Chappy 1: Intell Flashcards

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1
Q

What is intelligence? How do we define intelligence?

A

Problem-solving skills and the ability to adapt to and learn from life’s everyday experiences

Definition varies: Western: emphasize adaptation to enviro, basic mental processes, higher order thinking + speed of processing
Other cultures: suspicious of the quality of work done very quickly - emphasize depth of processing over the speed

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2
Q

How might we criticize traditional definitions of intelligence?

A

They are narrow, and rely on western knowledge w/out accounting for cultural differences in what is worth learning

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3
Q

How do other cultures define Intelligence?

Hint: Confucian, Taoist, Taiwanese Chinese (Yang & sternberg), Chinese (Chen), Buddhist/Hindu (Das), Africa (Ruzgis & Grigorenko), Zambia (Serpell), Kenyan parents (Super & Harkness), Zimbabwe (Dasen), Yoruba (Durojaiye)

A

Confucian: benevolence + doing what is right - intell person is a lifelong, dutiful learner

Taoist: humility, freedom from convention + self-understanding / knowledge of external conditions

Taiwanese Chinese (Yang & sternberg): five factors of Taiwanese Chinese conception of intell
General cognitive factor, interpersonal intell, intraperson intell,  intel self-assertion + intel self-effacement

Chinese (Chen): three factors of Chinese conception of intel
Nonverbal reasoning, verbal reasoning, rote memory

Buddhist/Hindu (Das): Waking up, noticing, recognizing, understanding, comprehending, determination, mental effort + feelings, opinions

Africa (Ruzgis & Grigorenko): view of intell in Africa - emphasis on peacemaking social skills (intragroup)

Zambia (Serpell): social responsibilities (obedience, cooperation)
Ex: smart kids listen to their parents

Kenyan parents (Super & Harkness): responsible participation in family/social life is intell

Zimbabwe (Dasen): prudence, particularly in social relations

Yoruba (Durojaiye): depth, ability to see all sides and put a problem into context (listening skills)

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4
Q

How did Galton define, and propose to test, intelligence?

A

2 components of Intell
Energy: capacity for learning
Sensitivity: strength of perception - how much enviro info can reach the mind

Conducted psychophysical tests:
Weight discrim: people decided dif between weight
Pitch pick-up: how high frequency can you hear
Results: Discovered this declines with age, and is never as good as a cat (cat thing is a problem for theory of intell testing)

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5
Q

Difference between aptitude/achievement testing?

A

Aptitude: ability to perform a task w/out previous knowledge (measure specific types of mental ability)

Achievement: ability to perform a task w/prior knowledge (gage mastery)

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6
Q

How did Wissler show Galton’s testing to be faulty?

What component of a good test was he missing? Who proved this?

A

Galton’s test scores did not intercorrelate & did not correlate with grades
Lack of Validity (later proved by Binet)

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7
Q

What is Binet’s approach to defining & testing intelligence?
What are IQ, mental age, and chronological age?

A

3 elements of intell thought:
Direction: Knowing what has to be done/how it is accomplished
Adaptation: selection/monitoring of strategy during task performance
Control: the ability to criticize own thought/action

Developed age appropriate testing - IQ (intell quotient) - 1st useful/objective test
Mental age divided by # age times 100
IQ of 100 = average for person’s age

Examples of tests
Infant: Le regard - light in front, see if eyes follow
Age 2: shapes into holes board
Age 8: linguistics - recognizing verbal weirdness, recognizing/explaining similarities or differences between objects
Age 14: solve arithmetic math problems

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8
Q

How do we evaluate whether tests are good or not? Reliability & Validity.
How do we develop testing standards and norms?

A

Reliability: extent to which a test yields a consistent, reproducible measure of performance
Test-retest
Alternate forms - giving diff versions of a test on two separate occasions

Validity: does it measure what it sets out to measure
Content V: test’s ability to test a broad range of content to be measured
Criterion-related V: test’s ability to predict performance when assessed by other measures
Construct V: whether the test actually measures the essence of theoretical construct

Standardization: developing uniform procedures for admin/scoring + norms/performance standards for test
Ex: testing enviro, directions, time limits

Norms are established by giving the test to a large group representative of the population for whom test is intended

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9
Q

What is a percentile score?

What is a correlation coefficient? How do they work?

A

Percentile score: % is at or below personal score

Correlation coefficient: 0 = weak, positive or negative = strong

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10
Q

How has intelligence testing historically been biased?

A

Cultural differences in intell def - historically did not account for culture diff in knowledge/experience/norms of intell
Socio-economic status, not race/ethnicity, accounts for majority of observed diff

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11
Q

What has the Prifitera, Weiss & Saklofske (1998) research demonstrated about cultural bias in intelligence testing?

A

African A, Hispanic, White - measures of IQ and demographic variables

Found differences in measures of IQ - largely depending on which scale is used

Investigate relation, they matched their subjects on variables (sex, age, etc) - differences between groups significantly reduced
Differences become even smaller for younger groups

Implication: research needs to look more at SES and related factors

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12
Q

Discuss the Mozart effect. What is it, and what do we know about it?

