Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Psychology 105 > Chapter 10 - Intelligence > Flashcards

Chapter 10 - Intelligence Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards AP® Psychology flashcards
1
Q

Intelligence

A

• The ability to acquire knowledge, to think and reason

effectively, and to deal adaptively with the environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Sir Francis Galton

A
  • Quantifying Mental Ability
  • Mental ability is inherited
  • Influenced by Darwin’s theory of evolution
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Alfred Binet

A
  • French psychologist
  • Mental tests
  • Started the modern intelligence-testing movement
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Binet’s Assumptions:

A

• Concept of mental age

  1. Mental abilities develop with age
  2. Rate at which people gain mental competence is characteristic of the person and is constant over time.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Binets assumptions on the age groups involved

A 
Age 3
Age 4
Age 6
Age 9
Age 12
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

By age 3:

A
  • Point to objects that serve various functions
  • Name pictures of objects
  • Repeat a list of two words or digits
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

By Age 4:

A
  • Discriminate visual forms
  • Define simple words
  • Repeat 10-word sentences
  • Count up to four objects
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

By age 6:

A
  • State the differences between similar items

* Count up to nine blocks

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

By Age 9:

A
  • Solve verbal problems
  • Solve simple arithmetic problems
  • Repeat 4 digits in reverse order
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

By age 12:

A
  • Define words such as muzzle
  • Repeat five digits in reverse order
  • Solve verbal absurdities such as “Bill’s feet are so big he has to pull his trousers over his head. What is foolish about that?”
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Stern’s Intelligence Quotient

A
  • Relative score
  • Could be applied to people of different chronological ages
  • Ratio of mental age to chronological age
  • IQ = MA/CA x 100
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Lewis Terman

A

Revised Binet’s tests:
- Stanford-Binet test

WW1 used:
• Army Alpha (verbal)
• Army Beta (non verbal)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Stanford-Binet & Wechsler Scales

• David Wechsler

A
  • Intelligence is set of verbal and non-verbal skills
  • Wechsler Adult Intelligence Scale - WAIS
  • Wechsler Intelligence Scale for Children - WISC
  • Wechsler Preschool and Primary Scale of Intelligence - WPPSI
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Stanford-Binet test summary

A
  • Mostly verbal items

* Single IQ score

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Wechsler test summary

A
  • Series of subtests
  • Verbal tests
  • Performance tests
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Psychologists have used two major approaches in the

study of intelligence

A
  1. The psychometric approach

2. The cognitive processes approach

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

The cognitive processes approach

A

• Studies the specific thought processes that underlie those mental competencies

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

The psychometric approach

A

• Attempts to map the structure of intellect and to discover the kinds of mental competencies that underlie test performance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Factor Analysis

A
  • A statistical technique
  • Reduces a large number of measures to a smaller number of clusters, or factors,
  • Each cluster containing variables that correlate highly with one another but less highly with variables in other clusters
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

• A factor allows us to infer the underlying

A

characteristic that presumably accounts for the links among the variables in the cluster.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

The g Factor: Intelligence as General Mental Capacity
• Charles Spearman (1923)
• British psychologist

A
  • General intelligence - whatever special abilities might be required to perform that particular task.
  • E.g., your performance in a mathematics course would depend mainly on your general intelligence but also on your specific ability to learn mathematics
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Thurstone’s primary abilities

A
  • Intelligence performance governed by specific abilities

* Seven ‘primary mental abilities’

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Seven primary mental abilities

A

S—Space
V—Verbal comprehension
W—Word fluency -> (producing verbal sents)
N—Number facility -> (dealing with #s)
P—Perceptual speed -> (rec. visual patterns)
M—Rote memory -> (memorizing)
R—Reasoning -> (dealing w novel probs)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

S - space

A

Reasoning about visual scenes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Crystallized intelligence

A

• Apply previously learned

knowledge to current problems

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Fluid intelligence

A

• Deal with novel situations

without any previous knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Carroll’s Three-Stratum Model: A Modern Synthesis

A

• Three levels of cognitive skills
1. General
2. Broad
3. Narrow
• Based on a reanalysis of more than 400 data sets
• The model builds upward from specific skills to a g factor at its apex
• The lengths of the arrows from Stratum III to Stratum II
• Represent the contribution of the g factor to each Stratum II ability

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Triarchic Theory of Intelligence

A

• Three specific components

  1. Metacomponents
  2. Performance components
  3. Knowledge-acquisition components
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Triarchic Theory of Intelligence

• Robert Sternberg

A
  • A leading proponent of the cognitive processes approach to intelligence
  • His Triarchic theory of intelligence addresses
  • The psychological processes involved in intelligent behaviour
  • The diverse forms that intelligence can take
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Metacomponents

A

Plan and regulate task behaviour

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Performance components

A

Execute stresses specified by metacomponents

32
Q

Knowledge-acquisition components

A

Encode and store information

33
Q

Broader Conceptions of Intelligence: Beyond Mental Competencies

Gardner’s Multiple Intelligences
• 8 relatively independent intelligences

A
  • Has speculated about a 9th possible intelligence
  • Existential intelligence
  • A philosophically oriented ability to ponder questions about the meaning of one’s existence, life, and death
34
Q

Eight Relatively Independent Intelligences and Their Abilities’ to

A
  1. Linguistic
  2. Logical-mathemicatical
  3. Visiospatial
  4. Musical
  5. Bodily-kinaesthetic
  6. Interpersonal
  7. Intrapersonal
  8. Naturalistic
35
Q

Emotional Intelligence

A 
Involves the abilities to:
• Read others’ emotions accurately
• To respond to them appropriately
• To motivate oneself
• To be aware of one’s own emotions
• To regulate and control one’s own emotional
responses
36
Q 
The Mayer-Salovey-Caruso Emotional
Intelligence Test (MSCEIT)
A

