Memory Intelligence Carolyn R Fallahi Ph D 1

Memory & Intelligence Carolyn R. Fallahi, Ph. D. 1

Infant intelligence & Memory • Historically, we have seriously underestimated infant’s abilities. Why? • Definition of Learning: A relatively permanent change in behavior. Results from experience. 2

Types of Learning • Habituation • Dishabituation • Measures of habituation and dishabituation predict intelligence in childhood. 3

Types of Learning • Classical Conditioning • Operant conditioning • Social Learning 4

Infant Memory • Babies tend to remember things that give them pleasure. 5

Memory • Encoding • Storage • Retrieval • Short-term memory 6

Memory • Memory Span: a method for assessing the capacity of memory. – 2 digits: 2 -3 year olds – 5 digits: 7 year old children – 61/2 digits: 7 -13 year olds – Memory Span: a method for assessing the capacity of memory. – Adults: 7 bits of information 7

Children’s memory • Memory studies on children have shown that memory for children begins at 3 months old. • Infantile amnesia: Cannot remember memories prior to 3 years old. • False Memories • Implicit Memories • Explicit memories 8

Infant’s Memory • Research done by Carolyn Rouie-Collier – Infant’s memory of a mobile conscious? – Do infants acquire the ability to consciously remember the past? – A study on 2 1/2 month olds 9

More studies on infant memory • 7 month infants will search for an object shown to him/her. • A young infant will not. • When does conscious memory develop? 10

Melzoff & deferred imitation • Deferred imitation: imitation that occurs after a time delay, or hours or days. • Meltzoff demonstrated that 9 month old infants could imitate actions they had seen performed 24 hours earlier. 11

Problem Solving & Babies • Babies also show the ability to perform problem-solving and solve complex problems. • How does a child so young have this ability? The answer lies in understanding intelligence. 12

Intelligence • The ability to perform goal-oriented behavior that is conscious and deliberate and adaptive. • To be able to identify and solve problems. • Intelligence is the result of genetics and the environment. 13

History of Intelligence • Alfred Binet • If you had to construct an IQ test, what kinds of • questions would it contain? What kinds of abilities do you think that you would want to include? Infant Intelligence: – Early tests given to babies – The Bayley Scales of Infant Development: widely used in assessing infant development. • Mental scale • Motor scale • Infant behavior profile 14

Binet & Simon • Mental Age • Assessment: attention, perception, memory, numerical reasoning, verbal comprehension. • Piaget: notion of adaptive thinking. • “The form of equilibrium adaptation or exchanges between the organism and environment are directed. ” 15

Wechsler • “The global capacity of the individual to act purposefully, think rationally, and to deal effectively with his environment. ” • Is there a consensus? 16

Intelligence Tests • One Score Tests • Stanford-Binet Intelligence Scale (ages 2 -adult). • Wechsler Intelligence Scale for Children – IV (6 • • 16 years). Wechsler Preschool & Primary Scales of Intelligence – 4 -6. 5 yeares Wechsler Adult Intelligence Scale – III (16 & older). 17

Wechsler Tests: Verbal IQ • Verbal IQ: Measures learned/absorbed knowledge; knowledge of history, literary/biological facts; knowledge relating to competent functioning in the world; knowledge of mathematics; knowledge of the meaning of specific words. 18

Performance IQ • Measures unfamiliar tasks • Speed is critical • Measures on-the-spot analytical thinking • Measures how well a person can master new problems • IQ measures person’s sanding as compared to a reference group 19

VIQ vs. PIQ vs. FSIQ • VIQ: measures acquired knowledge, verbal • • • reasoning, attention to verbal materials PIQ: measures fluid reasoning, spatial processing, attentiveness to detail, and visualmotor integration FSIQ: overall summary score – estimates an individual’s general level of intellectual functioning. What does this mean? 20

Factor Analytic Approach • Factor analysis: a statistical procedure for identifying clusters of tests or test items (called factors) that are highly correlated with each other and unrelated to other items. 21

Standardization • What does this mean? • Lots of people take the test to make sure its • • reliable and valid. Cultural bias of tests: many have argued that tests were written for white middle class children and they were standardized in that population. Now: Stanford-Binet has been standardized via diverse populations…. But still…. 22

WAIS-III Standardized sample • 2, 450 students • 1995 US Census dat • Stratified according to age, sex, race/ethnicity, geographic region, and education level. 23

IQ Range Classifications • IQ Range Classification – 130 & above: – 120 -129: – 110 -119: – 90 -109: – 80 -89: – 70 -79: – 69 & below: Very Superior High Average Low Average Borderline Extremely Low 24

Diagnostic Issues with Intelligence • The issue of extreme scores • Diagnosis of Gifted and Talented • Diagnosis of Mental Retardation – IQ Classification – 50 -69: Mild – 35 -49: Moderate – 20 -34: Severe – Below 20: Profound 25

Other Types of Tests • Achievement Tests – The Woodcock Johnson • Aptitude Tests 26

Self-righting tendency • Given a favorable environment, infants generally follow normal developmental patterns unless they have suffered severe damage. 27

Important Issues with Intelligence Tests • Standardization • Cultural Bias • Not all average IQ kids are alike • Low IQ kids 28

Theories of Intelligence • Sternberg’s Triarchic Theory of Intelligence – What is intelligence? Adaptation to one’s environment. – Assesses analytical, creative, & practical tests 29

Horn & Cattell • What is intelligence? A description of thinking & • capabilities. This is a description of abilities. 9 broad abilities – – – Fluid Reasoning Acculturation Knowledge Short-term apprehension retention or STM Fluency of retrieval from LT storage or LTM Visual Processing 30

Horn & Cattell • Auditory Processing • Processing Speed • Correct decision speed • Quantitative Knowledge 31

Evidence that this theory has merit • Developmental studies • Research on the aged • Studies on achievement • Neurological evidence • Heritability studies – Outlines for different intelligences can be seen in early childhood. Why? Separate genetic determiners and separate environment. Determiners. 32

Horn & Cattell’s biggest contribution: Fluid v. Crystallized intelligence • Fluid intelligence • Crystallized intelligence 33

Theory of Multiple Intelligences • Gardner: Multiple Intelligences • Surveyed atypical populations & found jagged cognitive • • profiles. These profiles are inconsistent with unitary view of intelligence. Theory came from atypical populations – – – Prodigies Idiot savants Autistic children LD children Question: does training in 1 area influence skills in other areas. For example, does math training affect musical ability? 34

Gardner (1993) • Linguistic intelligence – word smart • Logical-mathematical intelligence – number/reasoning smart • Spatial intelligence- picture smart • Bodily-kinesthetic intelligence – body smart • Musical intelligence – music smart • Interpersonal intelligence – people smart 35

Gardner • Inrapersonal intelligence – self smart • Naturalistic intelligence – nature smart 36