3

Question 1

Intelligence 3

Answer 1

the ability to learn, meet demands of the environment effectively, and to understand and control one’s mental activities.

Question 2

Charles Spearman made Factor Analysis:

Answer 2

a statistical method for determining whether certain items on a test correlate highly, thus forming a unified set, or cluster, of items. - ie Intelligence tests: people who do well on vocabulary items tend to do well on other verbal items, such as reading comprehension.
-2 factor theory of intelligence: g factor: a theoretical general factor of intelligence underlying all distinct clusters of mental ability. Each cluster is affected by -> s factor: which is uniquely tied to that particular area of functioning.

1. Clinical tool used for diagnostics – Measure of impairment
   ❑“intelligence” means “cognitive” not “smart”!
2. Point-scale – Sensitive to individual differences in task performance ❑compiling sub-tasks allow for more accurate representation ❑More informative than “pass/fail”
3. Non-verbal performance – Overcome cultural, linguistic, and education biases
   ❑Tapped into higher-order cognitive abilities such as attention, problem solving, etc
   -all of theses helps you understand if there is an underlying issue - include people who may not speak the same language

-Raven’s matrices
-GPCOG(General Practitioner Assessment of Cognition) for doctors

Question 3

Thustone + Primary Mental Abilities

Answer 3

seven distinct mental abilities: verbal comprehension, word fluency, numerical skill, spatial ability, associative memory, perceptual speed, and reasoning.
T argued that each of the primary mental abilities on his list was distinct, not simply a reflection on general underlying intelligence.

– Problem:
❑Ecological validity (focus on disorder)
❑Not validated/verified by research (learning is standard)
❑Fluid or crystalized?
❑clusters gravitated around a single factor - all clusters moved together, soured a single factor

Confounds:
❑ Socioeconomic Status (SES) was the best predictor
❑ operationalization of cognitive abilities (verbal, mathematical, memory, spatial, sensory)
-money helps with intelligence, pay for tutoring and additional support, social issue.
-cultures prescribe different lesions

Question 4

Gardner

Answer 4

more than just one type of intelligence. Each factor is itself an “intelligence”, includes a cultural component. Uses real life testing, which is more valuable. Stephan Wiltshire: autistic savant: Rome drawing.

Question 5

Sternberg’s Triarchic Theory of Intelligence

Answer 5

made up of 3 components: internal, external, and experimental components.
-Internal(analytic): internal processing of information. Acquiring info, planning, monitoring, and evaluating problems, or carrying out directions.
-External(creative): trying something new and it also interacts with the internal component
-Experimental(practical): a way of thinking that helps us adapt or improve our environments, or helps us select new environments.
-Tacit(action oriented knowledge): practical intelligence relies on tacit knowledge. Acquired without direct help from others. Practical intelligence = wisdom

Question 6

Ceci’s Biological Thoery of Intelligence 3

Answer 6

is a function of the interactions among innate potential abilities, environmental context, and internal motivations. Everyone’s innate abilities derive from a system of biological factors.

Question 7

Psychometric Approach:

Answer 7

an approach to defining intelligence that attempts to measure intelligence with carefully constructed psychological tests.

Question 8

Intelligence Test Construction and Interpretation

Answer 8

typically assume a comparative view of test scores; they usually measure intelligence by comparing one person’s test to another. To make sure it is grounded in scientific principle: must have reliability, validity and standardization.

Question 9

Standardization in 2 categories

Answer 9

-Reliability: the degree to which a test produces the same scores over time. To make sure it’s reliable: test-retest reliability: applying one test twice. If the two tests agree, the test is considered reliable.
-Validity: the extent to which a test accurately measures or predicts what it is supposed to measure or predict.
-content validity: the degree which the content of a test accurately represents what the test is intended to measure.
-Validity coefficient: a correlation coefficient that measures validity by correlating a test sore with some external criterion.
-Predictive validity: the extent to which scores on a particular test successfully predict future performance on a measure related to the test.

Question 10

Standardization Definition

Answer 10

the use of uniform procedures in administering and scoring a test.

Question 11

Normal Distribution, Median, Mean, and Mode

Answer 11

normal distribution: a symmetrical, bell shaped distribution in which most scores are int he middle, with the smaller groups of equal size at either end.
-median: the score exactly in the middle of a distribution.
-Mean: the average score in a distribution.
-Mode: the score that occurs most frequently in a distribution.

