterion that is
presently available (concurrent)
 Predictive Validity: assesses the relation of a test’s scores to an individual’s
performance at a point in the future.

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 Link between Reliability & Validity
A test that is valid is reliable, but a test that is reliable is not necessarily valid. This
is illustrated by the dart-throwing analogy. All darts might land far a way from the
bull’s eye but land in about the same place( reliability or consistency). To be valid,
though, all darts have to hit the bull’s eye (which also means they have to be
reliable, or consistent).

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 Standardization
Standardization: Involve administering the test to a representative sample of future test takers
in order to establish a basis.

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 The Binet tests and the Wechsler Scales
Binet tests: : designed to identify children with difficulty learning in school
 Mental age (MA): an individual’s level of mental development relative to others
 Intelligence quotient (IQ): a person’s mental age divided by chronological age, multiplied by
100
Stanford-Binet Tests: revised version of the Binet test
 Scores approximate a normal distribution—a bell-shaped curve
Wechsler Scales: give scores on several composite indices
 Three versions for different age groups

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The Binet tests and the Wechsler Scales
THE NORMAL CURVE AND STANFORD-BINET IQ SCORE

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 Two-factors theory

Do we have a single intelligence or multiple intelligences?

• Spearman’s g- factor theory (two-factor theory)
 He noted that all mental ability test are positively associated correlated.
 Intelligence comprised of 2 factors “g” and “s”.
 This theory is also known as two factor theory of intelligence.
S-3

G
S-1 S-2

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 Multiple-factors theory

• Thurstone’s theory of intelligence ( Multiple-factor theory)

Verbal
Comprehension
Word fluency

Perceptual speed

Memory

Numerical ability

Spatial Ability

Reasoning

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Type of Intelligence

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 Sternberg’s Triarchic Theory

Type of intelligence
Sternberg’s Triarchic Theory of Intelligence:
Intelligence comes in three forms:
• Componential intelligence: the ability to acquire or store information; to retain or
retrieve information; to transfer information; to plan, make decisions, and solve
problem; and to translate our thoughts into performance.
• Experiential intelligence: the ability to solve the problems that require insight
and creativity
• Contextual intelligence: involve practical intelligence such as how to get out of
trouble, ability to use, apply, implement, and put ideas into practice.

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 Controversies and Issues in Intelligence
Controversies and issues in intelligence:
• Heredity and genetics versus environment (increasingly higher scores suggest
role of education)
• Flynn effect
• Bell curve: U.S. is developing large underclass of intellectually deprived
• Racial and cultural bias
• Use and misuse of IQ tests
• Classifying types of mental retardation
• Classification as being gifted

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 Evaluating Multiple-Intelligence Approaches

• Pros:
• Stimulated teachers to think more broadly about children’s competencies
• Motivated educators to develop programs that instruct students in multiple
domains
• Contributed to interest in assessing intelligence and classroom learning
• Cons:
• Multiple-intelligence views may have taken the concept of specific
intelligences too far
• Research has not yet supported the different types
• Are there other types of intelligences?

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 Differences in IQ Scores

• Influences of Genetics:
• Heritability: the variance in a population that is attributed to genetics
• Heritability of intelligence is about .75
• Problems:
• Heritability index is only as good as the data entered into the analysis
• Assumes we can treat genetic and environmental influences as separate
• One strategy is to compare the IQs of identical and fraternal twins
• Most researchers agree that genetics and environment interact to influence
intelligence

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Differences in IQ Scores

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 Differences in IQ Scores

Environmental Influences:
• Communication of parents
• Schooling
• Flynn Effect: rapidly increasing IQ test scores around the world
 Increasing levels of education attained by more people
 Explosion of available information
• Interventions designed to help children at risk for impoverished intelligence

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Differences in IQ Scores

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 Differences in IQ Scores
• Group Differences:
• On average, African American schoolchildren score 10 to 15 points lower on
IQ tests than White American schoolchildren
• Gap has begun to narrow as African Americans have gained social,
economic, and educational opportunities
• Culture-Fair Tests: tests that are intended to be free of cultural bias
• Items that are familiar to children from all backgrounds
• Nonverbal intelligence tests

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Differences in IQ Scores

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 Extremes of Intelligence
• Mental retardation: Limited mental ability in which an individual
has a low IQ and has difficulty adapting to everyday life
• Organic retardation: Caused by a genetic disorder or brain damage
• Cultural-familial retardation: No evidence of organic brain damage
• IQ is generally between 50 and 70

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 Extremes of Intelligence

• Gifted: Above-average intelligence and/or superior talent for

something
• Three criteria
• Precocity
• Marching to their own drummer
• A passion to master
• Nature-nurture
• Domain-specific giftedness and development
• Education of children who are gifted

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 Creative
• Creative is the ability to think about something in novel and unusual ways and
come up unique solution to problems.
• Intelligence and creativity not same thing; most creative people are quite
intelligent but reverse not necessarily true
 Guilford distinguished
Convergent
Divergent

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 Living a more creative life
Csikszentmihalyi (1996) recommendation:
Try to be surprised by something every day
Try to surprise at least one person every day
Write down each day what surprise you and how you surprise others
When something sparks your interest, follow it
Wake up in the morning with a specific goal to look forward to
Take charge of your schedule
Spend time in setting that stimulate your creativity

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 References
Psychology: Essential , 287-303, John W. Santrock, 2nd edition.

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Thank You For Your Paying Attention

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