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Handbook of

Intelligence

Sam Goldstein

Dana Princiotta

Jack A. Naglieri

Editors

Evolutionary Theory, Historical Perspective,

and Current Concepts Sam Goldstein • Dana Princiotta

Jack A. Naglieri

Editors

Handbook of Intelligence

Evolutionary Theory,

Historical Perspective,

and Current Concepts This volume is dedicated to the thousands of children to whom I have administered IQ tests and from whom I have learned that life is far more complex than a set of scores. To the researchers and clinicians who have come before and will follow me in the future. Science is never easy and not always popular but all we have to manage and temper our extraordinary and frequently expansive beliefs; and to Sherrie, my wonderful wife and partner.

Sam Goldstein

I am eternally grateful to my mother, Alison Helen Princiotta , for her extraordinary combination of love and wisdom; to my partner, Paul Alexander Brighton , for his unrelenting optimism and devotion; and to my nephews, Tyler James and Hunter James , for their collective enrichment of my life, coursing from

New York all the way to OootahŽ (Utah).

Dana Princiotta

This book is dedicated to my wife, Kathleen Kryza, with love and admiration.

Jack A. Naglieri

vii "I believe in intuition and inspiration. Imagination is more important than knowl- edge. For knowledge is limited, whereas imagination embraces the entire world, stimulating progress, giving birth to evolution. It is, strictly speaking, a real factor in scienti“ c research.Ž

Albert Einstein

Mans mind, once stretched by a new idea, never regains its original dimensions.Ž

Oliver Wendell Holmes, Sr.

It is not the strongest or the most intelligent who will survive but those who can best manage change.Ž

Charles Darwin

ix

Editor Biographies

Sam Goldstein, Ph.D. is a psychologist with areas of study in school psychology, child development, and neuropsychology. He is licensed as a psychologist and certi“ ed as a developmental disabilities evaluator in the State of Utah. Dr. Goldstein is a Fellow in the National Academy of Neuropsychology and American Academy of Cerebral Palsy and Developmental Medicine. He is a Board Certi“ ed Pediatric Neuropsychologist. Dr. Goldstein is an Adjunct Assistant Professor, Department of Psychiatry, University of Utah School of Medicine. Since 1980, Dr. Goldstein has worked in a private practice setting as the Director of a multidisciplinary team, providing evaluation, case management, and treatment services for children and adults with histories of neurological disease and trauma, autism, learning disability, adjustment dif“ culties, and attention de“ cit hyperactivity disorder. Dr. Goldstein is on staff at the University Neuropsychiatric Institute. He has served as a member of the Childrens Hospital Craniofacial Team. He has also been a member of the Developmental Disabilities Clinic in the Department of Psychiatry at the University of Utah Medical School. Dr. Goldstein has authored, coauthored, or edited 50 clinical and trade publications, including 18 textbooks dealing with managing childrens behav- ior in the classroom, genetics, autism, attention disorders, resilience, and adult learning disabilities. With Barbara Ingersoll, Ph.D., he has coauthored texts dealing with controversial treatments for childrens learning and atten- tion problems and childhood depression. With Anne Teeter Ellison, he has authored Clinician"s Guide to Adult ADHD: Assessment and Intervention. With Nancy Mather, Ph.D., he has completed three texts for teachers and parents concerning behavioral and educational issues. With Michael Goldstein, M.D., he has completed two texts on attention de“ cit hyperactivity disorder. He has edited three texts with Cecil Reynolds, Ph.D., on neurode- velopmental and genetic disorders in children. With Robert Brooks, Ph.D., he has authored 12 texts including Handbook of Resilience in Children, fi rst and second editions; Understanding and Managing Children"s Classroom Behavior, Second Edition; Raising Resilient Children; Nurturing Resilience in Our Children; Seven Steps to Help Children Worry Less; Seven Steps to Anger Management; The Power of Resilience; Raising a Self-Disciplined Child; and Raising Resilient Children with Autism Spectrum Disorders. With Jack Naglieri, he has authored a number of texts on autism, assessment of intelligence, and executive functioning. He has coauthored a parent training x program and is currently completing a number of additional texts on resil- ience, intelligence, and genetics. Dr. Goldstein is the Editor-in-Chief of the Journal of Attention Disorders and serves on six editorial boards. He is also the Coeditor of the Encyclopedia of Child Development and Behavior. With Jack Naglieri, Ph.D., Dr. Goldstein is the coauthor of the Autism Spectrum Rating Scales, Comprehensive Executive Functioning Inventory, Rating Scales of Impairment, and with Dr. Naglieri and J. P. Das the Cognitive

Assessment System, Second Edition.

Dr. Goldstein, a knowledgeable and entertaining speaker, has lectured extensively on a national and international basis to thousands of professionals and parents concerning attention disorders in children, resilience, depression, adjustment and developmental impairments, autism, and assessment of brain dysfunction. Dana Princiotta, Ph.D. is a licensed psychologist in the state of Arizona. She completed postdoctoral study at the Neurology, Learning, and Behavior Center in Salt Lake City, Utah. In addition to this text, she has coauthored “ ve book chapters and a peer-reviewed article. Jack A. Naglieri, Ph.D. is a Research Professor at the Curry School of Education at the University of Virginia, Senior Research Scientist at the Devereux Center for Resilient Children, and Emeritus Professor of Psychology at George Mason University. He is a Fellow of APA Divisions 15 and 16, recipient of the 2001 Senior Scientist Award for APA Division 16, and the

2011 Italian American Psychology Assembly Award for Distinguished

Contributions to Psychology. He is a Diplomate in Assessment Psychology, has earned a license as a School Psychologist in Virginia and Ohio, and earned school psychology certi“ cations in New York, Georgia, Arizona, and Ohio. Dr. Naglieri has focused his professional efforts on theoretical and psy- chometric issues concerning intelligence, cognitive interventions, diagnosis of learning and emotional disorders, and theoretical and measurement issues pertaining to protective factors related to resilience. Dr. Naglieri is the author or coauthor of more than 300 scholarly papers, books, and tests. His scholarly research includes investigations related to exceptionalities such as mental retardation, speci“ c learning disabilities, gift- edness, and attention de“ cit disorder; psychometric studies of tests such as the Wechsler Scales of Intelligence, Cognitive Assessment System, and the Kaufman Assessment Battery for Children; examination of race, gender, and ethnic differences in cognitive processing; fair assessment using nonverbal and neurocognitive processing tests; identi“ cation of gifted minorities, IDEA, and identi“ cation of speci“ c learning disabilities; and cognitively based math- ematics interventions. He has authored various books, including Essentials of CAS Assessment (Naglieri, 1999), and coauthored other books including Assessment of Cognitive Processes: The PASS Theory of Intelligence (Das, Naglieri, and Kirby, 1994); Helping Children Learn: Intervention Handouts for Use at School and Home, Second Edition (Naglieri and Pickering, 2010); Essentials of WNV Assessment (Brunnert, Naglieri, and Hardy-Braz, 2009); and Helping All Gifted Children Learn: A Teacher"s Guide to Using the NNAT2 (Naglieri, Brulles, and Lansdowne, 2009). Dr. Naglieri has also coedited

Editor Biographies

xi books such as Handbook of Assessment Psychology (Graham and Naglieri,

2002), Assessment of Autism Spectrum Disorders (Goldstein, Naglieri, and

Ozonoff, 2009), Assessing Impairment: From Theory to Practice (Goldstein and Naglieri, 2009), and A Practitioner"s Guide to Assessment of Intelligence and Achievement (Naglieri and Goldstein, 2009). Dr. Naglieris scholarly efforts also include development and publication of tests and rating scales. He began this work in the mid-1980s with the pub- lication of the Matrix Analogies Tests (Naglieri, 1985) and the Draw-A- Person Quantitative Scoring System (Naglieri, 1988) and DAP: Screening Procedure for Emotional Disturbance (Naglieri, McNeish, and Bardos,

1991). He published the Devereux Behavior Rating Scale-School Form

(Naglieri, LeBuffe, and Pfeiffer, 1993), Devereux Scales of Mental Disorders (Naglieri, LeBuffe, and Pfeiffer, 1994), and the Devereux Early Childhood Assessments (LeBuffe and Naglieri, 2003). In 1997, he published the General Ability Scale for Adults (Naglieri and Bardos, 1997), Cognitive Assessment System (Naglieri and Das, 1997), and Naglieri Nonverbal Ability Test- Multilevel Form (Naglieri, 1997). He published the Naglieri Nonverbal Ability Test, Second Edition (Naglieri, 2008); the Wechsler Nonverbal Scale of Ability (Wechsler and Naglieri, 2008); and the Devereux Elementary Student Strength Assessment (LeBuffe, Shapiro, and Naglieri, 2009). Most recently, he published the Cognitive Assessment System, Second Edition (Naglieri, Das, and Goldstein, 2013); Comprehensive Executive Function Scale (Naglieri and Goldstein, 2013); and the Autism Spectrum Rating Scale (2010). For more information see: www.jacknaglieri.com.

Editor Biographies

xiii

Part I Introduction

1 The Evolution of Intelligence ....................................................... 3

Sam Goldstein

Part II Background

2 Intelligence in Nonprimates ......................................................... 11

Thomas R. Zentall

3 Intelligence in Nonhuman Primates ............................................ 27

Tara Mandalaywala, Christine Fleener, and Dario Maestripieri

4 The Evolution of Language .......................................................... 47

Philip Lieberman

5 Evolution of the Human Brain: From Matter to Mind ............. 65

Michel A. Hofman

6 Intelligence as a Conceptual Construct:

The Philosophy of Plato and Pascal............................................. 83

Dana Princiotta and Sam Goldstein

7 The Life and Evolution of Early Intelligence Theorists:

Darwin, Galton, and Charcot....................................................... 93

Jordan Rigby

8 Social Competition and the Evolution

of Fluid Intelligence ...................................................................... 105

David C. Geary

Part III Theories of Intelligence

9 Intelligence Defined: Wundt, James, Cattell, Thorndike,

Goddard, and Yerkes .................................................................... 123

John D. Greenwood

10 Piaget"s Theory of Intelligence ..................................................... 137

Ulrich Müller, Kayla Ten Eycke, and Lesley Baker

Contents

xiv

11 Alfred Binet and the Children of Paris ....................................... 153

Amber Esping and Jonathan A. Plucker

12 From Psychometric Testing to Clinical

Assessment: Personalities, Ideas, and Events

That Shaped David Wechslers Views of Intelligence and Its Assessment ........................................................................ 163 Mark Benisz, Ron Dumont, and John O. Willis

13 A.R. Luria and Intelligence Defined

as a Neuropsychological Construct ............................................. 181

Dana Princiotta and Sam Goldstein

14 Intelligence: Defined as Neurocognitive Processing ................... 193

Tulio M. Otero

15 CHC Theory of Intelligence ......................................................... 209

Samuel O. Ortiz

16 Multiple Intelligences in the New Age of Thinking.................... 229

Robert J. Sternberg

17 Emotional and Social Intelligence and Behavior ....................... 243

Richard E. Boyatzis, James Gaskin, and Hongguo Wei

18 Intelligence as a Malleable Construct ......................................... 263

Lisa S. Blackwell, Sylvia Rodriguez, and Belén Guerra-Carrillo

19 Creativity and Intelligence ........................................................... 283

Jonathan A. Plucker, Amber Esping, James C. Kaufman, and Maria J. Avitia

Part IV Assessment of Intelligence

20 Hundred Years of Intelligence Testing:

Moving from Traditional IQ to Second-Generation

Intelligence Tests ........................................................................... 295

Jack A. Naglieri

21 The Relationship Between Theories of Intelligence

and Intelligence Tests .................................................................... 317 W. Joel Schneider and Dawn P. Flanagan

22 Intelligence and Culture: History and Assessment .................... 341

Donald H. Saklofske, Fons J. R. van de Vijver, Thomas Oakland, Elias Mpofu, and Lisa A. Suzuki

23 Common and Variable Aspects of Intelligence ........................... 367

Arthur MacNeill Horton Jr. and Cecil R. Reynolds

24 Current Concepts in the Assessment of Emotional

Intelligence ..................................................................................... 381

Steven J. Stein and Justin M. Deonarine

Contents

xv

Part V Applications of Intellectual Theory

25 Intelligence and Success ............................................................... 405

Tarmo Strenze

26 The Use of Intelligence Tests in the Diagnosis

of Specific Reading Disability ...................................................... 415 Nancy Mather and Deborah Schneider

27 Executive Functioning and Intelligence ...................................... 435

Emily C. Duggan and Mauricio A. Garcia-Barrera

28 The Evolution of Intelligence: Implications

for Educational Programming and Policy .................................. 459 Christopher Jones, Peggy L. Tarpley, and Douglas Blancero

Part VI Conclusion

29 The March of Reason: What Was Hidden in Our Genes .......... 471

James R. Flynn

30 Closing Comments: Intelligence and Intelligence

Tests ... Past, Present, and Future ................................................. 487 Jack A. Naglieri and Sam Goldstein

Index ....................................................................................................... 491

Contents

xvii

Contributors

Maria J. Avitia University of Connecticut Storrs, Willington, CT, USA Lesley Baker Department of Psychology, University of Victoria, Victoria,

