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PSYCH 101 > CH 3 Intelligence (Terms) > Flashcards

CH 3 Intelligence (Terms) Flashcards

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1
Q

Intelligence

A
  • “Intelligence is what the tests test” Edwin Boring

Abstract/hypothetical construct that can be defined and measured in a variety of ways/domains.

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2
Q

Intelligence as Sensory Capacity

A

Sir Francis Galton

Intelligence was the byproduct of sensory capacities

Galton measured basic sensory abilities and motor functions (visual acuity, hearing, response time, smell, grip strength, etc.)

  • Tried to link sensory abilities with eminence (success in a variety of domains).
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3
Q

Intelligence as Abstract Thinking

A

Abstract thinking is tied to intelligence.

Alfred Binet and Theodore Simon
- Developed one of the first proper intelligence tests

  • Used test items from different domains to asses children:
    • 30 brief cognitive tests
    • Language skills, memory, reasoning, digit span, and psychophysical judgements (tests correlated with each other - performing well on one thing often suggested that the participant will do well on others)
    • Abstract Thinking: Capacity to understand hypothetical concepts
    • (1908) tests grouped by age level

Intelligence effects a variety of different outcomes.

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4
Q

Intelligence Test

A

Diagnostic tool designed to measure overall thinking ability

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5
Q

Intelligence as General versus Specific Abilities

A

Charles Spearman
- Made Factor Analysis

Tests of different IQ domains are modestly correlated with each other

Spearman hypothesized the existence of a single underlying trait: g (general intelligence)

Spearman proposed the existence of s (specific abilities)

  • Intelligence is more than just general ability
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6
Q

g (general intelligence)

A

A hypothetical factor that accounts for overall differences in intellect among people

  • Used a new statistical technique called factor analysis to examine IQ data
  • g may reflect mental energy or “mental power”: efficiency and accuracy
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7
Q

s (specific abilities)

A

A particular ability in a narrow domain

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8
Q

Fluid Intelligence

A

Capacity to learn new ways of solving problems

  • ex. Getting out of an escape room based on clues on the first attempt
  • Declines past 30

Dinstinct, but interrelated with Crystalized Intelligence: New experiences “flow” into memory and “crystalize.”

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9
Q

Crystalized Intelligence

A

Accumulated knowledge of the world over time

  • ex. Memorizing definitions for a university exam

Dinstinct, but interrelated with Fluid Intelligence: New experiences “flow” into memory and “crystalize.”

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10
Q

Theories of Multiple Intelligences

A

Howard Gardner

Multiple Intelligences: people vary in their ability levels across different domains of intellectual skill.

  • Different abilities may operate independently of one another
  • Theory has been widely applied in education: a questionable approach to teaching

Negative

  • Some of the intelligences are correlated; suggests a general factor (g)
  • Why not other intelligences?
  • Too little evidence for the theory
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11
Q

Sternberg’s Triarchic Model of Intelligence

A

Three points of intelligence:
- Analytical Intelligence
- Practical Intelligence
- Creative Intelligence

Three types of intelligence are connected, but distinct

Strengths/”intelligences” are modifiable

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12
Q

Analytical Intelligence

A

The ability to reason logically

  • “Book Smarts”
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13
Q

Practical Intelligence

A

The ability to solve real-world problems especially those involving other people

  • “Street smarts”
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14
Q

Creative Intelligence

A

The ability to develop novel and effective answers to questions

  • Applies to novel experiences and problems
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15
Q

Standford-Binet Intelligence Test

A

Published in 1916

Based on Binet and Sion’s test developed for the French government

Test was used to develop norms: Baseline sores for the general population

  • Adopted Whilem Stern’s (1912) formula for IQ
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16
Q

Intelligence Quotient (IQ)

A

Systematic means of quantifying differences among people in their intelligence

17
Q

Stern’s IQ formula (include formula and problem)

A

IQ= (mental age/chronological age) x 100

  • Mental Age: Age corresponding to the average individual’s performance on an intelligence test
  • Problem Suggests people get smarter and smarter over time based off their age, which is not true. Intelligence levels-off in mid-to-late teens
18
Q

Deviation IQ

A

Expression of a person’s IQ relative to their same-aged peers

  • Adresses the issue with Stern’s IQ Formula
19
Q

Eugenics

A

Movement in the early 20th century to improve a population’s genetic stock by encouraging those with good genes to reproduce, discouraging those with bad genes from reproducing, or both.

20
Q

Wechsler Adult Intelligence Scale (WAIS)

A
  • Consists of 15 subtests to assess different types of mental abilities
  • Most widely used measure of intelligence in adults.
  • Current version: WAIS-V
21
Q

Culture-Fair IQ Testing

A
  • Modern IQ testing

Abstract reasoning measure that doesn’t depend on language and is often believed to be less influenced by cultural factors than other IQ tests

22
Q

Criterion Validity

A
  • Addresses the relation between scores on a measure and an outcome
  • Two Sub types:
  1. Concurrent Validity
  2. Predictive Validity
23
Q

Concurrent Validity

A
  • A type of Criterion Validity

The relation between scores on a measure and an outcome are assessed at the same time (i.e, concurrently)

ex. Relationship between IQ and current academic performances (or job performance)

24
Q

Predictive Validity

A
  • Type of Criterion Validity

A measure taken at one time predicts a criterion that occurs in the future.

ex.

  • IQ at age 11 predicts future academic outcomes
  • IQ predicts social class, health literacy, and outcomes, and crime (not necessarily casual)
25
Q

Convergent Validity

A

Scores on a measure should correlate highly (i.e., converge) with scores on other measures of the same construct.

ex.

  • One IQ test correlates highly with others
  • IQ correlates with math tests, verbal and language ability tests, problem-solving measures and working memory tasks
26
Q

Bell Curve

A

Distribution of scores in which the bulk of the scores fall toward the middle, with progressively fewer scores toward the tails (extreme ends)

  • 68-95-99.7 rule
27
Q

Standard Deviation (+ Intelligent scores on a Bell Curve)

A

Measure of variability that takes into account how far each data point is from the mean.

Intelligent Scores on the Bell Curve:

  • Mean = ~100, SD = 15
  • 95% of the population falls within two standard deviations of the mean for intelligence: IQ of 70-130
28
Q

Intellectual Disability (What is it? What does it assess? What are the four levels?)

A

Condition characterized by an onset prior to adulthood, IQ below ~70, and an inability to engage in adequate daily functioning.

  • Practical life skills, social skills, and conceptual understanding are assessed
  • Four Levels: Mild, Moderate, Severe, and Profound
29
Q

High Intelligence

A

Superior IQ: ~130 IQ

High professions: Medical doctors, Lawyers, Engineers, and Professors

  • Success, production of great works, and performances are not only determined by IQ. Practice is needed for greatness.
30
Q

The Flynn Effect

A
  • Environmentally caused
  • The rise in IQ scores over time at a rate of approximately 3 points per decade
  • Norms become obsolete over time
31
Q

Within-group heritability

A

Extent to which the variability of a trait within a group is genetically influenced

32
Q

Between-group heritability

A

Extent to which the variability of a trait between groups is genetically influenced

33
Q

Stereotype Threat

A

Fear that we may confirm a negative group stereotype, which can negatively impact performance

PSYCH 101 (12 decks)

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