chapter 10 Flashcards
Intelligence def
ability to learn from experience, solve problems, and use knowledge to adapt to new situations
Spearman’s general intelligence (g factor)
-1st to hypothesize that humans have a trait of intelligence
-believed that we have one general intelligence
-higher the g factor, the higher the intelligence
L.L. Thurstone
-critic of Spearman
-est. that general intelligence depends on 7 clusters of primary mental abilities (don’t need to memorize)
1. word Fluency
2. Verbal Comprehension
3. Spatial Ability
4. Perceptual Speed
5. Numerical Ability
6. Inductive reasoning
7. Memory
Fluid intelligence (Gf)
our ability to reason speedily and abstractly; tends to decrease with age, especially during the late adulthood
Crystallized intelligence (Gc)
our accumulated knowledge and verbal skills; tends to increase with age
Cattell-Horn-Carroll (CHC) theory
the theory that our intelligence is based on g as well as specific abilities, bridged by Gf ad Gc
Gardner’s Multiple Intelligences def
-intelligence consists of multiple abilities that come in different packages (narrowed down to 9 relatively independent intelligences)
-ex: savant syndrome, autism
savant syndrome
condition in which a person otherwise is limited in mental ability has an exceptional specifics skill, such as in computation or drawing
Gardner’s 9 intelligences
- Linguistic (poet)
- logical-mathematical (albert einstein)
- Musical (composer)
- Spatial-know where things are/representations ( pablo picasso)
- Bodily-Kinesthetic (dancer, athlethes)
- Intrapersonal- Self (can tell if you are sick, know how ur gonna react
- Interpersonal- other people (gandhi)
- Naturalist (charles Darwin)
- Excessintial (philosophy, life questions)
sternberg’s three intelligences
- Analytical intelligence (school smarts): traditional academic problem solving
- Creative intelligence (divergent thinking): ability to generate novel ideas
- Practical intelligence (street smarts): skill at handling everyday tasks
Critics of sternberg’s 3 intelligences
-confirms the existence of g
-success is more than high intelligence
-researchers report a 10 year rule (need 10 years to master)
4 components of emotional intelligence
- Perceiving emotions: recognizing them in faces, music, and stories
- Understanding emotions: [predicting them and how they may change and blend
- Managing emotions: knowing how to express them in varied situations
- Using emotions: to enable adaptive or creative thinking
Intelligence test def
method for assessing an individual’s mental aptitudes and comparing them with those of others, using numerical scores
Achievement tests def
designed to assess what a person has learned
aptitude test def
designed to predict a person’s performance/ what you will be able to learn
Francis Galton
-believed in the inheritance of genius
-supported Eugenics
Alfred Binet
-created first intelligence assessment instrument
-tended toward an environmental explanation of intelligence differences
-tested a variety of reasoning and problem-solving questions that predicted how well French children would do in school
Mental age def
-a measure of intelligence test performance devised by Binet
-the level of performance typically associated with children of a certain chronological age
-Thus, a child who does as well as an average 8-year-old is said to have a mental age of 8
Lewis Terman
-did benet’s test based on the childrens in the United States - biased
-revision of his test called the Stanford-Binet
Stanford-binet Test
-revised intelligence test used in America
-first time they used IQ (intelligence quotient)
Intelligence quotient formula
(mental age/chronological age) X 100
David Wechsler
-created most widely used individual intelligence test: Wechsler Adult Intelligence Scale (WAIS)
Wechsler Adult Intelligence Scale (WAIS testing)
-overall intelligence score
-separates scores for verbal comprehension, perceptual organization, working memory, and processing speed
-pre-school and school-aged child versions
-they ask you the question, you do not read it
- 1 on 1 testing administration
standardization def
uniform testing procedures and meaningful scores by comparison with the performance of a pretested group
Normal curve
-known as a bell-shaped pattern (upside down v)
-shows human attributes
-curve highest point is the average score (100 on intelligence test)
-as you move out from the middle the ends are the extremes
Three criteria of a good test
- was the test standardized?
- Is the test reliable?
- Is the test valid?
Reliability def
the extent to which a test yields consistent results, as assessed by the consistency of scores on two halves of the test, on alternative forms of the test or on retesting
Validity def
the extent to which a test measures or predicts what it is supposed to
-is it meaningful, measuring it in a meaningful way
-to evaluate this you compare people who score at the two extremes of the normal curve
predictive validity def
success with which a test predicts the behavior it is designed to predict; it is assessed by computing the correlation between test scores and the criterion behavior
Content validity def
does it predict what it is supposed to predict
Cross-sectional evidence for intellectual decline
-sample of each age group today shows the decline of mental ability with age is part of the general aging process
Longitudinal evidence for intellectual stability
- find that the same people are retested and restudied over a long period of time
-findings indicate that intelligence remains stable, and on some tests it even increases
Crystallized Intelligence
accumulated knowledge as reflected in vocabulary and word power tests
-increases as we age
Fluid intelligence
ability to reason speedily and abstractly, as when solving unfamiliar logic problems
-decreases with age
Heritability
he proportion of variation among individuals in a group that we can attribute to genes. The heritability of a trait may vary, depending on the range of populations and environments studied.
Heritability of Intelligence
processing speed is heritable
-does not apply to an individual, but only why people in a group differ from one another
environmental influences on intelligence
some studies suggest that a shared environment exerts a modest influence on intelligence test scores
-most of children’s intelligence scores resemble those of their biological parents much more than their adoptive parents
J. McVicker Hunt found what
-studies iranian orphanage
-found that the poor environmental conditions that accompany poverty can depress cognitive development and produce stresses that impede cognitive performance
Mani and Colleague found what
-poverty can impede cognitive performance and deplete cognition capacity
Growth Mindset def
-focus on learning and growing rather than viewing abilities as fixed
-increased when effort rather than ability is encouraged
-made teens more resilient when frustrated by others
-Ability+opportunity+motivation=success
Gender differences in intelligence test scores summary
men’s and women’s intelligence differences are minor
What are girls better at than boys?
-spelling, verbal fluency, locating objects
-better to detect emotion and are more sensitive to touch, taste, and color
What are boys better at than girls?
-outperform them in tests of spatial ability and complex math problems
-vary in their mental ability scores more than girls do
Racial and ethnic similarities and differences
-racial and ethnic groups differ in their average intelligence test scores
-high-scoring people and groups are more likely to achieve high levels of education and income
-races are alike
-race is not a clearly defined biological category
-within the same population, there are generation-to-generation differences in test scores
-blacks and whites show similar information processing skills
-schools and culture matter
-in different eras, different ethnic groups have experiences golden ages-periods of remarkable achievement
Variation between groups is due to what?
the environment
scientific meaning of bias
-hinges solely on whether a test predicts future behavior for all groups of test-takers, not just for some
(based on predictive validity)
-can be biased if it detects differences in intelligence caused by cultural experiences
self fulfilling stereotype threat
self-confirming concern that one will be evaluated based on a negative stereotype
-potentially do worse if reminded of the negative stereotype
Test takers’ expectations
aptitude tests are not biased in a scientific sense but are biased related to insensitivity to differences caused by culture experiences
what makes up accomplishment
Competence + Diligence
