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PSYCO 105 > Chapter 10 - intelligence > Flashcards

Chapter 10 - intelligence Flashcards

1
Q

T/F intelligence has concrete existence

A

false

It is a socially constructed concept

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2
Q

what were Galton’s beliefs about mental ability

A

believed mental ability was inherited, had a biological basis

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3
Q

how did Galton measure mental abilities

A

measured the efficiency of the nervous system
Tested reaction speed, hand strength, sensory acuity
Measured skull size

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4
Q

what did Alfred Binet do

A

developed a standardized interview to determine a child’s mental age

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5
Q

what did William stern do

A

created the idea of an IQ score

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6
Q

formula for IQ

A

mental age/chronological age

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7
Q

are IQ test today the same as they were originally

A

no, these days IQ is based on a person’s performance relative to the scores of other people the same age

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8
Q

what did Louis Terman do

A

modified Binets test for use in the United States

called the Stanford-Binet

consisted of mostly verbal items

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9
Q

what did David Wechsler do

A

develop intelligence test for adults and for children that measured both verbal and nonverbal intellectual skills

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10
Q

WAIS

A

adult intelligence scale

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11
Q

WISC

A

intelligence scale for children

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12
Q

psychometrics

A

statistical study of psychological tests

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13
Q

Factor analysis

A

reduces a large number of measures to a smaller number of clusters/factors

Each cluster has variables that correlate highly with one another but less highly with variables another clusters

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14
Q

can factor analysis tell us what the sets of tests are measuring?

A

no, it can only identify the clusters for us

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15
Q

what did Charles Spearman believe

A

intellectual performance is determined by general intelligence (G factor) and specific skills

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16
Q

what did LL thuirstone believe

A

human mental performance depends on primary mental abilities

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17
Q

seven primary mental abilities

A 
Space
Verbal comprehension
Word fluency
Number facility
Perceptual speed
Rote memory
Reasoning
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18
Q

primary mental ability: space

A

reasoning about visual scenes

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19
Q

primary mental ability: verbal comprehension

A

understanding verbal statements

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20
Q

primary mental abilities: word fluency

A

producing verbal statements

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21
Q

primary mental abilities: number facility

A

dealing with numbers

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22
Q

primary mental abilities: perceptual speed

A

recognizing visual patterns

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23
Q

primary mental abilities: rote memory

A

memorizing

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24
Q

primary mental abilities: reasoning

A

dealing with novel problems

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25
Q

crystallized intelligence

A

The ability to apply previously acquired knowledge to current problems

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26
Q

what types of tests are good measures of crystallized intelligence?

A

vocabulary and information tests

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27
Q

what type of intelligence is the basis for expertise

A

crystallized intelligence

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28
Q

fluid intelligence

A

The ability to deal with novel problem-solving situations

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29
Q

what type of intelligence depends on the efficient functioning of the central nervous system?

A

fluid intelligence

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30
Q

what type of intelligence do we use more in early life?

A

fluid intelligence

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31
Q

what type of intelligence do we use more in later life?

A

crystallized intelligence

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32
Q

what is the three stratum theory of cognitive abilities

A

General intelligence influences eight broad intellectual factors, which in turn influences specific abilities

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33
Q

what type of memory is crystallized intelligence dependent on

A

long-term memory

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34
Q

what type of memory is fluid intelligence dependent on

A

working memory

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35
Q

cognitive process theories

A

explore the specific information processing and cognitive processes that underlie intellectual ability

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36
Q

triarchic theory of intelligence

A

divides the cognitive processes that underlie intelligent behaviour into three specific components

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37
Q

what did Robert Sternberg do

A

create the triarchic theory of intelligence

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38
Q

what are the three components of the triarchic theory of intelligence

A

Metacomponents
Performance components
Acquisition components

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39
Q

Metacomponents

A

higher order processes used to plan and regulate task performance
Includes problem-solving skills

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40
Q

performance components

A

The actual mental processes used to perform the task

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41
Q

what do knowledge acquisition components allow us to do

A

learn from our experiences

store information of memory

combine new insights with previously acquired information

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42
Q

what types of environmental demand based intelligence is there?

