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Psych 102 Ch 8 & 9 > CH 9 > Flashcards

CH 9 Flashcards

Intelligence and Psychological Testing

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1
Q

What is intelligence?

A
  • no common definition, makes is hard to study and measure
  • the capacity for goal-directed & adaptive behavior
  • individual differences in the ability to acquire knowledge, think & reason effectively and deal adaptively with the environment
  • ability to apply and acquire knowledge and skills
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2
Q

What are the 5 aspects of Psychological Testing

A 
1- Mental ability
2- personality scales
3- standardization
4- test norms
5- standardization groups
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3
Q

Describe 3 tests involved with Mental Ability Testing

A

Intelligence Tests: measure general mental ability
Aptitude Test: assess specific mental abilities
Achievement Test: gauge subjects knowledge and mastery

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4
Q

Describe Personality Scales (psych testing)

A
  • measure various aspects of personality such as motives, interests, values, and attitudes
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5
Q

Describe Standardization

A

uniform procedures in administering and scoring test

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6
Q

Describe Test Norms

A

in order to standardize- provide info about where a score on test ranks in relation to other scores

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7
Q

Describe Standardization Groups

A
  • sample who norms are based on
  • should be based on a large sample to get a good curve
  • should be representative of the population
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8
Q

What is reliability and 2 ways of measuring it?

A

Reliability= measurement consistency of a test
1- test-retest reliability
2- correlation coefficients

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9
Q

What is Test-Retest Reliability?

A

= do you get same results on 2 trials of same test?
- ex: introvert vs extrovert testing shouldn’t change in 2 weeks, take same test twice spaced out. if changes dramatically unreliable testing

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10
Q

How do Correlation Coefficients relate to reliability?

A

determine reliability using correlation correfficients

  • closer to +1.00 the more reliable (-1 means did exact opposite than first time, only want + scores on test-retest)
  • scatterplot, angles upward and to larger numbers = good test correlation
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11
Q

What is validity and 3 types?

A

Validity= test measures what its supposed to measure

  • Content validity
  • Criterion-related validity
  • Construct validity
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12
Q

What is Content Validity

A
  • content of the test is representative of the topic
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13
Q

What is Criterion-related validity

A
  • predictive ability (see how it would predict a related variable ex: grad score aptitude test score correlates well to actual performance in grad school)
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14
Q

What is Construct Validity

A
  • test measures a particular construct (not measuring the love of dogs when looking for intelligence)
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15
Q

How did Francis Galton contribute to First Intelligence Test?

A
  • cousin of Charles Darwin
  • studies family trees- found success appeared to be passed down through generations
  • coined nature vs nurture
  • coined eugenics (selective breeding of perfect people to create master human race)
  • invented concept of correlation
  • initial intelligence test no good but set path for future
  • superior intelligence correlated with sensory processes skill like reaction time, grip strength- tested these factors well
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16
Q

How did Alfred Binet contribute to First Intelligence Tests?

A

1904

  • 2 assumptions (mental abilities develop with age, rate of development is stable individual characteristics)
  • created Binet-Simon scale which was critiqued by William Stern
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17
Q

What is the Binet-Simon Scale?

A

1905
child’s score= mental age
- one of the first successful intelligence tests

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18
Q

What were William Stern’s critiques of the Binet-Simon scale?

A
  • mental quotient of 4yr old (2/4= .5) is more problematic than mental quotient of 10 yr old (8/10=.8)
  • their scale is showing that they are both equally mentally disabled because 2 yrs behind - not the case
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19
Q

How did Lewis Terman contribute to First Intelligence Testing?

A
  • Stanford-Binet Scale (1916)
  • intelligence quotient (IQ)= mental age/chronological age *100
  • peforming at age level = 100 score (50 yo or 8yo)
  • scale centered at 100
  • 10/8 *100 = 125, 15/12 *100= 125, = even though different
20
Q

How did David Weschler contribute to First Intelligence testing?

A
  • Weschler’s adult intelligence scale (1939)
  • first high-quality IQ test for adults
  • verbal and non-verbal ability (both tested separately but combined score)
  • score based on normal distribution (still called IQ but now on a normal bell curve
  • center is still 100 as an average, standard deviation (how much the scores in data set cluster around the mean) is 15
21
Q

What is factor analysis (structure of intelligence)?

A

= correlatins among many variables are analyzed to identify closely related clusters of variables
* correlation does not = causation

22
Q

How did Spearman contribute to the structure of intelligence?

A

Spearman: g= general mental ability (venn diagram with 4 corners) all factors are correlated by “g”

23
Q

How did Thurstone contribute to the structure of intelligence?

A

Thurstone: several factors of intelligence

– performance on IQ test is combo of primary mental abilities (image of the ring of factors)

24
Q

What is Fluid Intelligence (structure of intelligence)?

A

= reasoning ability, memory capaciyt, processing speed

25
Q

What is crystallized Intelligence (structure of intelligence)?

A

= ability to apply knowledge skills in problem solving

26
Q

What is Carroll’s 3-stratum model (structure of intelligence)?