• Includes specific tasks to measure each branch
• Perceiving emotions is measured by people’s accuracy in:
- Judging emotional expressions in facial photographs
- The emotional tones conveyed by different landscapes and designs

37
Q

Four Branches of Emotion Detection and Control Abilities (MSCEIT)

A
  • Branch 1: perceiving emotions
  • Branch 2: using emotions to facilitate thought
  • Branch 3: understanding emotions
  • branch 4: managing emotions
38
Q

Adaptive advantage in managing emotions

A
  1. Stronger emotional bonds
  2. Greater success
  3. Less depression
39
Q

The measurement of intelligence via index scales

A
  • verbal comprehension index scale
  • perceptual reasoning index scale
  • working memory index scale
  • processing speed index scale
40
Q

verbal comprehension index scale

A

Tested in:

  • vocabulary
  • Information
  • similarities
41
Q

perceptual reasoning index scale

A

Tested in:

  • block design: must form design to match a sample design using red/white dots
  • matrix reasoning: complete an incomplete matrix or series
  • visual puzzle
42
Q

working memory index scale

A

Tested in:

  • digit span: read sequence of #s and in reverse order
  • arithmetic
43
Q

processing speed index scale

A
  • symbol search: match symbols

- coding: match symbols with #s

44
Q

Psychometric Standards for Intelligence Tests

A

• A method for measuring individual differences related to some psychological concept

45
Q

Achievement Tests

A

• Designed to discover how much someone knows

46
Q

Aptitude Tests

A

• Measure potential for future learning and performance

47
Q

Reliability - Psychometric Standards

A
  • Test-retest reliability
  • Internal consistency
  • Interjudge reliability
48
Q

Test-retest reliability

A

• Administer measure to same participants twice and correlate scores

49
Q

Internal consistency

A

• All of the items of the test should measure the same thing

50
Q

Interjudge reliability

A

• Consistency of measurement when different people score the same test

51
Q

Validity = accuracy

A
  • Construct
  • Content
  • Criterion-related
52
Q

Construct

A

• Does a test measure what it is supposed to measure?

53
Q

Content

A

• Do items measure knowledge or skills that comprise the construct?

54
Q

• Criterion-related

A

• How well does test score predict criterion measures?

55
Q

Standardization

Two meanings:

A
  1. Development of norms

2. Controlled procedures

56
Q
  1. Controlled procedures
A
  • Control for extraneous factors

* Explicit instructions & procedures

57
Q
  1. Development of norms
A

• Provide basis for interpreting individual score - give it meaning

58
Q

The Flynn effect: Are We Getting Smarter?

A
  • General IQ scores of population change over time
  • Increase in IQ scores
  • 28 points in US since 1910
  • 28 points in Britain since 1942

Reasons unclear:
• Better nutrition?
• Environment?
• Technological advances?

59
Q

Assessing Intelligence in Non-Western Cultures

• Two main approaches:

A
  1. Use problems not tied to knowledge base of
    culture
    • Reflect ability to analyze stimulus patterns
  2. Create measures tailored to kinds of knowledge valued in particular culture
60
Q

Raven Progressive Matrice

Culture-fair Measurement?

A

• A test that is frequently used to measure fluid intelligence

61
Q

Brain Size and Intelligence

A
  • Brain is locus of intellectual activities
  • Evolution has resulted in increase in brain size
  • Particularly in cerebral cortex & frontal lobes • But among humans
  • Brain size unrelated to intelligence
  • Efficiency may be key
62
Q

Gender differences in neural efficiency, Males:

A

greater information processing

• 6.5 times as much grey matter

63
Q

Gender differences in neural efficiency, Females:

A

greater connectivity

• 10 times amount of white mater

64
Q

Heredity, Environment, and Intelligence

A

• Strong genetic component – no intelligence gene
• Quarter to a third of variability attributed to
shared environmental factors
• Children removed from deprived environment show increase in IQ of 10-12 points

65
Q

Outcome bias

A

• Underestimates true intellectual ability

66
Q

Predictive bias

A
  • Predicts outcome measures for some groups not others

* Tests do appear to have predictive bias

67
Q

Predictive bias occurs if

A

the test successfully predicts criterion measures, such as school or job performance, for some groups but not for others

68
Q

Outcome bias Refers to the

A

extent that a test underestimates a

person’s true intellectual ability

69
Q

Sex Differences in Cognitive Abilities

• Females better on tests of:

A
  • Perceptual speed
  • Verbal fluency
  • Mathematical calculation
  • Fine motor coordination
70
Q

Sex Differences in Cognitive Abilities

• Males better on tests of:

A
  • Spatial tasks
  • Throwing, catching objects
  • Mathematical reasoning
71
Q

Intellectually gifted

A
  • At the top end of the intelligence bell curve, IQs of 130 or higher place them in the top 10% of the population
  • As we might expect from the theories of multiple intelligences
  • Many are enormously talented in one area of mental competence
  • But quite average in other domains
72
Q

Eminence

A
  • Only a small percentage of gifted children attain true eminence in later life
  • Eminence seems to be a special variety of giftedness
73
Q

Three interacting factors for eminence

A
  1. Highly developed mental abilities but also
    • Specific abilities related to one’s chosen field
  2. Creative problem solving
  3. Motivation & dedication
74
Q

The Intellectually Disabled

A 
• 3-5% of population
• Mildly disabled can attend school
• Problems with reading, writing, memory
mathematical computation 
• Often stereotyped
75
Q

The DSM-5

A

• Shifted away from basing these distinctions totally on IQ scores and requires a test of adaptive functioning in addition to IQ

Psychology 105 (9 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions