Topic 2: Structure of intelligence

Suggested readings for Day 1

This includes Key Datasets 1 and 2
They show the basic sorts of data that researchers have collected and why they document the existence of a single general intelligence factor rather than several. The data also show that, although the single factor constitutes the main ingredient in all the more specific abilities, there are certainly many abilities (or at least “flavors” of g). It’s just that g dominates all other mental abilities—it’s where the action is. I like the Deary chapter because it shows in a simple way the sorts of scientific procedures that intelligence researchers use to reach their conclusions. His example also uses the same Wechsler IQ test that the class looked at last week.

Chapter 2 in Jensen’s Straight Talk (“The structure of mental abilities”), pp. 53-73.

This chapter is useful for giving the class a feeling for what g might be. It is shown to exist, but scientists haven’t zeroed in yet on exactly what it is. We’ll read more about what g is during Topic 4.
One of his most important points is that g represents something that is highly general and can be captured by many different kinds of items. This is the idea of the “indifference” of the indicator. To understand g, we have to look past the superficial characteristics of test items and life tasks to see what information processing demands they are making.

We could add 2 pages of reading on this, but we could also just make the point that these 5 personality dimensions (conscientiousness, sociability, etc.) are uncorrelated with each other or g. Some of them (especially conscientiousness) are important in predicting performance (e.g., how well someone performs their job).
My aim is usually to acquaint the class with these other, non-intelligence traits and their importance so that we don’t concentrate too exclusively on g.

Other potential readings, either to replace one of these (or parts thereof) or for you two to read for a more in-depth understanding

3 contrasting articles on intelligence in the same issue of the Scientific American

Organizational questions for you to think about

What are the key facts and procedures in the readings—the crucial building blocks—do you think the class needs (or needs special help) for understanding your topic? This is important especially for Day 1.
What issue or question do you want to focus on in Day 2, and how?