chap 10: intelligence Flashcards
theory of psychophysical performance
made by galton
says people are intelligence if have psychic energy and high sensitivity to stimuli
tested RT, motor skills, sensory processing
intelligence
ability to learn, meet environ demands, and control mental abilities
spearman’s 2 factor theory
factor analysis: determine whether 2 or more items correlate and form a set/cluster
g factor: underlies all of intelligence, general thing w no real description
s factor: specific factor tied to area of functioning i.e. math, dancing
cartell’s intelligence model
fluid ability: intelligence capacity is genetic and is not changed by experience or school…controversial bcs education is important for early development
crystallized ability: intellectual capacity depends on education and experience
thurstone’s factor model
primary mental abilities: 7 distinct abilities that are basic components of intelligence
numerical facility, word fluency, verbal comprehension, perceptual speed, spatial visual, reasoning, associative memory
says g factor not real, but doesn’t disprove it
sternberg’s triarchic theory
says intelligence is an interaction of 3 types, balance is important
internal/analytical: academic success and IQ tests, ability to get info, plan, etc.
external/creative: ability to find solutions in unfamiliar situations i.e. new city, high in artists
experiential/practical: street smarts, ability to adapt to environ and apply info
gardener’s mult intelligences
says intelligences are all distinct
linguistic, musical, logical-mathematical, naturalistic, bodily-kinesthetic, interpersonal (b/w ppl), intrapersonal (self), visual-spatial
bio model of intelligence
says interaction of:
- environment
- motivation
- biology and innate potential
creativity
definition differs depending on culture i.e. math vs visual
generation of original ideas, imagination, intrinsic motivation
wisdom
ability to make sound judgments, function of practical intelligence, base on past experience
factors of standardized tests
reliability, validity
split-half reliability
split test in half given to same person, see if score differs b/w tests
if similar/high correlation, high reliability
test-retest reliability
repeat test twice w same individual
content validity
content reflects what was supposed to measure i.e. chaps 1-4
predictive validity
ability to use test scores to see future performance in related field i.e. success
validity coefficient
correlation b/w test score and external criterion
i.e. no studying = low score
IQ quotient
made by terman, MA/CA x 100
used for eugenic purpose on US immigrants, said if fit to reproduce
stanford-binet intelligence scale
used to see if kids disability or not trying
binet wanted to see if kids would do better in school, put in classes according to IQ
david wechsler mentality
IQ tests not inclusive to ESL people
mental age can’t find in adults
WAIS
used for ESL ppl, adults, etc.
has many sections/subsections
verbal comprehension, working memory, processing speed, perceptual reasoning
the flynn effect
IQ rising over time across world
result of better education, nutrition, etc.
standardized test score results dropping
entity view intelligence
intelligence relatively fixed over life
incremental view intelligence
intelligence can be improved w practice, experience, school, etc.
culture-free tests
backfire bcs some cultures use diff problem-solving methods, makes non-inclusive to some
group diffs in IQ scores
1) environ contributes to variation, optimal environ up scores
2) average variation b/w groups can’t be applied to individuals, bcs some will do better/worse than group
stereotype threat
do worse on test bcs reminded of or afraid of negative stereotype of group
not supported through repeated studies
head start
gov program for impoverished kids, try to improve success
has short term improvement of cog skills, inc readiness for school and emotional intelligence
mild ID
diagnosed in school years, benefit from schooling
moderate ID
down syndrome
diagnosed early in life, have diff w reading, math, communication
severe ID
noticeable in infancy, diff w motor skills and communication
lifelong difficulties and assistance
profound ID
extremely noticeable in infancy/birth, may eventually learn to feed self/walk/communicate but not guaranteed
giftedness
environ contribution: enriched environ, attentive parents, upper class
intrinsically motivated: subject selves to DP, though it doesn’t lead to giftedness
may have social and emotional difficulties, isolation
brain and spatial tasks
lateral and prefrontal cortex activated
left lateral prefrontal cortex during verbal tasks
