心理学与生活-第66章

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1。　Theory　expands　the　definition　of　intelligence　beyond　skills　covered　on　
an　IQ　test　
2。　Gardner　identifies　numerous　intelligences；　covering　a　range　of　human　
experience　
a）　Linguistic　intelligence　
b）　Logical…mathematical　ability　
c）　Naturalist　
d）　Spatial　ability　
e）　Musical　ability　
f）　Bodily　Kinesthetic　ability　
g）　Interpersonal　ability　
h）　Intrapersonal　ability　

3。　Emotional　Intelligence　（EQ）　is　related　to　Gardner’s　interpersonal　and　
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intrapersonal　intelligences。　EQ　has　four　parts：　
a）　The　ability　to　perceive；　appraise；　and　express　emotions　

accurately　and　appropriately　
b）　The　ability　to　use　emotions　to　facilitate　thinking　
c）　The　ability　to　understand　and　analyze　emotions　and　to　use　

emotional　knowledge　effectively　
d）　The　ability　to　regulate　one’s　emotions　to　promote　both　
emotional　and　intellectual　growth　

IV。　The　Politics　of　Intelligence　
A。　History　of　Group　parisons　
1。　Henry　Goddard　（early　1900s）　advocated　testing　of　immigrants　and　
selectively　excluding　those　found　to　be　“mentally　defective”　
2。　“Evidence”　for　exclusion　derived　from　case　studies　of　two　families；　the　
Juke　and　the　Kallikak　families；　that　allegedly　had　produced　defective　
human　offspring　for　generations　
B。　Heredity　and　IQ　
1。　Heritability　is　based　on　an　estimate　within　a　given　group；　but　cannot　
be　used　to　interpret　between　group　differences　
2。　A　heritability　estimate　of　a　particular　trait；　such　as　intelligence；　is　based　
on　the　proportion　of　the　variability　in　test　scores　on　that　trait　that　can　
be　traced　to　genetic　factors　
3。　For　human　characteristics　in　general；　differences　between　gene　pools　
of　different　racial　groups　are　minute；　as　pared　to　genetic　
differences　among　individual　members　of　the　same　group　
C。　Environments　and　IQ　
1。　Research　has　most　often　focused　on　global　measures　of　environment；　
such　as　the　influence　of　socioeconomic　status　on　IQ　
2。　“Head　Start”　taught　us　that：　
a）　IQ　can　easily　be　affected　by　the　environment　
b）　An　enriched　environment　must　be　sustained　if　the　results　are　
to　last　

D。　Culture　and　the　Validity　of　IQ　Tests　
1。　Systematic　bias　makes　some　tests　invalid　and　unfair　for　minorities　
2。　Ongoing　concern　exists　as　to　whether　it　is　possible　to　devise　an　IQ　test　
that　is　“culture…fair”　
3。　Stereotype　Threat–the　threat　of　being　at　risk　for　confirming　a　negative　
stereotype　of　one’s　group–can　bring　about　the　poor　performance　
encoded　in　the　stereotype　
V。Creativity　
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CHAPTER　10：　INTELLIGENCE　AND　INTELLIGENCE　ASSESSMENT　

A。　Creativity　is　the　individual’s　ability　to　generate　ideas　of　products　that　are　both　novel　and　
appropriate　to　the　circumstances　in　which　they　were　generated　
B。　Assessing　Creativity　
1。　Many　approaches　to　rating　individuals　as　creative　or　uncreative　focus　
on　divergent　thinking；　the　ability　to　generate　a　variety　of　unusual　but　
appropriate　solutions　to　a　problem。　

2。　Exceptional　Creativity　and　Madness　
a）　The　exemplary　creator　who　emerges　from　assessments　of　
creativity　as　almost　off　the　scale　

b）　Gardner　alludes　to　a　mon　stereotype　of　the　exemplary　
creator—their　life　experiences　border　on　or　include　the　
experience　of　madness　

VI。　Assessment　and　Society　
A。　The　primary　goal　of　psychological　assessment　is　to　make　accurate　assessments　of　people　
that　are　as　free　as　possible　of　errors　of　assessors’　judgments　
B。　Three　ethical　concerns　are　central　to　the　controversy　of　psychological　assessment　
1。　The　fairness　of　test…based　decisions　
2。　The　utility　of　tests　for　evaluating　education　
3。　The　implications　of　using　test　scores　as　labels　to　categorize　
individuals　
DISCUSSION　QUESTIONS　

