0:02 good morning afternoon evening night
0:04 welcome back to the mr sin channel today
0:06 we're going to be going into unit 5
0:08 topic 9 of ap psychology an introduction
0:09 to intelligence now there's a lot of
0:11 information in this video so let's just
0:13 start off simply by defining
0:14 intelligence and then go over the
0:15 different ways we can measure
0:17 intelligence intelligence is the ability
0:20 to learn from experiences solve problems
0:21 and use knowledge to adapt to new
0:23 situations essentially it's the ability
0:25 to acquire and apply new knowledge and
0:27 skills now i'll be honest this is a
0:28 pretty abstract definition of
0:30 intelligence if you remember back to our
0:32 unit 1 videos we talked about
0:34 operational definitions if we're going
0:35 to measure something we have to be able
0:38 to define it and be able to measure it
0:39 this is where intelligence tests come
0:41 into play individuals such as charles
0:43 spearman believe that we have one
0:45 general intelligence this is our mental
0:47 abilities and is what is normally
0:49 measured on a standard intelligence test
0:50 spearman believed that we could look at
0:52 intelligence with a single score he
0:53 believed that people could be better at
0:55 certain activities but believe that
0:57 individuals who would score high in one
0:59 category often also did well in other
1:01 categories he used factor analysis to
1:03 look at different clusters of related
1:05 items and called this general ability
1:07 general intelligence or g for short this
1:09 idea was somewhat controversial and was
1:11 not accepted by everyone in the 1980s
1:12 individuals such as howard gardner
1:14 sought to redefine our understanding of
1:16 intelligence gartner identified eight
1:18 different intelligences which you can
1:20 see here he also identified a possible
1:22 ninth intelligence as well this showed
1:24 people that there are different types of
1:26 intelligence one person may excel in the
1:28 field of mathematics while another may
1:30 have sealed in sports depending on who
1:31 you are you will excel at different
1:33 intelligences robert sternberg agreed
1:35 with gardner about there being multiple
1:36 intelligences but thought that there was
1:38 more than just the traditional
1:40 intelligences sternberg believed that we
1:41 as individuals have multiple
1:43 intelligences and those intelligences
1:45 can be broken down into three categories
1:47 or intelligences there's analytical
1:48 intelligence which is when we're trying
1:50 to solve problems that have a single
1:52 right answer such as the test at school
1:54 there's also creative intelligence which
1:56 is our ability to create new ideas and
1:58 find a unique solution to problems and
2:00 practical intelligence which helps us
2:02 with everyday problems and tasks here we
2:04 are trying to problem solve issues that
2:06 have multiple solutions this theory
2:08 later became known as the triarchic
2:09 theory now before we go into
2:10 intelligence tests i also want to
2:13 highlight emotional intelligence this
2:15 was proposed by edward thorndike and
2:17 defined by peter salovey and john mayer
2:19 this intelligence is made up of our
2:21 ability to perceive emotions understand
2:24 emotions manage our own emotions and use
2:26 emotions when trying to critically think
2:28 traditionally when trying to assess a
2:30 person's intelligence people would take
2:32 an intelligence test which would give an
2:34 individual a score comparing them to
2:37 others we can break these tests into two
2:39 groups achievement tests which attempt
2:41 to show what an individual has learned
2:43 and aptitude tests which show an
2:44 individual what they can learn for
2:46 example right now you're in ap
2:47 psychology and at the end of the school
2:49 year you'll take the ap psychology
2:50 national exam this would be an
2:52 achievement test if you go to college
2:54 you might take an entrance exam which
2:55 will try to see your ability of what you
2:57 can do in college this would be an
2:59 example of an aptitude test over the
3:00 years there have been different ideas as
3:03 to what creates intelligence individuals
3:04 such as francis galton and charles
3:06 darwin believed that people were
3:08 naturally born with a high ability
3:10 galton sought to prove this by running
3:12 different experiments comparing
3:14 different individuals to show a
3:16 correlation between reaction times and
3:18 intelligence his goal was to find a
3:20 simple intelligence measure and ended up
3:21 yielding some poor results but he's
3:22 being credited as one of the first
3:24 people to believe that we could quantify
3:26 intelligence other individuals such as
3:28 alfred binay expand our understanding of
3:30 intelligence and also help laid the
3:31 groundwork for the education system
3:33 binay and his student theodore simone
3:35 sought to better understand how people
3:37 developed they believe that children