A

analytical intelligence
Practical intelligence
Creative intelligence

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43
Q

analytical intelligence

A

involves the kinds of academically oriented problem-solving skills measured by traditional intelligence tests

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44
Q

practical intelligence

A

skills needed to cope with every day demands and to manage oneself and other people effectively

45
Q

creative intelligence

A

The mental skills needed to deal adaptively with novel problems

46
Q

what abilities are included in Gardners multiple intelligences?

A 
linguistic
Logical – mathematical
Visual spatial
Musical
Bodily kinaesthetic 
Interpersonal
Intrapersonal
Naturalistic
47
Q

linguistic intelligence

A

ability to use language well

Like writers do

48
Q

logical mathematical intelligence

A

The ability to reason mathematically and logically

49
Q

Visual spatial intelligence

A

The ability to solve special problems or to succeed in a field such as architecture

50
Q

musical intelligence

A

The ability to perceive patch and rhythm and to understand and produce music

51
Q

bodily kinaesthetic intelligence

A

The ability to control body movements and skilfully manipulate objects

Like a dancer, athlete, or surgeon

52
Q

Interpersonal intelligence

A

The ability to understand and relate well to others

53
Q

Intrapersonal intelligence

A

The ability to understand oneself

54
Q

naturalistic intelligence

A

The ability to detect and understand phenomena in the natural world

Like a zoologist or meteorologist

55
Q

emotional intelligence

A

The ability to read others emotions and respond to them appropriately

to motivate oneself

To be aware of one’s own emotions

To regulate and control one’s own emotional responses

56
Q

what are the four branches of emotional intelligence

A

perceiving emotions
Using emotions to facilitate thought
Understanding emotions
Managing emotions

57
Q

how do we measure perceiving emotions

A

we measure peoples accuracy in judging emotional expressions in facial photographs, as well as emotional tones conveyed by different landscapes and designs

58
Q

how do we measure using emotions to facilitate thought

A

by asking people to identify the emotions that would best enhance a particular type of thinking

59
Q

how do I measure understanding emotions

A

by asking people to specify the conditions under which their emotions change in intensity or type

60
Q

how do we measure managing emotions

A

by asking respondents to indicate how they can change their own or others emotions to facilitate success or increase interpersonal harmony

61
Q

achievement test

A

A test designed to find out how much the student has learned so far in their lives

62
Q

aptitude test

A

A test designed to measure the applicants potential for future learning and performance

63
Q

argument for achievement testing

A

it’s usually good predictor of future performance

if a student learned a lot of academic material in high school, they are more likely to learn a lot in college too

64
Q

argument against achievement testing

A

it assumes that everyone has had the same opportunity to learn the material being tested

65
Q

argument for aptitude testing

A

it’s more fair

Depends less on prior knowledge

66
Q

argument against aptitude testing

A

it’s difficult to construct a test that isn’t dependent on prior learning

The items on the test may be relevant to success in situations other than the test itself

67
Q

psychological test

A

A method for measuring individual differences related to some psychological concept or construct

68
Q

what are the three key measurement concepts?

A

reliability
Validity
Standardization

69
Q

types of reliability

A

test retest ability
Internal consistency
Interjudge reliability

70
Q

reliability

A

refers to consistency of measurement

71
Q

test retest reliability

A

intelligence is a relatively stable trait, so if you retest someone, the scores on the measure should be consistent

72
Q

internal consistency

A

all of the items in the test are measuring the same skill

73
Q

inter-judge reliability

A

The consistency of measurement when two different researchers score the same test

74
Q

types of validity

A

construct validity
Content validity
Criterion related validity

75
Q

validity

A

how well a test actually measures what it is designed to measure

76
Q

construct validity

A

when a test successfully measures the psychological construct it is designed to measure

