Chapter 7 Flashcards
Intelligence
The ability to learn from experience, solve problems, and to use knowledge to adapt; sometimes referred to as cognitive ability
General intelligence
- Charles spearman
- references as g
- basis of intelligent behavior, applies across all mental activities
- factor analysis
Factor analysis
- a statistical technique that measures correlations between variables
- used by charles spearman in general intelligence
- people who score well in one area typically score above average in others
Multiple intelligences
- 3 groupings
- Crystallized and fluid intelligence
- Howard Gardner (8)
- Robert Sternberg’s (3)
Crystallized intelligence
- our accumulated knowledge and verbal skills (education and experience)
- increase with age
Fluid intelligence
- our ability to solve/reason/strategize
- decreases with age, esp during 30-70, rapidly after
GMIT
- Gardner’s multiple intelligence theory
- aka multiple intelligence theory or theory of multiple intelligences
- 8 distinct intelligences
- individual have every type to different degrees
- Criticism: how do we test?
Robert Sternberg
- 3 intelligences
- Analytical: aka Academic problem solving
- Creative: demonstrated by the ability to adapt to new situations and generate innovative ideas
- Practical: required for everyday tasks that may be poorly defined or have multiple solutions
Social intelligence
- our level of understanding how to navigate social situations (relationships and environments)
Emotional intelligence
- critical part of social intelligence
- the ability to perceive, understand, manage, and use emotions
- self and socially aware, sense changes in themselves and deal
- know what to say to others (empathy)
Types of tests
Intelligence test
Achievement test
Aptitude test
Intelligence test
- Assesses ability with age and compares it with other people, using numerical scores
- Ex: The WAIS (Wechsler Adult Intelligence Scale)
Achievement test
- Asses what a person has learned in a given subject/area
- Ex: Driver’s test (written), AP psych exam
Aptitude test
- Test designed to predict your ability/capacity to learn (future performance)
- Ex: Driver’s test (road), college entrance exam such as SAT or ACT
Alfred Binet
- Mental age - typical level of performance associated with a chronological age
- Binet believed his test did not measure inborn ‘intelligence’ (as a scale measured weight) - it was simply a way to see who was ahead and who was behind
Lewis Terman
- Tried to use Binet’s test on California schoolchildren… with terrible results
- Terman revised the test, establishing new age norms. He also extended the upper end to include teens and adults
- Because he works at Stanford University he renamed the test the Stanford-Binet
William Stern
- Derived the term intelligence quotient IQ; mental age divided by chronological age (*100)
Ma/Ca *100
David Wechsler
- Developed the most widely used individual intelligence test - Wechsler Adult Intelligence Scale (WAIS)
- Broke down intelligence into categories, made it possible to pinpoint potential learning disabilities
- Also developed the WISC for children for ages 6-16 which is currently in version V 2024
Extremes of intelligence
- IQ scores are often used to identify students for educational services
- One way to view the validity of any test is to compare people who score at the two extremes of the normal curve
- That a large majority of people will have an IQ near 100 (ranging from 85 to 115)
Cohort
- Cohort - groups with similar characteristics
Ex: Grew up in similar times, similar places, or similar situations; 12th graders vs 9th graders
Growth Mindset
Intelligence is malleable (based on/fostered by factors such as experiences, nutrition, poverty)
Fixed Mindset
Intelligence is fixes from birth (as are talents, traits, etc.)
Stereotype threat
a self-confirming concern that one will be evaluated based on negative stereotype (such as ethnicity, age, gender)
i. It is only ‘activated’ when the particular stereotype is pointed out
Standardization
having uniform testing procedures and meaningful scores (scores are baselines on performance of a pretested representative sample)
i. Scores/results typically form a normal curve (bell curve)
ii. For intelligence tests, the average is given a score of 100
The Flynn Effect
Performance on intelligence tests has been increasing steadily over the past century - worldwide (abt 3 points per decade)
i. Since the gene pool has remained stable, it suggests that environmental factors such as nutrition, education, and even television play a role in intelligence
ii. This supports the need to re-standardized occasionally
Reliability
The extent to which a test yields consistent/repeated results
i. To check this, researchers test people many times using split-half, alternate forms, and/or retesting
ii. The higher the correlation between the scores, the higher the test’s reliability
Validity
i. The extent to which a test correctly measures what it is supposed to\
i. Ex: Using an inaccurate tape measure gives reliable but not valid results
- Content/Construct validity
- Predictive Validity
Content/Construct validity
measures pertinent behavior/information
i. Ex: A math only test would not have acceptable content validity as an ‘intelligence’ test
ii. Driving test? Written - no, driving - yes
Predictive Validity
predicts behavior it is intending to predicts (aptitude test)