Question 12

Binet and Binet-Simon Intelligence Test:

Answer 12

a way to determine intellectual disabilities, and mental preparedness for school.
-mental age: the intellectual age at which a person is functioning, as opposed to chronological age.

Question 13

Galton and Psychophysical Performance:

Answer 13

used cousin Darwin’s idea on evolution to study intelligence. More particularly inherited intelligence. He believed if we old find out why some people where smarter than others, we could take steps towards improving. He testing intelligence based off of sensitivity to environments, testing sensory processing, motor skills, and reaction time.

Question 14

Terman and Stanford-Binet Intelligence Test:

Answer 14

Intelligence quotient(IQ): the ratio of a child’s mental age to(divid) their chronological age, multiplied by 100. -high reliability

Question 15

Wechsler and WAIS:

Answer 15

believed IQ testing wasn’t as useful for adults. Believed IQ testing were not fair for non English speakers. WAIS: less dominated by verbal tests. 4 parts: verbal comprehension, working memory, perceptual reasoning, and processing speed. -high reliability

((-1. Clinical tool used for diagnostics – Measure of impairment
❑“intelligence” means “cognitive” not “smart”!
2. Point-scale – Sensitive to individual differences in task performance ❑compiling sub-tasks allow for more accurate representation ❑More informative than “pass/fail”
3. Non-verbal performance – Overcome cultural, linguistic, and education biases
❑Tapped into higher-order cognitive abilities such as attention, problem solving, etc
-all of theses helps you understand if there is an underlying issue - include people who may not speak the same language))

-Raven’s matrices
-GPCOG(General Practitioner Assessment of Cognition) for doctors

Question 16

Stereotype vulnerability or threat:

Answer 16

a phenomenon in which people in a particular group preform poorly because they fear that their performance will conform to a negative stereotype associated with that group. Ie, your gender or race will contribute to you testing low, resulting in low testing.

Question 17

Flynn Effect

Answer 17

an observed rise in average IQ scores throughout the world over time is due to learning.

Limitations: Nature and Nurture
➢Nurture (environmental)
❖The Flynn effect: IQ rates increase, related to
industrial “development” - people are getting smarter, every decade update test
• Debate: Operationalization of IQ as nutrition, education, health?
❖Impoverished family (Plomin, 1989)
– Each SES factor decreased IQ by 4 points, additively. - increase in SES lower iq
❖Testing procedures • Motivation, Timing
❖Cultural (Dweck, 2006 ; Duckworth, 2016)
Growth Mindset: Failure is not a permanent condition, can be learned, taught, + mitigated for. The ability is not fixed, it can change and grow.
Grit: Maintaining effort despite plateaus or failures

Question 18

Emotional intelligence:

Answer 18

an ability to perceive, express, assimilate, and regulate emotion. It can be learned. - self aware, sensitive to themselves and others, how to manage emotions. Way to test it: Multi factor Emotional Intelligence test. Improve EI improve academic performance.

Question 19

Bell Curve Controversy:

Answer 19

Herrnstein and Murray: IQ tests are good, and are good predictor for success in life. Higher IQ = higher in society and more access to opportunities. IQ is mainly heritable. “Clear” racial and ethic dif in intelligence.

Question 20

Heritability and Heritability Coefficient

Answer 20

Heritability: the amount of a given trait that can be attributed to inherited genetic factors.
-Heritability Coefficient: a correlation coefficient used to indicate the contribution of heredity to some characteristics, such as intelligence.

➢Heritability (not Hereditary)
❖Proportion of genetic variability responsible for trait
variance. When environments are NOT constant
1) Descriptive (not causal)
2) Refers to groups (populations) not individuals
❑Averages not individual differences
3) relates to environment
Problem: error in how environment is factored in!
❑research treats the environment as a confound, and controls for it (removes it) → Phenotype has been constrained - you can not tell what someone’s potential is if you dont take their environment in to account.
4) Assumes traits are static/stable ❑Misconception of what is a “trait” - you can alter that by good environments.
Genes are not going to determine what you think, they
fussy babies have lower intelligence, as a result of parenting
It’s not casual, its just describing what those factors are.
The environment/ SES was constant - twin video. How can you use heritability if the environment isn’t changing.

