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2 - Intelligence Flashcards

1
Q

what was Stenberg’s definition of intelligence

A

capacity to learn from experience and adapt to the env

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2
Q

Thorndike’s definition of intelligence

A

quality of mind where Aristotle different from idiot of their day

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3
Q

Ternman’s definition of intelligence

A

ability to carry out abstract thinking

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4
Q

Gardner’s definition of intelligence

A

not just academic achievement but what makes ppl very skilled in a field

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5
Q

Binet and Simon’s definition of intelligence

A

common sense, practical good sense, initiative, ability to adapt to circumstances, judge, comprehend, reason

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6
Q

what did Stenberg think makes a person intelligent in art

A

knowledge, ability to use knowledge to compare alternatives, see analogies

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7
Q

what did Stenberg think makes a person intelligent in business

A

logical thinking, focusing on key aspects of a problem, following others’ arguments

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8
Q

what did Stenberg think makes a person intelligent in philosophy

A

critical and logical abilities, ability to follow complex arguments, find errors in and generate new arguments

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9
Q

what did Stenberg think makes a person intelligent in physics

A

mathematical thinking, relate physical phenomena to concept of physics and grasp laws of nature quickly

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10
Q

Stenberg defined practical problem solving, a feature of intelligence, as what

A

ability to be practical/logical with regard to problems faced in many situations and relationships, analysing problems well

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11
Q

Stenberg said verbal intelligence is what

A

can express self and converse confidently with eloquence, use analogies and antonyms, and comprgend well

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12
Q

Stenberg said social competence intelligence is what

A

skills needed to be accepted and fulfilled socially, having good interpersonal skills and take personal responsibility

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13
Q

how did J Cattell assess intellectual ability

A

sensory acuity and reaction time

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14
Q

J Cattell used which measures to measure intelligence

A

RT, letter span, temporal interval judgement, pitch perfeciton, two point tactile threshold

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15
Q
  • of J Cattell
A

no correlation between his mental tests so if one test is measuring intelligence, the others are not

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16
Q

Binet, Ternman, and Weschler all thought what

A

age can be used as indepndent criterion for intellectual competence in children

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17
Q

Ternman said IQ is what

A

mental age divided by chronological age * 100

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18
Q

Weschler said IQ is what

A

(actual test score * 100) divided by expected score

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19
Q

Weschler’s IQ score reflects an individual’s what

A

relative standing w others of the same age

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20
Q

+ of Weschler

A

intelligence measure for children and adults

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21
Q

Spearman said intelligence is what

A

speed divided by mental energy

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22
Q

R Cattell found two discrete types of intelligence which are

A

crystallised (gc)

fluid (gf)

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23
Q

define gc

A

affected by the environment and changeable, involves acquired knowledge and skills, and increases through life as learning experience accumulates

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24
Q

4 examples of gc

A

vocabulary size
verbal fluency
working memory
numerical ability

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25
Q

define gf

A

primary erasoning ability and ability to solve abstract relation problems, and is free of cultural influence and stable throughout life

26
Q

3 examples of gf

A

analogical reasoning
working memory
central executive

27
Q

what was Thurstone’s approach to intelligence

A

multi-factor w no general intelligence as different mental abilities contribute to g

28
Q

7 examples of Thurstone’s intelligence

A 
associative memory
number
perceptual speed
reasoning 
space
verban comprehension
word fluency
29
Q

Gardner’s approach to intelligence was what

A

we have 9 discrete intelligences, e.g. linguistic, spatial, and musical

30
Q

how does Weschler’s IQ test work

A

different tests for children/teens/adults measuring VR and NVR but is culturally influenced due to verbal tasks

31
Q

how does Weschler’s IQ test measure different intelligence aspects

A

subsets with tests with a variety of difficulties

32
Q

how does Weschler’s test try to counteract cultural influence

A

different norm scores for each country

33
Q

examples of Weschler tests

A

arithmetic, block design, digit span

34
Q

what is the Stanford-Binet IQ test

A

30 short tasks related to everyday life (Binet’s part) w standardised scores relative to age, pop mean, and mental age

35
Q

examples of Stanford-Binet IQ test tasks

A

filling in sentence’s missing words, naming objects, definitions

36
Q

how did Ternman adapt Stanford-Binet

A

added more items
American
Standardised

37
Q

describe Raven’s progressive matrices

A

based on Spearman’s g measuring abstract ability to see and draw inferences from rltps btwn objs, events, and infos

38
Q

+ of Raven’s PM

A

minimises influence of culture and language by measuring NVR more

39
Q

which Gs are subcomponents of the main G

A

Gv - visuospatial
Gs - cognitive processing speed
Gr - reading and writing

40
Q

define the Flynn effect

A

seeing an increase in abstract problem solving ability rather than an increase in intelligence

41
Q

Flynn effect means we must focus on environmental changes instead of what

A

genetic changes as not enough people have died to have passed on genes

42
Q

why was length of schooling thought to be a reason for the Flynn effect but isn’t

A

relates to rise in verbal tests and lower rises in NVR but Flynn found the opposite

43
Q

why was test-taking sophistication thought to be a reason for the Flynn effect but isn’t

A

culture for taking tests and having more practice as tests similar to IQ tests but taking same test twice only leads to a small increase in IQ

44
Q

why was child rearing thought to be a reason for the Flynn effect but isn’t

A

Head Start resulted in an increase in IQ but then this disappeared in the long-term

45
Q

why was age of technology

A

exposed to more visual info means higher gf as better at processing, which RPM supports but little evidence for this

46
Q

why was nutrition thought to be a reason for the Flynn effect but isn’t

A

vitamins +ively increase NV intelligence, vitamins and minerals increased gf but not gc

47
Q

what is the cognitive stimulation hypothesis

A

intelligence, health, and lifespan increase in a nurturing environment, as seen by improved IQ in nutrition-deprived

48
Q

what is the cognitive stimulation hypothesis

A

doing so through better schooling, educated parents, and a smaller family leads to higher intelligence

49
Q

what produces a GxE correlation

A

reciprocal causation between phenotypic IQ and the environment

50
Q

twin studies tend for what to be underestimated

A

environmental influences and how genetic differences can lead to people being in similar environments

51
Q

what two influences can increase or decrease intelligence

A

social and contextual as determine impact of society-wide changes and causes the multiplier effect

52
Q

define multiplier effect

A

Some ppl’s IQ rising improves the environment of others so their IQ rises, inflating genetic and environmental advantages

53
Q

Hernstein and Murrary criticised IQ to predict achievement how

A

cause and effect may be wrong way round as it’s just a correlation, e.g. dropping out may cause low IQ not vice versa

54
Q

Limitation of IQ predicting achievement related to social context

A

not acknowledged than intelligence and SES aren’t separate

55
Q

Limitation of IQ predicting achievement related to relative standing

A

may have same relative position at an older age, doesn’t mean intelligence hasn’t increased

56
Q

Limitation of IQ predicting achievement related to Gs

A

different Gs age differently, e.g. gs and gr decline faster over time

57
Q

what seems to better predict performance and ability

A

practice but this is also determined by time

people practise, get feedback, learn from it, then practise more

58
Q

what is grit

A

motivation to do better and put in effort

getting low scores motivates ppl to do better so they end up scoring higher

59
Q

what is Duckworth’s equation

A

achievement = skill X effort

60
Q

what can a lot of effort compensate for

A

modest skill and vice versa

61
Q

Duckworth and Seligmen both found what correlatuib

A

self-discipline positively correlates w academic performance indicators and a better predictor of IQ

Individual (9 decks)

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