Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Organisational Behaviour > 2- Ability and Intelligence > Flashcards

2- Ability and Intelligence Flashcards

1
Q

Individual differences definition

A

All of the ways in which people differ from one another, especially psychological differences. Included are all differences in personality and intelligence. (Oxford Dictionary of Psychology, 2006)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Performance factors

A
  • Intelligence
  • Emotional intelligence
  • Personality
  • Other individual differences
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Structural models of general intelligence

A
  • Spearman: hierarchical model of general intelligence
  • Thurstone: Primary mental abilities
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Systems Models of intelligence

A
  • Gardner’s Multiple intelligences
  • Sternberg’s Triarchic theory of intelligence
  • Emotional intelligence
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What does GMA stand for?

A

'’General mental ability’’ or ‘‘general cognitive ability’’

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

GMA definition

A

a very general mental
capability that … involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience” (Gottfredson, 1997, p. 13)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

The idea of GMA

A

The “g factor” underlies all specific cognitive abilities
such as: verbal ability, numerical ability, spatial ability,
problem solving etc.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

How is GMA measured?

A

Measured via any test batteries of specific cog. abilities.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Spearman’s ‘‘G’’- 1904 idea

A
  • One GMA factor underlies specific cognitive
    abilities
  • One GMA factor can explain the correlations among
    different specific cognitive abilities
  • E.g. if you get a high score on verbal ability you are
    also likely to get a high score on numeric ability
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Conceptual definition

A

Is about saying what we mean

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Operationalization

A

Is about saying how we will measure it

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

First statistical test of human intelligence

A

Binet-Simon Test

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Standardised conditions definition

A

Everyone has the same chance of doing well- many modern intelligence tests are of this type.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Correlation between GMA and job performance

A
  • Strong correlation
  • Can be used in selection process
  • E.g.
    – United States (Hunter & Hunter, 1984)
    – Europe (Salgado & Anderson, 2002)
    – Germany (Hülsheger et al., 2007; Kramer, 2009)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

PMA

A

Primary mental abilities

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Thurstone’s PMA idea

A
  • Intelligence – a set of PMAs all rather independent of
    one another
  • Produces intelligence profiles rather than a single IQ
    score
  • Common in intelligence tests used in clinical assessment like Wechsler’s intelligences scales, 1955
17
Q

Drawback of Thurstone’s

A
  • Resource intensive
18
Q

Examples of PMAs

A

Verbal comprehension, Reasoning, Perceptual
speed, Numerical ability, Word fluency, Associative
memory, Spatial visualisation

19
Q

Criticism of intelligence tests

A
  • Tests a ‘maximum performance paradigm’ i.e. the best you do
    under test and time conditions, not how you perform in
    everyday life → importance of motivation
  • GMA and specific abilities predict task performance, but do
    they also predict other aspects of performance such as helping
    and extra-role behaviours (e.g., OCB)
  • Tests using specific abilities predict performance better when they are matched to the demands of the job
  • Biased towards ethnic minorities
20
Q

Advantages of intelligence tests

A

– intelligence tests strongly predict performance within and
across each group
– Possible use of culture free tests (less reliant on language)
– Other factors explain differences: family income, maternal
education, learning materials in home, parenting factors (e.g.
safe physical environment),

21
Q

System models of intelligence

A
  • Gardner’s (1983) Theory of Multiple Intelligences
  • Sternberg’s (1985) Triarchic theory of Intelligence
  • Emotional Intelligence
22
Q

Gardner’s Theory of Multiple Intelligences

A
  1. Linguistic
  2. Spatial
  3. Logical-Mathematical
  4. Musical
  5. Bodily Kinaesthetic
  6. Interpersonal
  7. Intrapersonal
    Idea: All intelligences are independent
23
Q

Gardner’s Theory of Multiple Intelligences Criticism

A
  • MI theory is subjective
  • No measure developed by Gardner
  • No systematic research by Gardner to test his theory
  • Incompatible with well-established concept of ‘g’
  • Empirically, several of these intelligences have very high
    intercorrelations and are thus not independent
  • Key mental abilities are not covered by the theory (e.g.
    inductive reasoning, memory, ..)
  • It may be best to conceptualise MI as talents, skills, or
    competence in e.g. music, body coordination, etc.
24
Q

Emotional Intelligence definition

A

“The ability to monitor one’s own and
other people’s emotions, to discriminate between
different emotions and label them appropriately,
and use emotional information to guide thinking
and behaviour.” (Colman, 2006)

25
Q

Emotional Quotient (EQ)

A

“An index of emotional intelligence analogous to
the IQ index of conventional intelligence. A number
of scales to measure the emotional quotient were
developed…” (Colman, 2006)

26
Q

Mayer and Salovey

A

“…a concept of intelligence that processes and benefits
form emotions… EI is composed of mental abilities,
skills or capacities.”
* Extends traditional models of intelligence which fail to
address individuals’ ability to perceive, process and
manage emotions and emotional information
effectively
* Measure – Multifactor Emotional Intelligence Scale
(MEIS). A performance based measure
* But: Validity evidence is mixed

27
Q

Goleman (1995) EI idea

A
  • There are 4 key domains to master skills:
  • Self awareness
  • Self management
  • Social awareness
  • Relationship management
28
Q

Criticism of Goleman model

A
  • Old wine in new bottles? i.e. it repackages
    personality and intelligence literature, but doesn’t really add anything new
  • Overinclusive definition
  • Mixed empirical evidence
29
Q

What can measure ‘‘g’’ factor

A

Raven et al., 1996- progressive matrices

30
Q

Problem with raven progressive matrices to measure ‘‘g’’ factor

A
  • Measures logic specifically
  • Scores worsen with age
31
Q

Difference between system and structural models of intelligence

A

Systems models include other factors other than cognitive ability.

32
Q

General criticisms of emotional intelligence (EI)?

A
  • Concepts are too broad – lack of coherent definition
    and measurement
  • Measurement issues, e.g. scoring, discriminant validity
  • Limited data for comparison (norms) across jobs →
    Emotional Task Analysis
  • Potential for faking/impression management in selfreports by test takers → Problematic for selection!
  • limited evidence of EI predicting job performance (so
    far)
  • Emotional demands of jobs differ
33
Q

Why EI not always being used in job selection process?

A

People accept EI is multifaceted but disagreement over these facets.

34
Q

Sternberg, 1985- triarchic theory of intelligence

A

3 facets of intelligence:
- Analytical
- Creative
- Practical

Organisational Behaviour (4 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions