2/25 Pg 386-409 Flashcards
The Eleven Plus Exam
Cyril L. Burt
- Measuring intelligence
- Intelligence=inherited
- Help identify talented children, regardless of class or background, and guides them toward needed educational resources
Psychometric approach
French psychologist Alfred Binet in 20th century
- Distinguish mentally retarded children
- Which to place in remedial education
- cognitive skills closely linked to success in school and focuses on developing quantitative measures of intelligence through such means as intelligence tests
- Measures of vocabulary (Peabody)
- Nonverbal reasoning (Ravens Progressive Matrices)
- Spatial abilities (Leitter Performance Scales)
Intelligence quotient (IQ)
mental age times real chronological age
- Not used currently
- Intelligence increases as ages
Standford -Binet Intelligence Scales
*2 year old children to adults
Weshsier Intelligence Scale (WISC-IV)
Verbal comprehension index, perceptual reasoning index, processing speed index, working memory index
Verbal comprehension index (VCI)
comprehension of language-based materials and the ability to solve problems posed in words
Perceptual reasoning index (PRI)
Uses pictures and other visual materials; largely avoids using language
- Complete missing details in pictures
- Arrange pictures to form a reasonable sequence of events
- Use blocks to re-create abstrate designs
Processing speed index (PSI)
How quickly a child seems to process information in tasks ranging from time spent searching for a target shape among a much larger set of shapes to tasks identifying all instances of a target image
Working memory index (WMI)
Performance on tasks that draw on working memory
Bell curve/normal distribution curve
range and distribution of scores in the population
- Curve for intelligence test scores and how such scores would be ideally distributed in a large population
- most common score=highest point of the curve
- Close to the mean
Standard deviation
measuring how much the values tend to vary from the mean
Correlates for Intelligence Test Scores
- Predict academic success
- Predict number of years of schooling that a child will receive
- Somewhat weaker, predictors of level of employment and wealth except Western industrialized cultures
- Success in workplace
- Social and interpersonal skills
General Intelligence (g)
Charles Spearman
- Psychometric approach
- Single, underlying essence to intelligence that affects all kinds of intellectual performance
- Neural processing speed, working memory capacity, brain myelination
- Intrinsic to each individual and unchangeable
Three-Stratum Theory of Intelligence
John Carroll
*hierarchical array of abilities with g as a single factor at the apex, the third stratum
Cattell-Horn-Carroll (CHC) theory of cognitive abilities
factor analysis reveals three levels, each of which makes important contributions to understanding intelligence
- Reciprocal positive causal interactions between lower-level cognitive abilities-elements causing positive correlations with each other-created a higher-order g
- g emerged rather than present from birth
Theory of fluid and crystallized intelligence
Raymond Cattell
- Both parts of g
- not completely independent
- > increase fluid intelligence, then increase crystallized intelligence
Fluid intelligence
ability to think flexibly and solve novel problems
- largely independent of acquired knowledge
- develop earlier
- later 20s: start to diminish
Crystallized intelligence
ability to use specific skills and knowledge gained through experience
*continues to develop well into the sixth decade of life and often longer
Multiple intelligence
Howard Gardner
- divides intelligence into distinct modalities that often have strong links to sensory or motor skills
- people of extraordinary talent can offer insights into different way of understanding distinct kinds of intelligence
8 types of intelligence
linguistic, math, music, spatial, bodily/kinesthetic, naturalistic, interpersonal
- each has own unique developmental path
- Brain damage: selectively affect particular types of intelligence, causing focused deficits
Problems with multiple intelligences
*without enriched environmental experiences, motivational factors
Successful intelligence
Analytical abilities, creative abilities, practical abilities
- Balance of all three or insight to recognize which of these abilities are strengths and weakness to adjust
- Intelligence tests focus too much on analytical abilities
- Kenya children: analytical abilities negatively correlated with practical and creative abilities ->different parenting and value system
Analytical abilities
comparing, computing, analyzing, evaluating
Creative abilities
ability to invest, discover, and combine information in novel ways
Practical abilities
ability to use and act on information
The Bayley Scales of Infant Development
Nancy Bayley: motor skills, perceptual and cognitive capacities, early language
*Longitudinal: after birth to 18 years old (no correlation)
New measures: encode, remember, respond to information at different levels of complexity-> partially predict later intelligence test scores
*High intelligence with less habituate time
*No differences in infants from different groups (race, ethnic) ->group differences not innate
Heritability
measure of population not individual
- How trait varies across members of a group
- Vary over time, with environment
- Depend on diversity of environments that population is studied
- Experiences and brain regions interact to affect heritability
- Heritability approach 0: closely linked to genetic
- Heritability approach 1: environment
Sex differences
Overall IQ scores are equal
3 distinct types of minority
John Ogbu
- On its own initiative and without economic or social penalties, to be instinct from majority culture: religious
- Seeks out new opportunities through migration
- Members who put in subordinate, disadvantaged class without any choice, usually from birth-> low confidence
Stereotype threat
Claude Steele and Joel Aronson
*very fear of confirming a negative sterotype leads to reduced performance a task or test
Solution of stereotype threat
- Indicating before the test that intellectual ability is malleable and not an intrinsic property of an ethnic group
- Focusing on aspects of cognitive performance that are most affected
- Reframing: describe as useful learning
- Attitudes from parents
- Aware of stereotype and strength
Flynn effect
James Flynn
*Regularly downward adjustments of entire score distribution so average would remain at 100-> roughly a 15 point increase in IQ over the last 60 years or so in many different ethnic groups and cultures
Reason of increase intelligence
- Better nutrition
- Advanced technological skills
- Increase complex cultures->ever-larger demands on the kinds of analytical skills -> more practice using those skills
- Decision makers-> Higher in analytical abilities-> more intense environment
Environmental influences
- Biological factors
- Malnutrition, deprived environments
- Social influences
- Parenting, parent’s education levels
- Schooling
