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PSYCO 105 > 3A intelligence > Flashcards

3A intelligence Flashcards

1
Q

what is Flynn effect

A

phenomenon of increasing IQ scores

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2
Q

what 3 environmental factors are responsible for Flynn effect

A
  1. improvement in nutrition
  2. improvement in medical care
  3. improvement in education
  4. increase in environmental complexity
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3
Q

why would improvement in nutrition increase IQ

A
  • leads to healthy development of brain

- leads to healthy development of cognitive abilities

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4
Q

what does concrete thinker consider

A

physical properties

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5
Q

what does abstract thinker consider

A
  1. meaningful relationships

2. category memberships

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6
Q

GALTON what were Galton’s 2 hypotheses

A
  1. intelligence was by product of heredity

2. intelligence was how well someone used their senses

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7
Q

GALTON how did Galton measure how well people used their senses

A
  • measured sensitivity to perceptual differences (physiological)
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8
Q

GALTON why was Galton’s hypothesis that “intelligence was a measure of how someone used their senses” not supported

A

physiological measures not predictive of school grades

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9
Q

GALTON what did Galton produce when plotting results

A

normal distribution

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10
Q

GALTON where are results found in normal distribution

A

clustered around some central values

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11
Q

GALTON what happens the further you move above / below central values

A

the more rare the results

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12
Q

GALTON what is variability referring to

A

how far scores are from mean / median

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13
Q

GALTON what does large stdev mean

A

scores are far away from mean

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14
Q

GALTON what does small stdev mean

A

scores are close to mean

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15
Q

GALTON why did Galton conclude that intelligence was biologically innate

A

normal distribution

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16
Q

BINET AND SIMON how did Binet and Simon differ from Galton in the way they measured intelligence

A
  • Binet and Simon ==> behavioural measures

- Galton ==> physiological measures

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17
Q

BINET AND SIMON what were 3 basic abilities of intelligence

A
  1. direction
  2. adaptation
  3. criticism
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18
Q

BINET AND SIMON what is direction

A
  • ability to know what to do

- ability to know how to do it

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19
Q

BINET AND SIMON what is adaptation

A
  • ability to create strategies for implementing knowledge about what to do + how to do it
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20
Q

BINET AND SIMON what is criticism

A

ability to find errors in one’s thinking

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21
Q

BINET AND SIMON how did Binet and Simon measure intelligence

A
  1. give child tests
  2. measure the num of tests child could complete successfully (no points)
  3. assign mental age
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22
Q

BINET AND SIMON what did it mean if child of age X received mental age of X

A

performing at age level

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23
Q

BINET AND SIMON what is standardization

A
  1. using uniform procedures in test administration
  2. testing under same conditions
  3. scoring using same criteria
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24
Q

BINET AND SIMON what did Binet and Simon contribute to measure of intelligence

A

standardization

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25
Q

BINET AND SIMON what does standardization allow

A

results of diff research can be meaningfully compared

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26
Q

BINET AND SIMON what was Stanford Binet test

A

first written intelligence test in French

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27
Q

TERMAN what did Terman do

A

Americanized Stanford Binet

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28
Q

TERMAN what did Terman do with mental age

A
  1. divide mental age by chronological age
  2. multiply by 100

(IQ formula)

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29
Q

TERMAN what did calculation of IQ allow

A

indicate whether child was above or below average

30
Q

TERMAN how was Terman able to demonstrate validity of Stanford Binet

A

scores matched teachers assessment of student’s intelligence

31
Q

WECHSLER what was problem with using original IQ calculation

A

after age 16 intelligence would appear to level off

32
Q

WECHSLER why would intelligence appear to level off after age 16

A
  1. mental age stays same

2. chronological age increases

33
Q

WECHSLER how is deviation IQ obtained

A
  1. administer intelligence test to large group of people
  2. average raw scores
  3. assign test scores relative to average
34
Q

WECHSLER what is average IQ score set at

A

100.