3:39 followed a certain intellectual track
3:41 they sought to better understand each
3:43 individual's mental age which is the
3:45 level of performance that typically
3:47 happens at a set age to measure this
3:48 they used aptitude tests to have
3:50 students solve different problem-solving
3:52 questions this would be used to better
3:54 understand which classes certain
3:56 children should be in the goal of these
3:58 tasks was to make sure that children
4:00 were put in appropriate classes which
4:01 would help them grow intellectually
4:04 later lewis turman a stanford professor
4:06 would take benay's test and modify to
4:08 determine what level of intelligence
4:10 that people were born with this became
4:12 later known as the stanford binet
4:13 intelligence scale it was from these
4:15 different tests that eventually the
4:17 intelligence quotient or better known as
4:19 the iq came to be this was created by
4:21 william stern who took the mental age of
4:23 individuals and divided by their actual
4:25 age and multiplied it by a hundred so
4:27 for example if you have a mental age of
4:29 20 and you're 20 years old your iq score
4:30 would be 100 but if you have a mental
4:32 age of a 30 year old and you're 20 years
4:35 old your iq score would be 150. now the
4:37 iq score works okay for children but
4:39 it's not the best at representing
4:41 intelligence for adults and while the
4:43 term iq is still around most tests do
4:45 not use the original formula anymore one
4:47 other reason why the old iq scores may
4:49 not be as relevant today is because of
4:50 the flynn effects which is over the
4:52 course of many years the average iq in
4:54 society will rise what was once
4:56 considered to be a high score no longer
4:58 is high psychologist david wexler wanted
4:59 to expand our understanding of
5:01 intelligence and created the wechsler
5:03 adult intelligence scale the test uses
5:05 15 subtests that if individuals look at
5:08 how objects and concepts are similar the
5:09 test also has individuals use different
5:11 vocabulary to identify concepts and
5:13 objects the test uses abstract
5:14 processing to have individuals create
5:17 concepts or objects and as individuals
5:18 use letter and number sequencing this
5:20 test provided an individual an overall
5:22 intelligence score and also an
5:23 individual score now throughout our
5:26 lifetime we continue to learn and grow
5:28 and expand our knowledge base our
5:30 intelligence is theoretically always
5:32 changing we can look at our accumulated
5:33 knowledge and our verbal skills which
5:35 traditionally increase as we age as a
5:37 form of intelligence this is known as
5:39 crystallized intelligence or we could
5:41 look at our fluid intelligence which is
5:42 our ability to quickly reason and break
5:44 down abstract problems this
5:46 traditionally decreases as we age this
5:48 is because over time our processing
5:50 speed starts to slow and it takes more
5:51 time for us to complete certain mental
5:53 tasks now i do want to highlight that
5:55 intelligence tests by no means are
5:56 perfect in fact they can sometimes
5:59 oversimplify these complex topics
6:01 causing inaccuracies for example people
6:03 with savant syndrome which is a
6:05 condition where a person is limited in a
6:07 variety of mental abilities and has
6:09 exceptional specific skills in a few
6:12 areas this is related to autism spectrum
6:14 disorder a person with savant syndrome
6:16 would score low on an intelligence test
6:18 but would have genius-like abilities in
6:20 specific areas such as drawing or
6:22 mathematics there's also a problem of
6:24 the stereotype thread which impacts a
6:25 person's ability to perform on
6:27 assessments this occurs when people are
6:30 put into an environment that treats them
6:31 differently than other individuals for
6:33 example students who are seen as trouble
6:36 or low performing will often accept this
6:38 categorization and perform lower on
6:40 their tests jane elliott illustrated
6:41 this in her blue eye brown eyed
6:43 experiment where she separates students
6:44 based on their eye color to show the
6:47 impact of racism in the education system
6:49 and society students who are put in the
6:50 dominant group showed increased test
6:53 scores and increased confidence while
6:54 students who were put in the oppressed
6:56 group saw their test scores decrease so
6:57 we can see that the theory of
6:59 intelligence is ever evolving and what
7:01 we know today may be different tomorrow
7:03 but now comes the time to practice
7:04 answer the questions on the screen and
7:05 check your answers in the comment
7:07 section down below also don't forget to
7:09 check out my ultimate review packet it's
7:11 a great resource that'll help you with
7:13 everything ap psychology it'll
7:14 definitely help you with your a in your
7:16 class and a five on that national exam
7:18 as always thank you so much for watching
7:21 i'm mr sin and i'll see you next time online