Question 21

Environmental Influences on Intelligence:

Answer 21

Heritability is about 50%, complex work can increase intelligence, school is both cause and consequence for intelligence, education has the biggest impact on intelligence, environment contributes to variation between the groups, and an average variation between groups cannot be applied to individuals within each group.
-SES affects intelligence

Question 22

Intellectual Disabilities: Down syndrome and Giftedness

Answer 22

-Intellectual Disabilities: individuals who display general intellectual functioning that is well below average and, at the same time, poor adaptive behaviour.
-Down syndrome: inherited disorder, usually caused by the presence of extra chromosomal materiel on the twenty-first chromosome, that results in intellectual disability.
-Giftedness: environment can contribute to giftedness, gifted people are intrinsically motivated, and some people are gifted in academic or other forms of intelligence may not be equally gifted with social and emotional intelligence.

Question 23

Gardner: Multiple Intelligence

Answer 23

multiple intelligences (several factors) • includes abilities beyond academics
– Problem:
❑Ecological validity (focus on disorder)
❑Not validated/verified by research (learning is standard) ❑Fluid or crystalized?
-all clusters moved together, soured a single factor
can we stop intelligence at just above. G believed it was beyond just those abilities and academics.
- look at man who drew Rome - savant: this is an example that there is no one type of intelligence
we have an educational system that is based on a myth - advanced placement to special classes in Canada based on gardener

Question 24

Nature v nurture

Answer 24

Nature (Genetic)
❖Longitudinal studies - over life span
Stability: neural speed, orienting to novel stimuli(attentional component), SAT/GRE(SES dependent)
• Difference: “personality” (B5), fluid intelligence(creativity)
❖Twin studies
• Identical reared apart (0.76) vs. Siblings reared apart
(0.25)
• Problem: Environmental similarity never accounted for
❖Adoption
• Intelligence: more variability than adoptive parents in
adulthood, but higher then biological parents
– cohort effect: they gave out babies to the same SES to their bio parents, babies had higher iq level to bio parents, and lower than adoptive parents.
- only 50 percent similarly.

Question 25

Heritability

Answer 25

Heritability (not Hereditary)
❖Proportion of genetic variability responsible for trait
variance. When environments are NOT constant
1) Descriptive (not causal)
2) Refers to groups (populations) not individuals
❑Averages not individual differences
3) relates to environment
Problem: error in how environment is factored in!
❑research treats the environment as a confound, and controls for it (removes it) → Phenotype has been constrained - you can not tell what someone’s potential is if you dont take their environment in to account.
4) Assumes traits are static/stable ❑Misconception of what is a “trait” - you can alter that by good environments.
Genes are not going to determine what you think, they
fussy babies have lower intelligence, as a result of parenting
It’s not casual, its just describing what those factors are.
The environment/ SES was constant - twin video. How can you use heritability if the environment isn’t changing.

Question 26

Limitations Nurture: 4

Answer 26

➢Nurture (environmental)
❖The Flynn effect: IQ rates increase, related to
industrial “development” - people are getting smarter, every decade update test

❖Impoverished family (Plomin, 1989)
– Each SES factor decreased IQ by 4 points, additively. - increase in SES lower iq
❖Testing procedures • Motivation, Timing
❖Cultural (Dweck, 2006 ; Duckworth, 2016)
Growth Mindset: Failure is not a permanent condition, can be learned, taught, + mitigated for. The ability is not fixed, it can change and grow.
Grit: Maintaining effort despite plateaus or failures

Question 27

Limitations: Nature: 2

Answer 27

Genetic:
Age: increases in “drift”: modification that occurs as a result of methylation (turning off)
Culture: Homogenous, post-industrial society(western)
Measures: Phenotype measured behaviourally

Environmental:
Age: control increases with age
Culture: “one-size-fits-all” fallacy, the Flynn Effect
Measures: factors are determined by culture

Question 28

Bio Theory of Intelligence: Ceci

Answer 28

-intelligence was an interaction between innate potential abilities, environment context, and internal motivation
-these innate abilities derive from bio factors(resource pools) offering a kid who has the natural abilities in math with tutoring, computer, etc will promote her to continue todo math. Environ + innate abilities + motivation = success
-

Question 29

How well do Intel tests predict performance? WAIS and Stand-Binet test

Answer 29

-all have high reliability
-to predict school performance. Math, storing of knowledge, and reasoning
-to test work and social achievements, income and health related behaviours.