77
Q

content validity

A

refers to whether the items on a test measure all the knowledge or skills that are assumed to underlie the construct of interest

78
Q

criterion related validity

A

refers to the ability of test scores to correlate with meaningful criterion measures

79
Q

do university entrance exams predict university grades

A

slightly

80
Q

T/F people who score well on IQ test’s tend to do well academically

A

true

81
Q

do intelligence test scores predict job performance

A

yes

82
Q

standardization

Two definitions

A

The development of norms

Rigorously controlled testing

83
Q

what are norms

A

test scores derived from a large sample that represents particular age segments of the population

84
Q

what does a normal distribution look like?

A

A bell shaped curve, most scores clustered around the centre

85
Q

what is the Flynn effect

A

The worlds population is scoring progressively higher on intelligence tests

86
Q

what are some possible reasons for the Flynn effect

A

better nutrition

More complex learning environments

Technological advances

87
Q

static testing

A

very detailed instructions need to be adhered to

Make sure that all testees are responding to the same stimulus situation, so scores will solely be a reflection of their ability

88
Q

dynamic testing

what is it

A

after the standard testing, the exam the gifts the respondent some constructive feedback on how to improve, and then watches how the person utilizes the information

89
Q

dynamic testing

What is its value?

A

it can show us the individual’s ability to profit from instruction

May reveal cognitive capacities that aren’t revealed by static testing

tends to improve test scores

useful and revealing when testing people from cultures unaccustomed to western style tests

90
Q

evidence that neural efficiency underlies high intelligence

A

intelligence involves processing speed

correlation between IQ and speed of brains response to stimuli

lower levels of glucose consumption in people of high intelligence

91
Q

evidence that brain size underlies high intelligence

A

evolutionary evidence shows increase in brain size as humanoids evolved

Einstein had large parietal lobe’s

fluid and crystallized intelligence correlated with thickness of pre-frontal, frontal, parietal lobe’s

92
Q

T/F The more genes people have in common, the more similar they tend to be in IQ

A

true

93
Q

T/F there is an intelligence gene

A

false

94
Q

how do IQ correlations for identical twins raised together compare to IQ correlations for identical twins raised a part

A

correlation is higher for identical twins raised together

95
Q

how much does environment account for IQ variation amongst people?

A

30 to 50%

96
Q

T/F higher school attendance is correlated with higher IQ

A

true

97
Q

what school environments contribute to higher intelligence

A

less memorization, more critical thinking, applying content, instruction in how to learn

emphasis on developing specific mental skills

teach learning tools, even before low level skills

98
Q

outcome bias

A

The extent that a test underestimates a person’s true intellectual ability

99
Q

predictive bias

A

The test successfully predicts criterion measures for some groups but not for others

100
Q

what factors can result in the IQ differences in between ethnic groups

A

more white children are schooled in enriched environments

scientists may tend to over emphasize genetic differences between groups

101
Q

T/F men tend to outperform women on spatial tasks

A

True

102
Q

T/F Women are more accurate in target directed skills than men

A

false

103
Q

T/F Women outperform men on tests of mathematical reasoning

A

false

104
Q

T/F Women outperform men on tests of perceptual speed

A

true

105
Q

T/F Women outperform men on mathematical calculation

A

true

106
Q

T/F Men outperform women on verbal fluency

A

false

107
Q

T/F men outperform women on precise manual tasks requiring find motor coordination

A

false

108
Q

what are environmental explanations for the gender differences in cognitive skills?

A

gender roles give boys more experience in sports

in ancestral environments, men’s roles were navigating and hunting, favouring visual spatial abilities

Women’s roles were child rearing and toolmaking, favouring verbal and Precision abilities

109
Q

what factors allowed gifted people to become eminent

A

highly developed mental abilities related to ones chosen field

Ability to engage in creative problem-solving

Motivation and dedication

PSYCO 105 (8 decks)

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