24 Intelligence

Question 1

Measurements of intelligence (tests)

Answer 1

Wechsler tests - 4 scales
Theory Based Intelligence tests - fluid + crystal, 3 abilities
Achievement tests - Crystallised
Aptitude Tests - fluid

Question 2

Wechsler tests - 4 scales+uses

Answer 2

4 scales measuring:
- Verbal comprehension
- Perceptual reasoning - pattern recognition
- Working memory
- Processing speed
Makes 4 scores, Overall IQ = combination of 4 scores
- used for assessing brain injury - working ability (most affects processing speed)
- useful for assessing impoverished/uneducated individuals
Using 4 scales allows for examining disparities between them - large gaps = trauma/impoverished environment

Question 3

Theory Based Intelligence tests

Answer 3

specifically monitors Crystallised+fluid intelligence
e.g. Sternberg’s Triarchic Ability test - analytics, Creative, practical intel.
expects for each type of intel to not correlate - independent of one another
- results show abilities often are correlates = poor testing, overlap in measuring which components

Question 4

Achievement tests

Answer 4

tests crystallised intelligence - tests the knowledge one has learnt so far

• good predictor of future academic attainment
• limitation: based on everyone having identical environmental academic support/exposure

Question 5

Aptitude Tests

Answer 5

Test fluid intelligence uses puzzles/novel situations monitors problem-solving

• difficult to construct a test entirely independent of prior knowledge
• fairer - designed to measure intellectual potential independent of environment
• not necessarily applicable to real life success

Question 6

3 Psychometric Standards

Answer 6

How we make sure all psychology (intelligence) tests follow same standards

• Reliability: consistency of measurement
• Validity: Construct/content Validity, Criterion-Related Validity
• Standardisation: norms/average comparison

Question 7

3 types of reliability (in tests)

Answer 7

Test-retest reliability: consistency of measurement over time IQ should remain same if retaken

Internal Consistency: questions should be consistent between themselves in how they measure (an aspect) of intelligence, different sections should correlate

Inter-judge Reliability: different assessors interpret answers to the test to = same IQ

Question 8

2 types of test Validity

Answer 8

Construct/content Validity: whether test is measuring intelligence or education level/culture

Criterion-Related Validity: Predictive validity - whether IQ is a good predictor of realise competence - correlate with school grades?

Question 9

Deary et al. 2004 findings & explanations

Answer 9

longitudinal study on intelligence + life span
higher IQ at birth, lived longer, more so for women
causes:
- higher intelligence = less manual work jobs, better health, women work fewer labour jobs?
- higher intelligence correlates with a healthier brain, body - live longer

Question 10

3 types of Test standardisation

Answer 10

Standardisation: internal validity, control testing proceedutres & development of norm - average score per demographic

Norm: average/baseline for a specific age group/ target population

Normal Distribution: higher frequency congregating around the average (bell curve)

Question 11

The Flynn effect

Answer 11

average increase in IQ scores over past century (average:100)
causes:
- nutrition (height has increased too), advanced teaching, technology (more visual-spatial skills developed), or more attuned to answering those test questions

Question 12

2 types of Testing conditions

Answer 12

Static testing: Same questions, conditions kept same between repeats of test (ignores how we learn from previous questions, educational backgrounds (which may impact score -not intelligence))

Dynamic testing: examiner interacts with individual, gives feedback after test, repeated and tested on their improvement (more reflective of diff types of intelligence, ability to learn - fairer as not limited by educational background)

Question 13

Sternberg’s theory of successful intelligence & overcoming culture bias

Answer 13

• if you are adept in the necessary skills to survive in your culture, then you are intelligent
• Bc IQ tests are westernised, the things we test people on are the things we teach
• overcoming:
  assess them on problems not tied to any culture - novel problem solving (e.g. Raven Matrixes - non-verbal reasoning)
  create specific test for every culture

Question 14

Impact of Genes/Heredity & Environment on intelligence?

Answer 14

• genes often play a bigger role than environment (if environment not impoverished)
• both contribute, rarely independently
• environment influences gene expression
• genes influence our environment (family)/ choice of environment
• genes account for 1/2-2/3 of IQ score variance (families have close IQ) but no singular intelligence gene
• environment is still 1/3 in identical twins tho - diff IQ
• education level impacts IQ - declines over the summer holidays

Question 15

Impact of Genes/Heredity & Environment on Disabilities?

Answer 15

• genetic abnormalities account for 28% of disabilities
• extreme cases caused by mutations, not hereditary
  Other causes:
• O2 deprivation at birth
• drugs/alcohol taken/ diseases by mother
• 70-80% no clear biological cause