35
Q

WECHSLER what are advantages of Wechsler tests

A
  1. restis chronological age
  2. uses point system
  3. assigns overall score based on diff content areas
  4. incorporates performance IQ tests
36
Q

what do performance tests assess (2)

A
  • how well individuals can detect non obvious patterns + use them t answer questions
  • how well individuals can read between the lines
37
Q

what cannot affect performance on performance test

A
  1. language

2. culture

38
Q

what does cognitive approach to intelligence involve

A

information processing

39
Q

how does information processing work

A

information flows bw diff processors

40
Q

what is Multi Store model

A

way of conceptualizing memory storage with cognitive approach

41
Q

how does Multi Show model help with conceptualizing memory storage

A

flow charts

42
Q

what is inspection time testing

A

measuring intelligence by measuring speed of information processing

43
Q

what kind of task is used in inspection time testing

A

simple task that anyone can do

44
Q

what is logic behind using simple task in inspection time testing

A

the only difference in times will be due to speed of information processing

45
Q

JENSEN what did Jensen believe intelligence was

A

speed of neuronal conduction

46
Q

JENSEN how did Jenssen indirectly measure speed of neuronal conduction

A

by measuring reaction time (choice reaction time testing)

47
Q

JENSEN what were Jensen’s findings

A

weak neg correlation bw IQ and reaction time

48
Q

what componential analysis

A

studying intelligence by breaking down complex problems into simpler components

49
Q

STERNBERG what did sternberg use componential analysis to break down

A

analogy tasks

50
Q

STERNBERG how did sternberg break down analogy tasks

A
  1. encoding information
  2. inferring relations
  3. mapping relations
  4. applying relations
51
Q

STERNBERG what does encoding information involve

A

creating representations of elements of analogies that connect to stored information

52
Q

STERNBERG what did Sternberg find

A

intelligent people spend more time encoding information and formulating strategy

53
Q

STERNBERG what does componential analysis allow us to understand

A

processing of intelligence

54
Q

what is eugenics

A
  • encouraging reproduction by people with good traits

- discouraging reproduction by people with “bad” traits

55
Q

what was used as scientific explanation for eugenics

A

social darwinism

56
Q

how did social darwinism apply “survival of the fittest” to race and socioeconomic class

A
  • those at top of social hierarchy deserve to be there bc they are fit
  • those at the bottom of social hierarchy deserve to be there bc they are not fit
57
Q

why was social darwinism discredited

A

over simplified survival of fittest to strong survive and weak perish

58
Q

what was confounding variable in Terman’s Stanford Binet testing

A
  1. socioeconomic status
  2. culture
  3. language
59
Q

how would socioeconomic status confound results

A
  • higher socioeconomic status
  • more educational opportunities
  • higher scores
60
Q

how can language and race be prevented from confounding results

A
  • make tests language neutral

- make tests culturally neutral

61
Q

what does stereotype threat refer to

A

risk of confirming neg expectations of one’s social group

62
Q

how can stereotype threat account for group differences

A
  • makes test takes of social group with neg expectations anxious
  • makes test takers of social group with neg expectation perform poorly
63
Q

what are 2 ways of conceptualizing intelligence

A
  1. fixed trait

2. malleable trait

64
Q

what does it mean to view intelligence as fixed trait

A

does not change over time

65
Q

what does it mean to view intelligence as malleable trait

A

does change over time

66
Q

what does no difference in avg intelligence bw sexes not imply

A

both sexes perform equally on all tests of intelligence

67
Q

what can contribute to gender differences in math skills

A
  1. serotype threat

2. selection effects

68
Q

what are selection effects

A

skewing data so it does not accurately represent world

69
Q

how can selection effects manifest in tests for math skills

A
  • exclude low performing males

- include low performing females

70
Q

what is rationality more + less dependent on

A
  • less dependent on intelligence

- more dependent on active open mindedness

71
Q

what does active open mindedness refer to

A

looking for biases in reasoning and counteracting them

PSYCO 105 (6 decks)

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