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psych 105 > Chapter 10: Intelligence > Flashcards

Chapter 10: Intelligence Flashcards

1
Q

Intelligence

A

Ability to use one’s mind to solve novel problems and learn from experience

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2
Q

France, end of 19th century

A

-Special schools to separate slow-witted kids
-Special schools or asylums
-Based on subjective assessments

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3
Q

Alfred Binet

A

-Objective assessment to determine learning abilities rather than subjective
-Kids that need extra help should be together with peers

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4
Q

Alfred Binet and Theodore Simon

A

-Assembled 30 tasks to measure a child’s aptitude for learning rather than their prior educational achievement
-Score on the test could be used to estimate child’s mental level

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5
Q

William Stern (1871-1938)

A

-Coined the term “Mental age”
-“He may be ten but his mental age is 8)

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6
Q

Ratio IQ (intelligence quotient)

A

-Statistic obtained by dividing a person’s mental age by their physical age and multiplying by 100
-Mental age/chronological age x 100
-Works well for kids but not adults
-Increases in mental age slow down by 16 and decline in advanced years

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7
Q

Deviation IQ

A

-Statistic obtained by dividing a person’s test score by the average score of people in the same age group x 100
-Compares average performance to performance to others

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8
Q

Intelligence test scores

A

-Correlate with wide variety of successful life events and accomplishments
-Predict academic performance, occupational status, job performance and income
-Predict health and longevity

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9
Q

Nations with smart citizens

A

-Have more happiness equality
-In Nations with same average happiness, the smarter ones tend to distribute happiness more equally among it’s citizens

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10
Q

Charles Spearman

A

-Administered a large batteries of tests and then correlated with school performance
-Positive manifold
-Correlation is not perfect

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11
Q

2 Factor theory of intelligence

A

Persons performance on a test is due to a combination of general cognitive abilities (g) and specific abilities (s) that are unique to the test

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12
Q

Louis Thurstone
No single general ability for intelligence

A

-Found that correlation between tests were much stronger when they have something in common
-No single general ability
-Few primary abilities that were stable and independent of each other (memory, perceptual, verbal)

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13
Q

Positive Manifold

A

-Charles Spearman
-Positive correlations between scores and test performance
-Kid gets A+ in algebra, preforms well in physics and other courses
-Highly replicable
-Not perfect

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14
Q

Three level hierarchy

A

-Combines No single general ability and 2 factor theory of intelligence

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15
Q

Middle level abilities

A

-Lie between specific and general mental abilities regarding intelligence
-2 Different approaches
1) Data based
2) Theory-based

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16
Q

1) Data based approach

A

-Connects all available tests done
-Connects intelligence test performance to clusters

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17
Q

2) Theory based approach

A

-Broadly survey human abilities and then determines which intelligence tests measure (or fail to measure)
-Survey and then from clusters

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18
Q

John Carroll-Data Based approach

A

-Analyzed 500 tests collected over half a century and found patterns of correlation among 8 independent middle-level abilities
1) Memory and learning
2) Visual perception
3) Auditory perception
4) Retrieval ability
5) Processing speed
6) Cognitive speed
7) Crystallized intelligence
8) Fluid intelligence

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19
Q

4) Retrieval ability

A

Being able to get what you already have in memory and appropriately use it

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20
Q

7) Crystallized intelligence

A

-Ability to retain and use the knowledge that was acquired through experience and apply it into everyday life
-Tests of vocabulary and factual information

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21
Q

8) Fluid intelligence

A

-Ability to solve and reason about novel problems; ability to see abstract relationships and draw logical inferences
-Pre-frontal cortex
-Raven’s progressive Matrices test

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22
Q

Distinct brain network

A

-Damage to the prefrontal cortex impairs fluid intelligence more than crystalized intelligence
-Autism and Alzheimer’s disease impair crystalized intelligence more than fluid intelligence

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23
Q

Robert Sternberg: Theory based approach

A

-Proposed three kinds of intelligence
1) Analytic intelligence
2) Creative intelligence
3) Practical intelligence

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23
Q

Wechsler Adult Intelligence Scale (WAIS)

A

-Data driven approach
-Commonly used IQ test today
-VCI and WMI = verbal IQ
-PRI and PSI = Performance IQ

