2 - Intelligence Flashcards by Rami Bains

what was Stenberg’s definition of intelligence

capacity to learn from experience and adapt to the env

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Thorndike’s definition of intelligence

quality of mind where Aristotle different from idiot of their day

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Ternman’s definition of intelligence

ability to carry out abstract thinking

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Gardner’s definition of intelligence

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

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Binet and Simon’s definition of intelligence

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

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what did Stenberg think makes a person intelligent in art

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

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what did Stenberg think makes a person intelligent in business

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

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what did Stenberg think makes a person intelligent in philosophy

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

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what did Stenberg think makes a person intelligent in physics

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

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

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

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Stenberg said verbal intelligence is what

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

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Stenberg said social competence intelligence is what

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

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how did J Cattell assess intellectual ability

sensory acuity and reaction time

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J Cattell used which measures to measure intelligence

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

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of J Cattell

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

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Binet, Ternman, and Weschler all thought what

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

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Ternman said IQ is what

mental age divided by chronological age * 100

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Weschler said IQ is what

(actual test score * 100) divided by expected score

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Weschler’s IQ score reflects an individual’s what

relative standing w others of the same age

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+ of Weschler

intelligence measure for children and adults

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Spearman said intelligence is what

speed divided by mental energy

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R Cattell found two discrete types of intelligence which are

crystallised (gc)

fluid (gf)

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define gc

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

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4 examples of gc

vocabulary size
verbal fluency
working memory
numerical ability

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define gf

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

3 examples of gf

analogical reasoning working memory central executive

what was Thurstone's approach to intelligence

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

7 examples of Thurstone's intelligence

``` associative memory number perceptual speed reasoning space verban comprehension word fluency ```

Gardner's approach to intelligence was what

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

how does Weschler's IQ test work

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

how does Weschler's IQ test measure different intelligence aspects

subsets with tests with a variety of difficulties

how does Weschler's test try to counteract cultural influence

different norm scores for each country

examples of Weschler tests

arithmetic, block design, digit span

what is the Stanford-Binet IQ test

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

examples of Stanford-Binet IQ test tasks

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

how did Ternman adapt Stanford-Binet

added more items American Standardised

describe Raven's progressive matrices

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

+ of Raven's PM

minimises influence of culture and language by measuring NVR more

which Gs are subcomponents of the main G

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

define the Flynn effect

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

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

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

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

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

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

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

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

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

why was age of technology

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

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

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

what is the cognitive stimulation hypothesis

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

what is the cognitive stimulation hypothesis

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

what produces a GxE correlation

reciprocal causation between phenotypic IQ and the environment

twin studies tend for what to be underestimated

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

what two influences can increase or decrease intelligence

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

define multiplier effect

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

Hernstein and Murrary criticised IQ to predict achievement how

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

Limitation of IQ predicting achievement related to social context

not acknowledged than intelligence and SES aren't separate

Limitation of IQ predicting achievement related to relative standing

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

Limitation of IQ predicting achievement related to Gs

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

what seems to better predict performance and ability

practice but this is also determined by time | people practise, get feedback, learn from it, then practise more

what is grit

motivation to do better and put in effort | getting low scores motivates ppl to do better so they end up scoring higher

what is Duckworth's equation

achievement = skill X effort

what can a lot of effort compensate for

modest skill and vice versa

Duckworth and Seligmen both found what correlatuib

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