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Psychology > Ch 9: Intelligence > Flashcards

Ch 9: Intelligence Flashcards

1
Q

Anthropometrics

A

The measurement of people (method of measuring physical and mental variation in humans)

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2
Q

What did Francis Galton find and his theory

A

Founder of eugenics movement
Theory: intelligence = strength of n.s. = set of beliefs to improve genetic quality of populalationBIRTH CONTROL SEGREGATION MARRage restriction

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3
Q

Intelligence meaning

A

Ability to think, understand, reason, and adapt to or overcome obstacles

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4
Q

What was Alfred Binet’s main contribution to the study of intelligence?

A

Set out to measure intelligence as a function of ability to learn within an academic setting (mental age)
= arranged tasks from easy to difficult

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5
Q

What is mental age

A

Average intellectual ability score for children of a specific age
= ex: 7 yr old score was same as avrg scores of a 7 yr old, they would have mental age of seven

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6
Q

Formula for calculating IQ on Stanford Binet test

A

(MENTAL AGE / CHRONOLOGICAL AGE ) x 100

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7
Q

Stanford Binet Test

A

Test intended to measure innate levels of intelligence

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8
Q

IQ and Deviation IQ difference

A

IQ (intelligence quotient) = (ma/ca) x 100
Deviation IQ = calculated by comparing persons test score with the average score for people of the same age

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9
Q

One advantage of deviation IQ

A

It avoids the problem of IQ scores that consistently decline with age b/c scores are calculated relative to others of same age

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10
Q

WAIS meaning

A

The most common intelligence test in use today for adolescents and adults
= Wechsler Adult Intelligence Scale

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11
Q

What does WAIS provide

A

A single IQ score for each test taker (full scale IQ) but also breaks intelligence into GAI (general ability index) and CPI (cognitive proficiency index)

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12
Q

What is eugenics

A

Good genes
= idea that human race can be improved by careful selection of mating and the offspring

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13
Q

2 examples of eugenics being used to discriminate against groups of people

A

1) people from other cultures and other backgrounds didn’t score as highly on Terman’s tests as did white people (classified as feebleminded) = lower IQ
= lead to jobs of lower status and education

2) low score of immigrants could be of language barrier and lack of American culture knowledge

3) those with low IQ’s are said not to be helped by action programs, scholarships,

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14
Q

What is a stereotype threat

A

This occurs when negative stereotypes about a group cause group members to underperform on ability tests

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15
Q

How is stereotype threat related to IQ differences found in some different racial groups b/w females & males (score poorly)

A

1) it increases physiological arousal = the kind of anxiety response that makes palms sweaty and muscles tense

2) it causes people to pay much more attention to their own performance which leaves less attention and memory available to focus on the test itself

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16
Q

Entity theory

A

The belief that intelligence is a fixed characteristic and relatively difficult (or impossible) to change

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17
Q

Incremental theory

A

The belief that intelligence can be shaped by experiences, practice, and effort

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18
Q

The study by Carol Dweck that tested effects that theories about intelligence can have on students perfomance

A

Design a program called, Brainology
= teach students from elementary through high school that the brain can be trained and strengthened through practice
= help break stereotypes to avoid negative beliefs about themselves

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19
Q

What is a savant

A

An individual with low mental capacity in sum areas but excel in others like art n science

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20
Q

2 examples of savant

A

Music, memory, arithmetic, art, language

21
Q

Factor analysis

A

Used to group items that people respond to similarly (ex: friendly, warm, kind)

Language ability - vocab n grammar

22
Q

How does factor analysis relate to the study of intelligence

A

Proves that
= are 2 types of independent abilities (math and language)
=tests of diff types of abilities would all correlate w/ e/o, forming only one factor

23
Q

What is general intelligence factor (g)

A

It represented a persons mental energy
= reflecting his belief that some peoples brains are simply more “powerful” than others

24
Q

Does g throughly explain individual intelligence differences?

