- Possession of knowledge and ability to use it adaptively in different environments

- Ability to master info and skills to succeed in a culture

- Mental quality consisting of the ability to learn from experiences, solve problems and adapt to new situations

- Culturally constructed - Can't use one cultures on another culture

- Blick studied Kpele people of Liberia

- Applied our intelligence tests to their culture but they viewed many "western" perceptions as stupid

- Intelligence is culturally constructed and not objective

- (g)

- Idea that there is one intelligence/ability that all other specific abilities fall under

- Abilities are correlated - Someone who scores highly on one part of a test tends to score high on all parts

- Predict success - Measures of g generally correlate with success in school and career

- Belief that there are a number of specific intellectual abilities/potentials that are independent/uncorrelated

- Around 8-9

- 3 Major Ones

1) Analytical - School smarts, ability to solve problems with one answer

2) Creative - Use intelligence in novel ways

3) Practical - Common sense, street smarts

1) Savants - People who score low on general intelligence (IQ) tests but have specific incredible ability with memory

2) Brain damage - Can eliminate some specific abilities but leave others intact

- Predicts better than IQ

- New possible type

- Ability to perceive and understand emotions in other people (and their own)

- Use to adapt to circumstances

- Express emotions adaptively

- Correlates with success in career, marriage, parenting (IQ doesn't correlate with these)

- Do predict academic success but you need more than intelligence to be successful

- Hard work, determination, self-disciple, well connected

- Small correlation but a good predictor

- More intelligent people may have more synapses but causation is underdetermined 

- Frontal lope

- Working memory - May be an aspect of intelligence

- French psychologist - 1900s

- Came up with a test for objective measure to determine which kids needed extra help

- Was afraid people would use this to label and restrict certain people

- Assumed intelligence increased with age just like some kids develop slower or faster than average

- Came up with test related to reeasoning, thinking, problem solving based on their "mental age"

Test results determined mental age when compared to chronological age

- Normal Learner - MA=CA

- Slow Learner - MA<CA

Fast Learner - MA>CA

- Brought Binet's test to America

- Renamed it Stanford-Binet

- Encouraged test to be used to determine inherent, unchangable ability

- Used to test US soldiers and immigrants

- Not fair since the Q's were culture related

IQ = (MA/CA) * 100

- Normal = 100

- Didn't apply well to adults

- Gives overall score and sub-score

- Tests verbal comprehension, perceptual organization, working memory, processing speed

- Identifies learning disabilities based on a low sub-score in one area

- Used by comparing scores to other people of same age

- Used to find norms based under similar conditions on the frequency of scores --> Bell curve

- Reliable scores when you take it as a teen and an adult (Same score)

- Validity problem because IQ tests can't agree on definition of intelligence

- Not predictive of future intelligence until age 4

- No relationship between milestones and intelligence

- Giftedness - IQ > 130

- Mental Retardation - IQ < 70

- Runs in the family

- People who share genes also have comparable mental abilities

- Twins -

1) Intelligence scores of indentical twins are similar to the same person taking the same test twice

2) Brain scans reveal twins have very similar gray matter volume in areas associated with spatial and verbal intelligence

3) Chromosomal regions related to intelligence are identified - Polygenetic - Multiple genes

- Adoption enhances the intelligence scores of mistreated/neglected children

- Severe deprivation leaves food prints on the brain

- Extent to which variation in a group can be attributed to genetic factor

- Does not apply to individualrs

- When environements vary widely, (like children with less-educated parents), environmental differences are cause IQ score deviations

- With equal environment - differences of individual intelligence scores can be 100% accounted for by heredity

- With equal genetics, differences of individual intelligence scores can be 100% accounted for by environment

- If environment equal, then heritability 100%

If genetics equal, heritability 0%

- Differences are magnified and sensationalized

- Racial groups differe in their average intelligence scores

- High scoring people and groups are more likely to attain higher education and income

- Minorities tend to score lower

- Differences may be environmental

- Socioeconomic factors

- Cross-culture: privileged vs disadvantaged

- Sterotype Threat

- Male and females average the same

- Small diference

- Males vary more than females

- Males outnumber on both sides of the spectrum (more gifted and more retarded)

- Females --> Verbal tasks, math calculations, verbal fluency, spacial positions

- Males --> Nonverbal tasks, math reasoning, verbal analogies, geometic layouts

- Anxied about confirming a stereotype

- Self-fulfilling prophecy