hi this is Bart pson and this is a lecture for psychology 1100 lifespan development in this we're looking at chapter five on middle childhood and section three on the development of intelligence and creativity in middle childhood the first thing we want to look at is Theories of Intelligence and so we got a kid here with a tie on with math in the back so he must be a very intelligent person um intelligence has been a a major field in Psychology for a long long time uh most of the people who deal with intelligence are what are called well people who are involved in the measurement of intelligence are called psychometricians it's psychometrics uh one of the biggest people in this field was a guy named David wesler and wesler um defined intelligence really in a in a pretty um simple way he said intelligence is the capacity to understand the world and the resourcefulness to cope with its challenges and I think most people would agree with that one um also intelligence is often associated with things like academic success advancement on the job and appropriate social behavior so regardless of its Origins intelligence is usually perceived as a child's underlying competence or learning ability however it can be helpful to distinguish intelligence from uh what is usually called achievement which has more to do with the acquired performance or competence as opposed to Simply underlying propensities or potential abilities now the there's a lot of different theories about intelligence for instance you have what are called Factor theorists uh these people view intelligence as consisting of one or more major mental abilities or factors the best known of these was from a long time ago as Charles Spearman um I want say 20s or 30s comes to mind and he suggested that intelligent behaviors have a common underlying factor that he called G for general intelligence that represented broad reasoning and problem solving abilities and that people who were very high in this regardless of their field had more in common with each other than they did with people who were very low even though those people might share their same field on the other hand uh other people uh Robert Sternberg who's still around uh had a three part or tripartite theory of intelligence uh that he defined as analytical intelligence which you might think of as the basic you know science math kind of thing uh creative intelligence the ability to make new things um and practical intelligence that's very much in the real world um or as this slide shows we're talking about something developed by Howard Gardner who's also still around and Howard Gardner is best known for his theory of multiple intelligences and here we have nine of them the linguistic which is you know standard verbal logical mathematical fine naturalist which I usually think of more as again as I've said elsewhere like somebody who lives in the forest and knows all the plants and how to work with them although we have a person in a biology lab here uh then we also have spatial with a sculpture here and the bodily kinesthetic and the musical uh and the idea is these are distinct things and then finally the guy looking at himself in the mirror that's intrapersonal meaning understanding yourself there's interpersonal understanding other people and existential really having to do more with you might say philosophical or spiritual or religious matters um now Gardner did not come up with these because he thought you know people might feel bad if they weren't good at math and they needed something they could feel you know good about out instead he says intelligence reflects sort of these distinct academic abilities and said that each one of these has its own neurological basis it has what's called neurophysiological isolation takes place in a different part of the brain also they have what are called different developmental TR trajectories that people for instance develop verbal long before they develop The Logical mathematical um and that interpersonal might come before the ability to develop intra personal you know that they they develop at different times also he talked about the existence of people who were savants or prodigies people who are astoundingly good at one of these things but not necessarily others and a savant would actually be very poor at a lot of the others anyhow uh while it's still an open debate it is an interesting thing because it lets you know that there is might be more to intelligence than just this single you know smart versus dumb Factor okay now about the test what we have right here is the Stanford Benet intelligence test that was developed way back in in the 30s uh for testing young children so this one also is a very common scale and David wesler developed What's called the wesler intelligence scale for for children or the Whisk and the wesler adult intelligence scale called the waste and um these are among the most widely used and the most widely respected intelligence tests so the Stanford banet the westler scales they yield scores called intelligence questions that's IQs and you can see the test consists of more than just asking questions you know what's 7 time 14 stuff like that instead a substantial portion consists of performance tasks in which the respondent actually does the thing in question as opposed to for instance describing it verbally now today scores on the Stanford banet are derived by comparing children's and adults performances with those of other people in the same age so people who get more items correct than average for their age and group get IQ scores above 100 those who answer fewer items correctly they get scores again for their age get scores below 100 okay the wler scales um these have a bunch of test questions that are grouped into subtest that measure different intellectual tasks so for this reason subtests compare a person's performance on one type of task such as for instance putting the words in uh the pictures in the order to tell a coherent story you know so for instance the guy needs to get in his car first and then he needs to catch the fish then he cleans it then he cooks it you know um or you can say what's missing in the watch we're missing the hour hand and how to arrange the blocks and how to make a picture um so anyhow in the wesler scales subtest compareed person's performance on one type of task such as defining words with another such as using blocks to construct geometric designs and these scales suggest that children's uh they suggest children's strength and weaknesses in different areas as well as provide overall measures of int of intellectual functioning on the other hand you do have a problem with cultural bias um for instance in the Wester scales you're going to have to understand fishing you're going to have to know what a a wrist watch looks like if you grew up with digital watches you can you might have a harder time with that one so if scoring well on an intelligence test requires a certain kind of cultural experience like fishing or or wrist watches the test are set to have a cultural bias and so for this reason a lot of other psychologists and psychometricians have worked uh really hard to try to construct culture free or at least less biased intelligence tests or also time culture Fair uh so for instance you see that these ones here are these very abstract patterns and shapes and you don't have to know what the big and little hands on a watch look