chap 10: intelligence

Question 1

theory of psychophysical performance

Answer 1

made by galton

says people are intelligence if have psychic energy and high sensitivity to stimuli

tested RT, motor skills, sensory processing

Question 2

intelligence

Answer 2

ability to learn, meet environ demands, and control mental abilities

Question 3

spearman’s 2 factor theory

Answer 3

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

Question 4

cartell’s intelligence model

Answer 4

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

Question 5

thurstone’s factor model

Answer 5

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

Question 6

sternberg’s triarchic theory

Answer 6

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

Question 7

gardener’s mult intelligences

Answer 7

says intelligences are all distinct

linguistic, musical, logical-mathematical, naturalistic, bodily-kinesthetic, interpersonal (b/w ppl), intrapersonal (self), visual-spatial

Question 8

bio model of intelligence

Answer 8

says interaction of:
- environment
- motivation
- biology and innate potential

Question 9

creativity

Answer 9

definition differs depending on culture i.e. math vs visual

generation of original ideas, imagination, intrinsic motivation

Question 10

wisdom

Answer 10

ability to make sound judgments, function of practical intelligence, base on past experience

Question 11

factors of standardized tests

Answer 11

reliability, validity

Question 12

split-half reliability

Answer 12

split test in half given to same person, see if score differs b/w tests

if similar/high correlation, high reliability

Question 13

test-retest reliability

Answer 13

repeat test twice w same individual

Question 14

content validity

Answer 14

content reflects what was supposed to measure i.e. chaps 1-4

Question 15

predictive validity

Answer 15

ability to use test scores to see future performance in related field i.e. success

Question 16

validity coefficient

Answer 16

correlation b/w test score and external criterion

i.e. no studying = low score

Question 17

IQ quotient

Answer 17

made by terman, MA/CA x 100

used for eugenic purpose on US immigrants, said if fit to reproduce

Question 18

stanford-binet intelligence scale

Answer 18

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

Question 19

david wechsler mentality

Answer 19

IQ tests not inclusive to ESL people

mental age can’t find in adults

Question 20

WAIS

Answer 20

used for ESL ppl, adults, etc.

has many sections/subsections

verbal comprehension, working memory, processing speed, perceptual reasoning

Question 21

the flynn effect

Answer 21

IQ rising over time across world

result of better education, nutrition, etc.

standardized test score results dropping

Question 22

entity view intelligence

Answer 22

intelligence relatively fixed over life

Question 23

incremental view intelligence

Answer 23

intelligence can be improved w practice, experience, school, etc.

Question 24

culture-free tests

Answer 24

backfire bcs some cultures use diff problem-solving methods, makes non-inclusive to some

Question 25

group diffs in IQ scores

Answer 25

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

Question 26

stereotype threat

Answer 26

do worse on test bcs reminded of or afraid of negative stereotype of group

not supported through repeated studies

Question 27

head start

Answer 27

gov program for impoverished kids, try to improve success

has short term improvement of cog skills, inc readiness for school and emotional intelligence

Question 28

mild ID

Answer 28

diagnosed in school years, benefit from schooling

Question 29

moderate ID

Answer 29

down syndrome

diagnosed early in life, have diff w reading, math, communication

Question 30

severe ID

Answer 30

noticeable in infancy, diff w motor skills and communication

lifelong difficulties and assistance

Question 31

profound ID

Answer 31

extremely noticeable in infancy/birth, may eventually learn to feed self/walk/communicate but not guaranteed

Question 32

giftedness

Answer 32

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

Question 33

brain and spatial tasks

Answer 33

lateral and prefrontal cortex activated

left lateral prefrontal cortex during verbal tasks