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23
2) Creative intellignece
-Novel solutions -Ability to put forward new ideas -Comes from your unconscious
23
1) Analytical intelligence
-Problem solving -Academically oriented abilities -What standard IQ tests measure -Only have one solution
24
3) Practical intelligence
-Everyday -Skill at getting around the world "Street Smarts"
25
Cons with Data driven approach
-Does not show the full picture -Cannot tell us about abilities that the tests don't measure -Misses emotional intelligence
26
Emotional Intelligence
-Ability to reason about emotions and to use emotions to enhance reasoning -Perceive and express own emotions affectively -Regulate emotions -Can effectively read others' emotions (empathy)
27
Emotionally intelligence people
-Can identify, describe, and manage their emotions to improve decisions -Can identify other people's emotions from facial expressions and tones of voices -Have better social skills and more friends -Show less neural activity when solving emotional problems than emotionally unintelligent people do (Understanding emotions is easier and therefore takes less brain activity)
28
Achievement tests
-How much have you learned -Similar to idea of crystallized intelligence -Tests taken in class are achievement tests
29
Aptitude tests
-How good are you at learning stuff -Sort of similar to the idea of fluid intelligence
30
Intelligence across cultures
-Data-based approach is not reflective of middle-level abilities valued in cultures where intelligence tests are not common -Radically different conceptualizations of intelligence -Differences in language -Differences in kinds of problems considered important
31
What does every culture value?
Ability to solve important problems
32
Plato
People are born with innate aptitudes that make them good rulers, good soldiers, or good tradesmen
33
Sir Francis Galton
-Father of eugenics -Charles Darwin half cousin -Invented ideas of correlation, regression, percentile test scores and the nature-nurture debate -One of first people to study intelligence -Studied reaction speed, skull size etc -Concluded intelligence runs in family/inherited
34
Sir Francis Galton and Natural selection
-Systematically applied Darwinism theory to human relations -Various desirable human qualities were also hereditary ones Darwin disagreed with this elaboration of theory
35
Eugenics
-Set of beliefs and practices that aim to improve the genetic quality of a human population -Positive and negative eugenics
36
Positive VS negative eugenics
-Positive: Promote sexual reproduction among people with desired traits -Negative: Prevent sexual reproduction or promotes sterilization of people with less-desired traits
37
International Federation of Eugenics Organization
-Adolf Hitler had praised and incorporated eugenic ideas and emulated legislation for the sterilization of "defectives" -Aktion T4 campaign
38
Aktion T4 campaign
-Nazi policy of identifying German citizens deemed mentally or physically unfit and then systematically killing them with poison gas -Paved the way for the holocaust
39
Genetic relatedness
-Family members may have similar levels of intelligence because they share genes and/or environments
40
Behavioral genetics
-Examining test scores of people who share genes, environment, both or neither -Twin studies -adoptive VS biological parents of twins -Siblings separated at birth, adopted children, dizygotic twins (fraternal) and monozygotic twins (identical)
41
IQ of identical twins raised in separate families
Very similar IQ scores
42
IQ of identical twins raised together
-Higher correlation for IQ than fraternal (dizygotic) twins raised together
43
Heritability coefficient
-Statistic that describes the proportion difference between people's IQ scores differences in their genes can't explain -Heritability of IQ is higher than it is for most psychological traits with estimates ranging from 50-70%
44
Heritability
-How much genetics explains variation in a trait NOT about how much genetics determine the trait -Group statistic and cannot be applied to individuals -Can change depending on environment -Heritability increases with age
45
Intelligence of an individual
-Joint product of their genes and experience -Intelligence cannot be "due" to one of these things or the other
46
Shared environment
-Those environmental factors that all relevant members of a household experience
47
Nonshared environment
-Those environmental factors that all relevant members of a household do not experience -Wealth and age argue for nonshared environmental factors
48
Flynn effect
-Discovered by James Flynn -Accidental discovery that the average intelligence score rises about 30% around a century -Genes are not destiny and can change over time -The change occurs too fast to be attributed to genetics -Fluid IQ has increased more than crystallized IQ
49
Reasons for why intelligence has increased
-Unclear but could be due to: -Better nutrition -Environment -Technological advances -Exclusion of least intelligent people from mating
50
Genes and environment
-Genes may establish the range in which a person's intelligence may fall, but environment determines the point in that range at which the person's intelligence will fall
51
Environmental influences on intelligence
-Some research suggests that IQ is more heritable among higher-income children, perhaps due to their similar environments
52
Poverty VS intelligence
-One of the best predictors of intelligence is the family's material well being -Being raises in a high SES family can raise IQ by 12-18 points -Low SES may impair brain development (early childhood) -High SES families are more likely to provide intellectual stimulation
53
School VS intelligence
-Correlation between formal education and intelligence is large -Smart people tend to stay in school and school makes people smarter -Education may improve test taking abilities rather than general cognitive ability -Education effects on intelligence may be small and short-lived but school produces long-lasting increases in other critical skills
54
Gene-Environment interactions
-Genes and environments, though separate, have a direct and independent influence on the brain and intelligence (Genes being expressed due to environment)
55
Average IQ
-Average is 100 -68% of people have IQ's between 85 and 115
56
Intellectually gifted
-People who score well above large middle range -(>130) -People with high IQ are less prone to mental illness -Well adjusted to their peers -Single gifted
57
Intellectually disabled
-People who score well below the middle range -(<70) -General rather than specific -Impairment with cognitive tasks -People with mild intellectual disability tend to have siblings with low IQ's as well -People with profound intellectual disability tend to have siblings with average IQ
58
Single gifted
-Intellectually gifted individuals having one domain in which they are gifted in -Master that specific domain -Gifted children often spend more time engaged in their domain of excellence -Capacity for passionate devotion to a single activity
59
Two of the most common causes of intellectual disability
-Down syndrome (Trisomy 21): Third copy of a chromosome -Fetal alcohol syndrome: Mother's excessive alcohol during pregnancy
60
Gender differences
-Male and females have the same average IQ, but the distribution of males IQ scores is more variable (Genius to intellectually disabled) whereas females IQ are more in the middle
61
Sex differences in cognitive abilities
-On average men are better at mental rotation, spatial navigation, mathematical reasoning and throwing -On average women are better at object location memory, mathematical calculation, perceptual speed, verbal fluency, and fine motor dexterity
62
Evolutionary psychologists in gender differences
-Some of these differences are due to the fact that men were hunters and women were gathers in the evolutionary past -Socialization and hormones may play a role
63
Biological perspective in gender differences
-Differences may reflect structural differences in the brains of men and women -Lateralization -Brain size -Hormones
64
Lewis Terman
-Claimed intelligence is influenced by genes -Members of some racial groups score better than others due to superior genes -Racist claims of intelligence but between group differences exist
65
Causes of group differences
-Culturally bias IQ tests -Testing situations (stereotype threat)
66
Testing situations (stereotype threat)
-Report their race or gender -Fear of confirming to the negative beliefs that others may hold
67
Within group differences
-Represents individual differences in intelligence with respect to heredity
68
Between group differences
-represent variability in intelligence due to differences in environment

psych 105 (7 decks)

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