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Psychology 306 Exam 3 > 2/25 Pg 386-409 > Flashcards

2/25 Pg 386-409 Flashcards

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1
Q

The Eleven Plus Exam

A

Cyril L. Burt

  • Measuring intelligence
  • Intelligence=inherited
  • Help identify talented children, regardless of class or background, and guides them toward needed educational resources
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2
Q

Psychometric approach

A

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)
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3
Q

Intelligence quotient (IQ)

A

mental age times real chronological age

  • Not used currently
  • Intelligence increases as ages
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4
Q

Standford -Binet Intelligence Scales

A

*2 year old children to adults

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5
Q

Weshsier Intelligence Scale (WISC-IV)

A

Verbal comprehension index, perceptual reasoning index, processing speed index, working memory index

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6
Q

Verbal comprehension index (VCI)

A

comprehension of language-based materials and the ability to solve problems posed in words

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7
Q

Perceptual reasoning index (PRI)

A

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
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8
Q

Processing speed index (PSI)

A

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

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9
Q

Working memory index (WMI)

A

Performance on tasks that draw on working memory

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10
Q

Bell curve/normal distribution curve

A

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
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11
Q

Standard deviation

A

measuring how much the values tend to vary from the mean

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12
Q

Correlates for Intelligence Test Scores

A
  • 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
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13
Q

General Intelligence (g)

A

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
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14
Q

Three-Stratum Theory of Intelligence

A

John Carroll

*hierarchical array of abilities with g as a single factor at the apex, the third stratum

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15
Q

Cattell-Horn-Carroll (CHC) theory of cognitive abilities

A

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
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16
Q

Theory of fluid and crystallized intelligence

A

Raymond Cattell

  • Both parts of g
  • not completely independent
  • > increase fluid intelligence, then increase crystallized intelligence
17
Q

Fluid intelligence

A

ability to think flexibly and solve novel problems

  • largely independent of acquired knowledge
  • develop earlier
  • later 20s: start to diminish
18
Q

Crystallized intelligence

A

ability to use specific skills and knowledge gained through experience
*continues to develop well into the sixth decade of life and often longer

19
Q

Multiple intelligence

A

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
20
Q

8 types of intelligence

A

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
21
Q

Problems with multiple intelligences

A

*without enriched environmental experiences, motivational factors

22
Q

Successful intelligence

A

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
23
Q

Analytical abilities

A

comparing, computing, analyzing, evaluating

24
Q

Creative abilities

A

ability to invest, discover, and combine information in novel ways

25
Q

Practical abilities

A

ability to use and act on information

26
Q

The Bayley Scales of Infant Development

A

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

27
Q

Heritability

A

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
28
Q

Sex differences

A

Overall IQ scores are equal

29
Q

3 distinct types of minority

A

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
30
Q

Stereotype threat

A

Claude Steele and Joel Aronson

*very fear of confirming a negative sterotype leads to reduced performance a task or test

31
Q

Solution of stereotype threat

A
  • 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
32
Q

Flynn effect

A

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

33
Q

Reason of increase intelligence

A
  • 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
34
Q

Environmental influences

A
  • Biological factors
  • Malnutrition, deprived environments
  • Social influences
  • Parenting, parent’s education levels
  • Schooling

Psychology 306 Exam 3 (11 decks)

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