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Psychology > ch.9 intelligence > Flashcards

ch.9 intelligence Flashcards

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1
Q

What is intelligence?

A

West- ability to think rationally and devise arguments

East- ability to relate and understand one another

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2
Q

What is the wests definition of intelligence?

A

The ability to think rationally and devise arguments

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3
Q

What is the Easts definition of intelligence?

A

The ability to relate and understand one another

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4
Q

Are there different kinds of intelligence?

A
  • g (global) or g-factors
  • Crystallized Intelligence
  • Fluid Intelligence
  • Theory of Multiple Intelligences
  • Practical Intelligence
  • Emotional Intelligence
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5
Q

g(global) or g-factors, global intellectual ability

A

An early view that performing poorly in mathematical test also tended to do poorly on verbal fluency, spatial visualization skills

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6
Q

What are two different kinds of intelligence that are in contrast to one another?

A

1-Fluid Intelligence

2-Crystallized Intelligence

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7
Q

What is Fluid Intelligence?

A

Its the ability to reason in abstract terms

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8
Q

What does Fluid Intelligence focus on?

A

It focuses on information processing capabilities and reasoning

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9
Q

What is Crystallized Intelligence?

A

Its the accumulation of information, skills, and strategies that people have learnt through experience and education

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10
Q

What does Crystallized Intelligence focus on?

A

It focuses on retrieving information from our long-term memories

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11
Q

More fluid-like

A

Solving analogies like grouping a series of letters according to some principles

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12
Q

Example for more fluid-like

A

RGANOE- ORANGE

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13
Q

Does more fluid-like decline with age?

A

Yes it declines with age

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14
Q

More crystallized-like

A

Any task that requires us to rely on our past experience, knowledge, and cultural back ground

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15
Q

Does more crystallized-like decline with age?

A

Not necessarily

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16
Q

What is The Theory of Multiple Intelligences?

A

Where intelligence is a multi-dimensional concept that has at least eight distinct categories

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17
Q

The Theory of Multiple Intelligences has how many distinct categories?

A

It has 8 distinct categories every person has the same 8 kinds of intelligence in different degrees

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18
Q

What is Existential Intelligence?

A

Its identifying the fundamental questions of human existence

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19
Q

Examples for Existential Intelligence

A
  • Verbal linguistic
  • Logical/mathematical
  • Naturalist
  • Bodily/ kinesthetic
  • Musical/ Rhythmic
  • Inter-personal/ social
  • Inter-personal/ introspective
  • Visual/ spatial
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20
Q

What is Practical Intelligence?

A

Intelligence related to overall success in living

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21
Q

What do traditional measures of intelligence focus on?

A

They focus on academic, scholastic success

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22
Q

What does high practical intelligence focus on?

A

Its being better able to learn general norms and principles and better application of these in everyday challenges especially in our careers

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23
Q

What is Emotional Intelligence?

A

Set of skills that highlight the accurate assessment, evaluation, expression, and regulation of emotions

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24
Q

What is the basis of Emotional Intelligence?

A
  • Empathy for others
  • Self-awareness
  • Social skills
  • Appropriately responding to the needs of others
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25
Q

Through emotional intelligence what can we understand?

A

We can get an understanding on what other people might be thinking and feeling

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26
Q

How can emotional intelligence help us?

A

Can help us be successful in our professions

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27
Q

What are areas in the brain that relate to intelligence?

A

The right lateral prefrontal cortex

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28
Q

The thicker the right lateral prefrontal cortex the higher the what?

A

The higher the intelligence scores

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29
Q

What does the right lateral prefrontal cortex help with?

A

1-Coordinating many pieces of information simultaneously

2-Solving new problems

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30
Q

What is Assessing Intelligence?

A

They are intelligence tests

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31
Q

What do intelligence tests do when assessing intelligence?

A

They are structured to quantify, or measure a persons level of intelligence

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32
Q

What are the benefits for assessing intelligence?

A
  • Identifying people with special needs
  • Diagnosing students with specific learning disabilities
  • Helping people make the best educational and vocational choices for themselves
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33
Q

What are the drawbacks for assessing intelligence?

A

Stigmatizing people which may lead to perceived social pressure and stress

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34
Q

Who came up with the idea of testing for intelligence in the first place?

A

Sir Francis Galton

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35
Q

What did Sir Francis Galton suggest?

A

He suggested that the size and shape of a persons head can be used as an objective measure of intelligence (people with high social class were more intelligent)

36
Q

Who was the first to suggest that “intelligence can be quantified, measured”

A

Sir Francis Galton

37
Q

What is the idea for The Intelligence Quotient (IQ)?

A

That if the performance on certain tasks improved with the chronological, or physical age, then the performance levels could be used to differentiate between more and less intelligent people within a certain age group

38
Q

Mental age

A

Is the age for which a given level of performance is average or typical (MA)

39
Q

Chronological age

A

physical age (CA)

40
Q

Intelligence quotient

A

A score that take into account an individuals mental and chronological ages (IQ)

41
Q

How to calculate IQ score

A

IQ score= MA/ CA x 100

42
Q

Contemporary IQ tests

A
  • Stanford-Binet Intelligence scale
  • Wechster Adult Intelligence Scale- IV(WAIS-IV
  • Wechster Intelligence Scale for Children- V(WISC-V)
43
Q

What does the Stanford-Binet Intelligence test scale consist of?