A

G-general intelligence-> broad abilities (fluid intelligence, broad retrieval ability) -> narrow abilities (spelling, etc, about 69)

27
Q

Reliability and Validity of IQ Tests

A
  • very reliable- correlations ~.9
  • – usually good but text anxiety can be a factor
  • high validity for academic/verbal intelligence but not good general intelligence
  • – .40-.50 with school
  • – .60-.80 with # of yrs in school
  • workplace valid??
28
Q

Biological Factors that correlate with intelligence- brain size

A

larger brains= greater intelligence

  • head-size weakly correlated, more room for brain argued
  • based off MRI scans
  • argued genetically passed along, other say know more to grow brain
29
Q

Biological Factors that correlate with intelligence: brain matter

A

more Grey and White matter (especially white)= greater intelligence

  • grey matter= soma (cell body), dendrites, and terminals
  • white matter= axons (more axons= more myelin= more efficient transmission)
30
Q

Biological Factors that correlate with intelligence:

childhood IQ

A

higher childhood IQ= better health and longevity

  • reason is unclear
  • good genes= better intelligence and health?
  • self-care is complicated so higher IQ= better care?
  • educational and career success-> higher socioeconomic class and less stress?
31
Q

What is Sternberg’s Theory of Intelligence?

A
  • Triarchaic theory
  • top: practical intelligence
  • bottom left: analytical intelligence (common on IQ tests, correlated with academic success, making judgements and reasoning)
  • bottom right: creative intelligence (ones ability to generate ideas or creatively solve problems)
  • centre: 3 factors of intelligence (do seem to predict intelligence in real world)
32
Q

What is Gardner’s Theory of Intelligence (8)

A

argue that humans possess 8 types

  • logical-mathamatical
  • linguistic
  • musical skills
  • spatial
  • bodily-kinesthetic
  • interpersonal
  • naturalist
33
Q

What is emotional intelligence?

A

= ability to perceive, express, and regulate emotions in others and self

34
Q

what are the 4 components to emotional intelligence?

A

1- ability to accurately perceive emotions in self and others and express emotions effectively
2- awareness of how emotions shape thinking decision making and coping
3- ability to understand and analyze emotions
4- ability to regulate emotions

35
Q

What classifies intellectual disability?

A
  • below average general mental ability with other deficiencies in adaptive (conceptual, social, and practical skills) skills, originating before 18
  • – deficits in managing money, making friends, grocery shopping, cooking and caring for oneself
  • IQ<70, ~1% of people
  • – 2 standard deviations away from average, associated with school performance (questions if actually diabled or just school placement issue, change testing now)
36
Q

Describe Mild Intellectual Disability

A
  • 80% of diagnosed
  • IQ 55-70
  • usually reach grade 6 education by late teens and some grad highschool
  • often self-supporting in nearly normal fashion, with supports avail for stress management and stable environment
37
Q

Describe Moderate Intellectual Disability

A
  • 40-55 IQ
  • special education necessary to reach envirnoment
  • can be semi-independent in sheltered environment and help with minor stresses
38
Q

Describe Severe Intellectual Disabilty

A
  • 25-40 IQ
  • 5% of diagnosed
  • systematic training can gain life skills, can contribute to self-care but 100% supervision
  • limited speech
39
Q

Describe Profound Intellectual Disability

A
  • very few diagnosed (1%)
  • below 25 IQ
  • little to no speech, no response to training
  • require 100% care and keeping, no self-sufficiency
40
Q

Biological Origins of Intellectual Disability

A
  • down syndrome (extra chromosome)
  • Fragile X Syndrome (mutation of FRM 1 gene, affecting effective neuron communication)
  • Phenylketonuria (metabolic disorder developed as infant and when untreated can cause this)
  • Hydrocephaly (excessice cerebrospinal fluid, extra fluid in skull, can damage tissue)
41
Q

Diagnosis and Environmental origins of intellectual disability

A
  • unable to diagnose biological cause in up to 50% of cases (more likely to be milder forms)
  • Environ:
    • low socioeconomic status
    • low care, poor nutrition, low education, etc
42
Q

What is a Savant?

A

= individual with significantly impaired mental abilities demonstrating certain above average abilities

  • often associated with ASD
  • abilities include
    • extreme memory (dates, maps, numbers)
    • artistic and musical ability
43
Q

What is Giftedness?

A
  • IQ >130
  • longitundinal study shows:
    • above average in physical size, strength, physical health, emotional adjustment, mental health, social maturity
    • measuring same people over time periods
    • sometimes found higher artistic abilities correlated with higher mental health issues
  • high achievement depends on high intelligence, creativity, and motivation
44
Q

Hereditary Influence on Intelligence

A
  • identical twins live together .86 correlation
  • fraternal twins live together .60 correlation
  • identical twins live apart .72 correlation
  • adoptive children are similar to biological parents at levels higher than chance
45
Q

Environmental Influence on Intelligence: adoption

A
  • adoptive studies:
    • ~.20 correlation for adoptive parent to child
    • ~.30 correlation for adoptive siblings living together
    • siblings raised together more similar than raised apart
46
Q

Environmental Influence on Intelligence: location and flynn effect

A
  • environmental deprivation and enrichment
    • bad environment like bad orphanage damaged IQ, rehomed in enriched environment restores IQ
  • Flynn Effect= higher intelligence over time

Psych 102 Ch 8 & 9 (5 decks)

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