A

Rauscher (1993)
36 students placed in 3 conditions: listening to Mozart, listening to relaxation tape & silence
Assessed spatiotemporal ability (ex: pattern analysis/paper-cutting)
Enhances cognitions for abstract operations (ex: math or spatial reasoning) - 10-15 minutes

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13
Q

The shellenberg study, how does it relate to the mozart effect/ exposure to music and cog?

Hint: 2 studies within this study, japanese kids and undergrads

A

Overall results:
Mozart effect is not specific to the composer/music - rather is a result of an arousal effect that is produced by tempo of music
Music-enhanced cog performance is by-product of arousal and mood - it extends to tests of creativity
Enhancement depends on match between the music/listener

Study 1: 48 undergrads listen to Mozart (upbeat, fast) and Albinoni (funeral)
Result: only when arousal and mood were elevated was there a difference in performance on IQ measure

Study 2: 39 Japanese children age 5 - made “baseline drawing” (establish a measure of creativity), four conditions: Mozart, Albinoni, listen to familiar children’s songs, singing those songs, after music draw again
Dependant V: adults rate 1st - 2nd drawing based on drawing times, creativity, energy, technical proficiency
Results: listening/singing familiar music increased drawing times/creativity/energy/technicality

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14
Q

How does Spearman conceptualize intell?

Who contradicts him?

A

The G factor
Two-factor theory:

General factor - common to all tasks requiring intell (ex: comprehension, rational, deductive operations), believes this to be most important underlying factor of intell

Specific factor - unique to each different type of task

Contrarily: Thurstone
7 main abilities: word fluency, verbal comprehension, spatial ability, perceptual speed, numerical ability, inductive reasoning, memory

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15
Q

How does Sternberg conceptualize intell? Define, three facets, relate to school?

A

three facets
act/responding to the enviro, ability to compensate for weakness, recognize and apply strengths

Analytical: analytical thinking/abstract reasoning

Creative: insightful, automatic and creative thinking- new ideas/being inventive

Practical: street smarts, practical know-how - effective at solving everyday problems

Only analytic ability is good for school, creative won’t listen and practical can’t relate to the demands

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16
Q

How does Catell conceptualize intell? what bio factor is related to this?

A

Crystallized and Fluid Abilities
Fluid: required for problem-solving - perceive relationships - adaptive learning

Crystallized: establishing cog functions related to achievement - influenced by formal/informal education - accumulated knowledge

Frontal-c: more involved in fluid than crystal

17
Q

What is factor analysis?

A

Factor analysis: look @ correlations 2 determine clusters of variables - finding hidden effecting patterns

18
Q

How does Sternberg conceptualize intell? (part 2) Triarchic theory? Define facets AND components - how do they interact?

A

Three ideas about the nature of intell:

Contextual: def of intelligence will vary depending on cultural context

Experiential: ability to deal effectively with novel situations - ability to handle familiar tasks with little effort

Componential: mental processes involved in intelligent thought
Meta-components: monitoring our own cog processing
Knowledge-acquisition: new info assimilating with old
performance c: applying thinking/knowledge to real-world issues

All three components contribute to each of the 3 facets

19
Q

What are Gardeners’ 8 intells?

A

Kinesthetic, linguistic, musical, analytic, naturalistic, spatial, interpersonal, intrapersonal

20
Q

What is emotional intelligence?

A

According to Salovey & Sluyter (1997):
Ability to perceive accurately, appraise and express emotion
Access and/or generate feelings when they facilitate thought
Understand emotion and emotional knowledge
Reflectively regulate emotions in ways that promote emotional/intell growth

21
Q

What do we know about the relation between emotional intelligence, sense of humour, and social competency (the study by Yip & Martin, 2006)?

A

111 undergrad students: Questionnaires on humor styles, emo intell, social/interpersonal competence

Results: better emo regulation - happier, people who have difficulties with accurate emotion perception may tend to use humor in inappropriate ways (self-defeating or disparaging)

More R: good humor - better ability to initiate relationships, interpersonal competencies were related to lack of negative humor styles

22
Q

How do we test intelligence?

A

Current tests are based on “normal distribution” (how characteristics are dispersed/bell-curve)

Raw data too deviation IQ scores (locate people in the bell curve)

23
Q

Explain figure 9.8 - mental capacity classificaton

A

Bell curve that represents what SD are considered high average, superior, gifted, low average, borderline, retarded (+ or - 3)

24
Q

Explain 9.12 - Genetic overlap in IQ

A

Identical twins reared together = highest correlation

Cousins reared apart = lowest correlation (even lower than adoptive unrelated kids reared together)

25
Q

How does creativity work? Explain divergent/convergent thinking?

Hint: think madmen

A

Aha moment! is a myth - creative achievements are logical extensions of existing ideas

Divergent: tried to expaond the range of alternatives by generating as many possible solutions

Convergent: narrow down a list of alternatives to converge a single correct answer

26
Q

What is the flynn effect?

A

IQ rising steadily all over industrialized world since 1930s
Lower rates of malnutrition, better access to education, etc.

27
Q

How do environment and heretibility interact in terms of intell? what is a reaction range?

A

Sandra scarr: heredity sets limits and enviro determines where someone will fall within those limits

Reaction range: genetically determined limits of IQ

28
Q

How does enviro deprivation effect IQ?

A

Cumulative deprivation hypothesis: deprivation does lead to erosion of IQ but removal improves scores
IQ is NOT unchageable