A
  • It consists of a series of items that vary according to the age of the person being tested
  • Provides sub-scores as well which is an indication of stronger and weaker areas
44
Q

What is the WISC-V test?

A

Its a variety of higher cognitive task performance measures like verbal comprehension, working memory, and processing speed

45
Q

Intelligence tests have to satisfy a significant degree of?

A

Reliability and Validity

46
Q

What is reliability?

A

Test measures consistently what it aims to measure

47
Q

What is validity?

A

Test measures that can actually measure what it is supposed to measure

48
Q

Norms

A

Standards of test performance that allow comparing an individuals score in that test with the scores of other individuals who took the test before

49
Q

Standardized tests

A

Tests for which norms have been identified

50
Q

Standardization

A

The process of obtaining a norm

51
Q

Norm

A

A sample of scores that represent the population of test-takers

52
Q

Why is the norming process tricky?

A

They need to represent individuals whom the test is aimed to be applied on new test-takers should be representative of and equivalent in many ways to old test takers

53
Q

Test takers should be representative and equivalent in what way?

A

Cultural background and gender etc

54
Q

How to make a good intelligence test?

A
  • Reliable
  • Valid
  • Standardized
  • Objectivity
  • Practicality
55
Q

How does objectivity make a good intelligence test?

A

Where test results are not affected by personal feelings and attitudes(biases) or examiners

56
Q

How does practicality make a good intelligence test?

A

Where the test can be administered easily, and can be scored in a reasonable amount of time

57
Q

Adaptive testing

A

Test taking where every test-taker does not receive the same sets of questions

58
Q

What are the strengths of adaptive testing?

A
  • The program can calculate your current level of performance fairly
  • Increase difficulty of questions when you answer correctly
  • Decrease difficulty of questions when you answer incorrectly
59
Q

What are the weaknesses of adaptive testing?

A
  • Increasing performance anxiety may lead to limiting actual performance
  • Digital divide (not everyone has had an equal chance to access computers before
60
Q

How are the extremes of intelligence characterized?

A

-Intellectual disabilities

61
Q

Intellectual disabilities(Mental retardation) involves what?

A

Involves significant limitations in both intellectual functioning and in adaptive behavior covering everyday practical and social skills

62
Q

What is the mild degree of intellectual deficit?

A

Mild- IQ between 55 and 69

63
Q

What is the moderate degree of intellectual deficit?

A

Moderate- IQ between 40 and 54

64
Q

What is the severe degree of intellectual deficit?

A

Severe- IQ between 25 and 39

65
Q

What is the profound degree of intellectual deficit?

A

Profound- IQ below 25

66
Q

Why do intellectual disabilities appear?

A

Biological or environmental causes

67
Q

What are the identifiable causes with intellectual disabilities?

A

-Fetal alcohol syndrome
-Down (downs) syndrome
-Environmental factors
1/3 identifiable causes

68
Q

What are the unidentifiable causes with intellectual disabilities?

A

2/3 unidentifiable causes also called familial intellectual disability

69
Q

Why does Fetal Alcohol Syndrome occur?

A

It occurs when the mother uses alcohol during pregnancy

70
Q

How does Down (downs) syndrome occur?

A

It occurs when a person is born with 47 chromosomes (22 pairs and a trisomy on number chromosome 21) instead of 46 (23 pairs of chromosomes)

71
Q

What are the environmental factors for intellectual disabilities?

A
  • Birth complications (temporary lack of oxygen)
  • Head injury
  • Stroke (disruptions of blood supply to the brain with resulting tissue damage)
  • Infections (meningitis, viral infections causing nervous tissue damage)
72
Q

What is the Familial Intellectual Disability?

A

Is an intellectual disability in which no apparent biological defect exists but there is a history of intellectual disability in the family

73
Q

What is mainstreaming?

A

Its the practice of integrating students with intellectual disabilities into regular classrooms during specific periods

74
Q

How does mainstreaming help?

A

Increases social acceptance, intellectual abilities, and helping people with intellectual disabilities be integrated into society

75
Q

What is full inclusion?

A

Its the integration of all students, into regular classes, no matter how severe the disability might be

76
Q

How are the extremes of intelligence characterized?

A
  • Intellectually gifted they dont have to be geeks and awkward as they are portrayed they are often outgoing well adjusted
  • On adulthood they report greater satisfaction in life
  • A high IQ does not mean success in every academic discipline
77
Q

Does the background and experiences of test takers have a potential to affect results?

A

Yes it affects results

78
Q

How can intelligence tests be tested fairly?

A

They should measure knowledge unrelated to culture, family background, and early experience

79
Q

Culture-Fair IQ test

A

An IQ test that does not discriminate against the members of any minority group

80
Q

What does the culture-fair IQ test require?

A

It requires devising test items that assess experiences common to all cultures, and that emphasize questions that do not require language use

81
Q

Intelligence shows high?

A

Heritability

82
Q

What is heritability?

A

Its the degree to which a characteristic is related to genetic inherited factors

83
Q

What happens when racial gaps exist in cultures?

A

The economically disadvantaged groups have lower scores

84
Q

When do greater differences in IQ scores occur?

A

They occur when comparing individuals and not when comparing mean IQ scores of different groups

85
Q

Whats the flynn effect?

A

It suggests that the average person today gets more items correct that the average person did several generations ago on IQ tests

86
Q

What are possible explanations for the flynn effect?

A
  • Challenges people face in their day-to-day lives have changed
  • Better nutrition and better parenting
  • Improvements in the social environment including education

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