like in order to be able to answer these particular questions and so this is a variation on intelligence testing that allows you to get beyond the particular bounds of the group for whom the test was originally developed next we have patterns in the development of intelligence and once children reach middle childhood they they under they appear to undergo relatively stable patterns of gains in intellectual functioning although they're still grow s so for instance you see the the group in blue at the top you got this group that just shoots way up and the group in red that drops way down um on the other hand that biggest change is around nine or 10 years old so you're getting the most difference between groups at that time on the other hand it basically looks like most of the groups catch up by the time they're teenagers and so the difference is not nearly as big by the time they've reached 17 as it is around the time they're 10 and again a person may be tested with an IQ of 160 when they're 10 but chances are they'll be tested at something more like 130 135 when they're a teenager so again the IQ scores have a whole lot to do with your current age when you took it um on the other hand because we have this sort of this compression over time um and Things become more stable intelligence desk can gain some greater predictive power um on the other hand a lot of things influence IQ scores such as changes in the home socioeconomic uh circumstances and obviously the kind of education that's available to you and so a lot of people treat IQ as this thing that's sort of built in and it's always with you but it's it's really responsive to a lot of these external influences the next one is about intellectual deficiency and giftedness and here we have a bell curve that's typically used to describe intelligence and so it's centered on a score of 100 because that's what the average is by definition uh and you see that it goes down to for instance below 70 and above 130 and really the range from 90 to 110 or some times depending on who you ask 85 to 115 it's basically normal it's it's within the normal range and also because there's a lot of things like environment and nutrition and you know again that can influence scores normal basically there uh we got the this cute term dull normal and borderline at the bottom and above average is superior and then intellectually deficient and very Superior at the far ends now intellectual deficiency has a technical definition here it's the in is uh disability characterized by significant limitations both in intellectual functioning and in adapted behavior is expressed in conceptual social and practical adaptive skills so giftedness for instance involves more than Excellence on the tasks provided by standard intelligence tests in determining who's gifted uh most Educators include children who have outstanding abilities are capable of high performance in a specific academic area such as language or mathematics or show creativity leaders ship distinction in the visual or Performing Arts bodily Talent such as gymnastics and dancing so there's a lot of different things that are used to consider who is uh above average who's below average and um it can be really context specific now in terms of differences in intellectual development one of the interesting things is that yes it's true Asian and Asian-American students often do better um on a lot of standardized tests but part of this uh you know you might say there's something genetic about it I don't know but there's also that um in a lot of Asian cultures not all of them but a lot of them academic success is attributed to hard work as opposed to innate giftedness and so there's going to that's going to facilitate uh really people working hard and persisting and so we might have more uh that the performance could be traced simply to working harder than other things so but let me say I H scores there are differences between socioeconomic groups ethnic groups now the fact that the groups the differences exist does not explain why the differences are there that's that's a whole other issue but you do see that lower class American children uh tend to attain IQ scores that are 10 to 15 points lower which is a fair amount than those of middle and upper class children also African-American Latin American Native American children all tend to score below the norms for European uh Americans and on the other hand Asian Asian-American students often perform better and again saying that these differences exist is a no way an explanation in fact the explanations for these things are often very complex but a lot of it's going to be tied in with opportunities um and the support for academic achievement in each of these groups and that opens up really a much larger conversation about these but the recognition that there are on average some group differences serves as a starting point for that conversation next creativity and then we have here that creativity and Innovation uh some people say requires a lot of intelligence um and so creativity is the ability to do things that are both novel meaning you know it's new hasn't been done before and useful it actually works um such as uh solving problems when there's no pre-existing solution no tried and tested formulas and the test used to measure intelligence and creativity interesting that they only show a moderate relationship between IQ scores and measures of creativity so being smart uh at least as far as standardized test goes and being creative are different things and there's a whole lot more that we could say about that one later next we have here a little uh chart of relatedness and how correlated things are and so what we have here is a whole group of um different degrees of relatedness so for instance you could talk about identical twins reared together have 100% genetic overlap uh on the other hand identical twins reared apart they have the genetic overlap but they don't have the social or environmental overlap and so what you see is that identical twins weed together have a correlation in intelligence of about 085 what's funny about that is that really um you have to square these things to understand them so even though they have the identical genetics and raised in the same environment that similarity only EX predicts 70% of the variance in the scores it's not as much as you would think uh but you see as the degrees of relatedness and environmental similarity go down things be uh become more and more uh Divergent so studies suggest that the heritability or you know genetic inheritance of intelligence it's between 40 60% and actually 50 is a good estimate um this means about half the difference between IQ scores could be due to genetics so classic studies found stronger relationship between IQ scores of adopted children and their biological parents than between the IQ IQ scores of adopted children and their adoptive parents um also research shows the positive effects of enriched early environments created by having responsive parents who provide appropriate play materials and varied experiences and that's going to work into a whole lot of things again it has a lot more there's a lot of uh things in terms of intelligence in terms of creativity has a lot to do with with these social factors these environmental uh affordances and the things are made available to people anyhow that's where we're going to end this particular section