A

No because individual differences skills that people possess are not accounted for by g
= (tho, intelligence test scores predicted performance at work and in post graduate education)

25
Q

How did Spearman alter his theory, g, to better describe intelligence

A

Spearman further expanded his theory by coming up with “s” (skill based intelligence)

26
Q

What does g represent

A

A person’s general, overarching intelligence
=processing speed
=memory
= perceptual
=verbal

27
Q

what does s represent

A

A person’s skill or ability level for a given task

28
Q

Fluid intelligence

A

Type of intelligence used in learning new info and solving new problems not based on knowledge the person already possess

Ex: solving puzzles, pattern recognition
= both doest apply to past experiences

29
Q

Crystallized intelligence

A

Type of intelligence that draws upon past learning and experience
= skills already learned and practiced

Ex: recalling historical events and dates

30
Q

3 components of Sternberg’s Triarchic Theory of Intelligence

A
  1. Analytic = book smart
  2. Creative = idea smart (novel, resolving issues; create, invent, discover_
  3. Practical = street smart
31
Q

What was Howard Gardner’s contribution to study of intelligence

A

Proposed the 8 theory of multiple intelligences

32
Q

What is the theory of multiple intelligences by Howard Gardners

A

A model claiming that there are 9 different forms of intelligence, each independent from the others

33
Q

2 examples of sex differences in intellectual abilities

A

Females = better at verbal abilities, memory tasks, read peoples emotions

Male = better on visuospatial abilities (mentally rotating objects or aiming at objects)

34
Q

How did Einstein’s brain differ from the rest of the population?

A

Einstein had a higher than normal ratio of glial cells to neurons in the left parietal lobe and parts of temporal lobes
= higher density of neurons in right frontal lobe
= parietal lobe is bigger than avrg and has extra fold (increase SA and neural connectivity in those areas)

Frontal lobe = abstract thought
Parietal lobe= spatial processing (math)
TEMPORAL = understanding language

35
Q

How can studies of identical twins, dizygotic twins, adopted siblings tell us about how intelligence is related to genetics

A

Genetic similarity contribute to intelligence (the closer they are the similar IQ like identical twins)

Identical twins intelligence score correlate @ .85 when raised in same home (higher than fraternal)

Even when they are adopted and raised apart it is still .80 correlated

36
Q

What are gene workout studies and how can they be used to inform us about genetics of intelligence

A

It involve removing a specific gene and comparing the characteristic of animals with and without that gene

= remove a particular gene that disrupts the ability of a living thing to learn
= opposite: inserting genetic material to study changes associated with the new gene

37
Q

Transgenic animal meaning

A

The animal that receives gene transplant to study changes associated with the new gene

38
Q

Doogie mice meaning

A

Character in 1990’s (Doogie Howser)
= these were created by manipulating a single gene. NR2B
= this gene encodes NMDA receptor which plays a role in learning and memory

given extra copies of a gene called NR2B which helped them to learn faster and to improve their memory

39
Q

On average, who should have a higher IQ score; oldest child or youngest

A

First

40
Q

How is socioeconomic status related to IQ scores

A

Children born in a wealthy family have higher IQ’s
= greater opportunities and access to resources
= more books, parents talk to them more
= nutrition, stress, education

41
Q

How do poverty and stress interact to influence intelligence scores

A

Poor nutrition lead to decline in cognitive functioning (not having access to healthy food)

Poverty
- environmental noice and toxins
- community and family violence
Increased of stress hormones (cortisol) results in poorer cognitive learning
- also interfere with working memory (ability to hold info in memory at one time)

42
Q

Flynn effect

A

Refers to the steady population level increased in intelligence test scores over time
= each successive generation spent more time in school, visual media, gaining info

43
Q

do brain training programs have long lasting effects

A

Practising games related to working memory improve performance on those games but will rarely have na effect on other types of tasks
= so effects are limited

Brain training is a way of strengthening cognitive skills by improving neural connections in the brain so that it grasps and processes incoming information better.

44
Q

What are nootropic drugs?

A

Substances that are believed to beneficially affect intelligence
= increase arousal and alertness
= changes neurotransmitter availability
= stimulating nerve growth in brain

45
Q

Give 2 common examples of nootropic drugs

A
  1. Ritalin = methylphenidate
  2. Provigil = modafinil

Help people with attentional disorders

46
Q

Raven Progressive matrices meaning

A

An intelligence test that is based on pics so it doesn’t relate to cultural background or language

47
Q

2 divisions of WAIS

A

General ability index (GAI) =
= Verbal Comprehension (vocab) and Perceptual Reasoning (puzzles) = notice sum using senses
= focus on intellectual abilities but not considering how fast they can make decisions or solve problems

Cognitive Proficiency Index (CPI)
= Working Memory (math) and Processing Speed (coding, symbol searching)
= this allows more cognitive resources to be devoted to reasoning and solving problems

48
Q

Advantage of Ravens Progressive Matrices

A
  1. Based on pics
  2. Test takers can see patterns in shapes and colours within a matrix and determining shape/ color that would complete the pattern
  3. Nonverbal

Psychology (17 decks)

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