BC, Canada

Mark Benisz, Psy.D. Kiryas Joel School District, Monroe, NY, USA Lisa S. Blackwell, Ph.D. Mindset Works, Walnut, CA, USA Douglas Blancero JP Associates, Red Hook, NY, USA Richard E. Boyatzis Case Western Reserve University, Cleveland Heights,

OH, USA

Justin M. Deonarine Multi-Health Systems, Toronto, ON, Canada Emily C. Duggan, M.Sc. Department of Psychology, University of Victoria,

Victoria, BC, Canada

Ron Dumont, Ed.D. Department of Psychology, Fairleigh Dickinson

University, Teaneck, NJ, USA

Amber Esping College of Education, Texas Christian University, Fort

Worth, TX, USA

Dawn P. Flanagan, Ph.D. Department of Psychology, St. John"s University,

Queens, NY, USA

Christine Fleener, M.A. Department of Comparative Human Development, Institute for Mind and Biology, University of Chicago, Chicago, IL, USA James R. Flynn POLS Department, University of Otago, Dunedin, New

Zealand

Mauricio A. Garcia-Barrera, Ph.D. Department of Psychology, University of Victoria, Victoria, BC, Canada James Gaskin Marriott School of Management, Brigham Young University,

Provo, UT, USA

David C. Geary, Ph.D. Department of Psychological Sciences, Interdisciplinary Neuroscience Program, University of Missouri, Columbia, MO, USA Sam Goldstein, Ph.D. University of Utah, Salt Lake City, UT, USA xviii John D. Greenwood, Ph.D. CUNY Graduate Center, New York, NY, USA Belén Guerra-Carrillo, B.A. University of California, Berkeley, CA, USA Michel A. Hofman, Ph.D. Netherlands Institute for Neuroscience, Amsterdam,

The Netherlands

Arthur MacNeill Horton Jr., Ed.D., A.B.P.P., A.B.N. Neuropsychology section, Psych Associates of Maryland, LLC, Towson, MD, USA Christopher Jones Longwood University, Hull Building, Farmville, VA, USA James C. Kaufman Department of Educational Psychology, Neag School of Education, University of Connecticut, Storrs, CT, USA Philip Lieberman George Hazard Crooker University, Providence, RI, USA Dario Maestripieri, Ph.D. Comparative Human Development, Evolutionary Biology, and Neurobiology, The University of Chicago, Chicago, IL, USA Tara Mandalaywala, Ph.D. Department of Psychology, New York University,

New York, NY, USA

Department of Comparative Human Development, Institute for Mind and

Biology, University of Chicago, Chicago, IL, USA

Nancy Mather, Ph.D. University of Arizona, Tucson, AZ, USA Elias Mpofu Faculty of Health Sciences, University of Sydney, Lidcombe,

NSW, Australia

Ulrich Müller Department of Psychology, University of Victoria, Victoria,

BC, Canada

Jack A. Naglieri, Ph.D. Department of Virginia, Centerville, VA, USA Thomas Oakland University of Florida, Gainesville, FL, USA Samuel O. Ortiz St. John"s University, Jamaica, NY, USA Tulio M. Otero, Ph.D. The Chicago School of Professional Psychology,

Chicago, IL, USA

Jonathan A. Plucker Department of Educational Psychology, Univeristy of Connecticut, Neag School of Education, Storrs, CT, USA

Dana Princiotta, Ph.D. Tucson, AZ, USA

Cecil R. Reynolds, Ph.D. Texas A&M University, Austin, TX, USA Jordan Rigby, Psy.D. Neurology, Learning and Behavior Center, Salt Lake

City, UT, USA

Sylvia Rodriguez Mindset Works, Walnut, CA, USA

Donald H. Saklofske Department of Psychology, University of Western Ontario, Social Science Centre (7th " oor), London, ON, Canada Deborah Schneider Doctoral Candidate and Department Fellow in Special

Education, University of Arizona, Tucson, AZ, USA

Contributors

xix W. Joel Schneider Department of Psychology, Illinois State University,

Normal, IL, USA

Steven J. Stein, Ph.D. Multi-Health Systems, Toronto, ON, Canada Robert J. Sternberg Department of Human Development, B44 MVR,

Cornell University, Ithaca, NY, USA

Tarmo Strenze, Ph.D. Institute of Social Studies, University of Tartu,

Estonia, Tartu, Estonia

Lisa A. Suzuki, Ph.D. Department of Applied Psychology, New York

University, New York, NY, USA

Peggy L. Tarpley Department of Education and Special Education,

Longwood University, Farmville, VA, USA

Kayla Ten Eycke Behavioural Research Unit, Alberta Children"s Hospital,

University of Calgary, Calgary, AB, Canada

Fons J.R. van de Vijver Department of Culture Studies, Tilburg University,

Tilburg, The Netherlands

Hongguo Wei Case Western Reserve University, Cleveland, OH, USA John O. Willis, Ed.D. Department of Education, Rivier University,

