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psychology > chapter 10 > Flashcards

chapter 10 Flashcards

1
Q

Intelligence def

A

ability to learn from experience, solve problems, and use knowledge to adapt to new situations

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2
Q

Spearman’s general intelligence (g factor)

A

-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

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3
Q

L.L. Thurstone

A

-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

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4
Q

Fluid intelligence (Gf)

A

our ability to reason speedily and abstractly; tends to decrease with age, especially during the late adulthood

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5
Q

Crystallized intelligence (Gc)

A

our accumulated knowledge and verbal skills; tends to increase with age

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6
Q

Cattell-Horn-Carroll (CHC) theory

A

the theory that our intelligence is based on g as well as specific abilities, bridged by Gf ad Gc

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7
Q

Gardner’s Multiple Intelligences def

A

-intelligence consists of multiple abilities that come in different packages (narrowed down to 9 relatively independent intelligences)
-ex: savant syndrome, autism

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8
Q

savant syndrome

A

condition in which a person otherwise is limited in mental ability has an exceptional specifics skill, such as in computation or drawing

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9
Q

Gardner’s 9 intelligences

A
  1. Linguistic (poet)
  2. logical-mathematical (albert einstein)
  3. Musical (composer)
  4. Spatial-know where things are/representations ( pablo picasso)
  5. Bodily-Kinesthetic (dancer, athlethes)
  6. Intrapersonal- Self (can tell if you are sick, know how ur gonna react
  7. Interpersonal- other people (gandhi)
  8. Naturalist (charles Darwin)
  9. Excessintial (philosophy, life questions)
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10
Q

sternberg’s three intelligences

A
  1. Analytical intelligence (school smarts): traditional academic problem solving
  2. Creative intelligence (divergent thinking): ability to generate novel ideas
  3. Practical intelligence (street smarts): skill at handling everyday tasks
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11
Q

Critics of sternberg’s 3 intelligences

A

-confirms the existence of g
-success is more than high intelligence
-researchers report a 10 year rule (need 10 years to master)

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12
Q

4 components of emotional intelligence

A
  1. Perceiving emotions: recognizing them in faces, music, and stories
  2. Understanding emotions: [predicting them and how they may change and blend
  3. Managing emotions: knowing how to express them in varied situations
  4. Using emotions: to enable adaptive or creative thinking
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13
Q

Intelligence test def

A

method for assessing an individual’s mental aptitudes and comparing them with those of others, using numerical scores

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14
Q

Achievement tests def

A

designed to assess what a person has learned

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15
Q

aptitude test def

A

designed to predict a person’s performance/ what you will be able to learn

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16
Q

Francis Galton

A

-believed in the inheritance of genius
-supported Eugenics

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17
Q

Alfred Binet

A

-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

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18
Q

Mental age def

A

-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

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19
Q

Lewis Terman

A

-did benet’s test based on the childrens in the United States - biased
-revision of his test called the Stanford-Binet

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20
Q

Stanford-binet Test

A

-revised intelligence test used in America
-first time they used IQ (intelligence quotient)

21
Q

Intelligence quotient formula

A

(mental age/chronological age) X 100

22
Q

David Wechsler

A

-created most widely used individual intelligence test: Wechsler Adult Intelligence Scale (WAIS)

23
Q

Wechsler Adult Intelligence Scale (WAIS testing)

A

-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

24
Q

standardization def

A

uniform testing procedures and meaningful scores by comparison with the performance of a pretested group

25
Q

Normal curve

A

-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

26
Q

Three criteria of a good test

A
  1. was the test standardized?
  2. Is the test reliable?
  3. Is the test valid?
27
Q

Reliability def

A

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

28
Q

Validity def

A

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

29
Q

predictive validity def

A

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

30
Q

Content validity def

A

does it predict what it is supposed to predict

31
Q

Cross-sectional evidence for intellectual decline

A

-sample of each age group today shows the decline of mental ability with age is part of the general aging process

32
Q

Longitudinal evidence for intellectual stability

A
  • 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
33
Q

Crystallized Intelligence

A

accumulated knowledge as reflected in vocabulary and word power tests
-increases as we age

34
Q

Fluid intelligence

A

ability to reason speedily and abstractly, as when solving unfamiliar logic problems
-decreases with age

35
Q

Heritability

A

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.

36
Q

Heritability of Intelligence

A

processing speed is heritable
-does not apply to an individual, but only why people in a group differ from one another

37
Q

environmental influences on intelligence

A

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

38
Q

J. McVicker Hunt found what

A

-studies iranian orphanage
-found that the poor environmental conditions that accompany poverty can depress cognitive development and produce stresses that impede cognitive performance

39
Q

Mani and Colleague found what

A

-poverty can impede cognitive performance and deplete cognition capacity

40
Q

Growth Mindset def

A

-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

41
Q

Gender differences in intelligence test scores summary

A

men’s and women’s intelligence differences are minor

42
Q

What are girls better at than boys?

A

-spelling, verbal fluency, locating objects
-better to detect emotion and are more sensitive to touch, taste, and color

43
Q

What are boys better at than girls?

A

-outperform them in tests of spatial ability and complex math problems
-vary in their mental ability scores more than girls do

44
Q

Racial and ethnic similarities and differences

A

-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

45
Q

Variation between groups is due to what?

A

the environment

46
Q

scientific meaning of bias

A

-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

47
Q

self fulfilling stereotype threat

A

self-confirming concern that one will be evaluated based on a negative stereotype
-potentially do worse if reminded of the negative stereotype

48
Q

Test takers’ expectations

A

aptitude tests are not biased in a scientific sense but are biased related to insensitivity to differences caused by culture experiences

49
Q

what makes up accomplishment

A

Competence + Diligence

psychology (12 decks)

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