1。　Western　culture　places　high　value　on　intelligence；　so　much　so　that　we　begin　intelligence　
testing　of　our　children　as　soon　as　they　enter　the　public　school　system。　Children　are　
routinely　tested；　using　a　variety　of　assessment　instruments。　Testing　is　followed　by　school　
counselors　meeting　parents　to　provide　feedback　regarding　the　child’s　performance。　
Inevitably；　the　child’s　scores　bee　“cocktail　party　conversation；”　with　parents　
paring　their　children’s　scores；　even　though　their　children　may　not　have　been　assessed　
using　the　same　instruments；　or　under　the　same　circumstances。　Discuss　with　the　class　the　
range　of　potential　problems　that　can　result　from　such　activities。　
2。　Given　the　current　three…part　definition　of　intelligence　as　proposed　by　Sternberg；　ask　if　
members　of　the　class　feel　that　any　one　aspect　of　intelligence　is　more　important　than　the　
others？　If　so；　have　them　defend　their　perspectives。　
3。　Discuss　Gardner’s　multiple　intelligences。　How　does　the　class　perceive　these　multiple　areas　
of　intelligence　interacting　with　each　other？　In　which　area　do　various　class　members　feel　
they　are　most　intelligent？　
4。　What　is　meant　by　“the　politicization　of　intelligence”？　What　is　the　significance　of　this　
activity；　and　what　is　the　impact　of　it　on　us　as　individuals？　
5。　Suppose　intelligence　and　creativity　were　negatively　correlated；　and　you　could　be　trained　to　
increase　one　of　them。　Which　would　you　choose？　Ask　the　class　their　opinions　and　discuss　
choices　with　them。　Why　did　they　select　the　one　that　they　did？　
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6。　Does　the　class　perceive　“street　smarts”　as　a　special　kind　of　intelligence？　Why　or　why　not？　
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CHAPTER　10：　INTELLIGENCE　AND　INTELLIGENCE　ASSESSMENT　

SUPPLEMENTAL　LECTURE　MATERIAL　

Aspects　of　Intelligence　

Psychometric　psychology　represents　the　quantitative　approach　to　the　measurement　of　intelligence；　
specifically；　to　the　measurement　of　mental　functioning。　Unlike　Piaget；　whose　approach　was　
qualitative　in　nature；　psychometricians　are　more　concerned　with　what　people　know　and　how　they　
perform；　pared　to　others；　than　how　they　came　to　know　something。　

What　is　intelligence？　For　starters；　it　is　an　elusive　concept　and；　as　the　term　is　used　today；　usually　
refers　to　thinking　and　acting　in　ways　that　are　goal…directed　and　adaptive　（Siegler；　1991；　p。　200）。　In　
practice；　we　usually　think　of　intelligence　as　involving　three　main　sets　of　ideas：　

Practical　problem…solving　ability：　The　ability　to　get　to　the　heart　of　a　problem；　accurately　
interpreting　relevant　information；　seeing　all　aspects　of　the　problem；　and　reasoning　through　the　
problem　in　a　logical　manner。　

Verbal　ability：　Speaking　and　writing　clearly　and　articulately；　having　detailed　knowledge　about　
a　specific　field；　reading　widely　and　with　good　prehension；　having　a　good　vocabulary；　and　
dealing　effectively　with　other　people。　

Social　petence：　Skills　include　displaying　curiosity；　being　sensitive　to　the　needs　and　desires　
of　others；　being　on　time；　having　a　“social　conscience；”　and　making　carefully　considered　fair　
judgments。　

How　do　we　study　intelligence？　There　are　multiple　ways：　

The　Psychometric　approach：　Posits　that　intelligence　can　be　described　in　terms　of　mental　factors　
and　that　tests　can　be　constructed　to　reveal　individual　differences　in　those　factors　that　underlie　
mental　performance。　These　factors　include：　

。　Verbal　factors：　Includes　vocabulary；　reading　prehension；　story　pletion；　and　verbal　
analogies。　
。　Spatial　factors：　Such　as　3…dimensional　rotation　abilities；　maze　learning；　and　form…board　
performance。　
We　use　standardized　intelligence　quotient　（IQ）　tests　to　measure　intelligence；　so　IQ　tests　are　the　
instruments　that　ultimately　provide　the　data　for　theory　construction。　Developed　around　1900　by　
Alfred　Binet　and　Theodore　Simon；　the　first　IQ　tests　were　used　to　assess　school…related　abilities　and　
to　differentiate　among　children　who　could　benefit　from　standard　school　instruction　and　those　
requiring　“special”　education。　

Information　processing　approaches　to　intelligence　testing　look　at　individual　differences　in　how　
information　is　encoded；　the　speed　of　processing　that　information；　ease　of　categorization；　and　
metacognition　（which　coordinates　the　first　three）。　Although　the　differences　measured　between　and　
within　individuals　change　across　the　life　span；　there　is　nothing　“inherently　developmental”　about　
the　information…processing　approach。　Information　processing　is　part　of　cognitive　psychology；　so