Peterborough, NH, USA

Thomas R. Zentall Department of Psychology, University of Kentucky,

Lexington, KY, USA

Contributors

Pa r t I

Introduction

3S. Goldstein et al. (eds.), Handbook of Intelligence: Evolutionary Theory,

Historical Perspective, and Current Concepts, DOI 10.1007/978-1-4939-1562-0_1, © Springer Science+Business Media New York 2015 Viewed narrowly, there seem to be almost as many defi nitions of intelligence as there are experts asked to de“ ne it.

R.J. Sternberg

In the last 3,000 years of the written word, intelligence has been de“ ned in multiple ways, including the capacity for abstract thought, understanding, communication, planning, learn- ing, reasoning, and, most importantly, problem solving. Though most widely studied within the human species, the concept and behaviors related to intelligence have been observed and studied in animals and even plants. It is still the case, how- ever, that there is no scholarly consensus as to what exactly de“ nes intelligence. It is very clearly a construct that has resonated in the minds of philosophers, scientists, psychologists, and educators. It is a concept that has intrigued the general public and been used as the de“ ning cri- teria for Mensa, an organization touting itself as allowing membership to only the most intelli- gent.Ž Certainly in the last 100 years, a psycho- metric approach has been used to de“ ne the concept in humans and in doing so offer a means of comparison between individuals.

That being said, how can intelligence be con-

ceptualized within an evolutionary framework?

What drove all species to develop abilities and

acquire knowledge to enhance their survival?

Has the evolution of intelligence been driven by

the environmental pressures inherent in the ecosystem of any species? In this volume, we, along with our contributors, will explore and attempt to answer these questions.

The Vocabulary of Intelligence

The word intelligence derives from the Latin

verb intelligere . This verb fi nds its roots in inter- legere , meaning to "pick out" or discern (Traupman 2007 ). A form of this verb, intellec- tus, was the medieval technical term for someone with a good understanding as well as a translation for the Greek philosophical term nous. Nous, however, was strongly linked to the metaphysi- cal, cosmological theories of teleological scho- lasticism, including theories of the immortality of the soul and the concept of the active intellect.

Its entire approach to the study of nature, how-

ever, was rejected by modern philosophers, including Francis Bacon, Thomas Hobbes, John

Locke, and David Hume, all of whom preferred

the word understandingŽ in their English philo- sophical works. Hobbes, in his work Latin De Corpore, used the term "intellectus intelligit" or the understanding understandethŽ as a typical example of a logical absurdity. The term intelli- gence, therefore, has become less common in the

English language philosophy but has been widely

adopted in contemporary psychology, absent the scholastic theories which it once implied.

S. Goldstein (*)

University of Utah , 230 South 500 East, Suite 100 ,

Salt Lake City , UT 84102 , USA

e-mail: info@samgoldstein.com 1

The Evolution of Intelligence

Sam Goldstein

4

In 1994, an editorial statement in the Wall

Street Journal by 52 researchers defi ned intelli- gence as:

A very general mental capacity that among other

things involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience. It is not merely book learning, a narrow academic skill or test taking smarts. Rather it re" ects a broader and deeper capability for comprehending our sur- roundings, catching on, making sense of things, or “ guring out what to do. (Gottfredson 1997 p. 20)

A report published by the Board of Scienti“ c

Affairs at the American Psychological Association

in 1996 titled Intelligence: Knowns and Unknowns de“ ned intelligence as (Neisser et al. 1996 ): Individuals differ from one another in their ability to understand complex ideas to adapt effectively to the environment, to learn from experience, to engage in various forms of reasoning, to overcome obstacles by taking thought. Although these indi- vidual differences can be substantial, they are never entirely consistent: A given persons intel- lectual performance will vary on different occa- sions, in different domains as judged by different criteria. Concepts of intelligenceŽ are attempts to clarify and organize this complex set of phenom- ena. Although considerable clarity has been achieved in some areas, no such conceptualization has yet answered all the important questions and non-commands universal assent. Indeed, when two dozen prominent theorists are recently asked to de“ ne intelligence they gave two dozen somewhat different de“ nitions. (p. 77)

It seems to us that in intelligence there is a

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