Chapter 7 Flashcards

1
Q

Defining Intelligence (Wechsler, 1939)

A

Intelligence is a person’s global capacity to act purposely, to think in a rational manner and to deal effectively with his or her environment

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2
Q

Examples of Intelligent Behaviour

A
  • Emotional awareness
  • High score on a test
  • Cognitive (problem solving)
  • Social (navigating conversations)
  • Practical (adapting, working under pressure)
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3
Q

How can you tell if someone is intelligent

A
  • Adapt to their surroundings and understand context
  • Verbal + logical skills; articulate thoughts quickly
  • Creativity + problem solving
  • Emotional intelligence
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4
Q

Correlates of intelligence (Nisbett et al. 2012)

A
  • 40-80% of variability in intelligence scores is due to genetic factors (individuals shape their environment)
  • Environment affects the extent to which individuals achieve their full genetic potential (focused on survival intelligence: education, stimulation, nutrition)
  • 280 genes associated with intellectual disability identified; no single gene associated with normal variation (interact with each other)
  • Breast-feeding seems to be associated with higher IQ among babies born prematurely (improved nutrition & bonding now)
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5
Q

Nisbett et al. variables that are protective

A
  • Breast-feeding seems to be associated with higher IQ among babies born prematurely (higher nutrition and brain development)
  • Higher SES in children adopted from low SES homes (from low SES to high SES homes see an increase in IQ -> more resources, support, etc. (enriched environment and resources))
  • Aerobic exercises in OA (improves blood flow, neurogenesis, cognitive function and brain plasticity)
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6
Q

Theories of intelligence

A
  • Disconnect between psychological science and cognitive abilities and the ways we assess clinically
  • Factor models
  • Hierarchical models
  • Information processing models
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7
Q

Factor Models

A
  • Beyond school (spatial, linguistics)
  • Spearman ‘g’ (general intelligence) and ‘s’ (specific ability)
  • Thurstone
  • Guilford (multidimensional structure with multiple diversities)
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8
Q

Hierarchical models

A
  • Cattell’s fluid versus crystallized intelligence
  • Fluid intelligence is problem-solving and adaptability; declines w age
  • Crystallized intelligence is knowledge and skills accumulated over time; remains stable or even improves over time
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9
Q

Information processing models

A
  • Sternberg’s triarchic theory (rejecting the s factor for multiple abilities instead: analytic, practical, creative intelligence)
  • Gardner’s multiple intelligences (IQ extends beyond academics)
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10
Q

Why asses intelligence

A
  • To identify possible impairments/weaknesses/strengths to know where you thrive, what you need for support, etc.
  • To identify appropriate learning environments that promote success (best fit)
  • To make recommendations for modifying work/home environments to promote function in either environments and provides supports to succeed
  • Great for neurodevelopmental conditions and cognitive abilities, best fit to guide intervention strategies realistically and identify where extra support is needed
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11
Q

Wechsler Scales - WPPSI-IV

A

Designed for children 2.5-7 years old

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12
Q

Wechsler Scales - WISC-V

A
  • Ages 6-16
  • Has space for flexibility (can start at different points depending on age)
  • Visual ability
  • Fluid reasoning
  • Working memory
  • Processing speed
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13
Q

Wechsler Scales - WAIS-IV

A
  • Ages 16 to 90
  • Standard test for adults
  • Block designs
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14
Q

Wechsler Scales - WASI

A
  • Wechsler Abbreviated Scale for intelligence
  • Subtests for WAIS-IV
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15
Q

Standard Scores for Wechsler Scales

A
  • Mean of 100 and standard deviation of 15
  • Scores help identify cogn. strengths and weaknesses for diagnostic and intervention purposes
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16
Q

Wechsler Scale Indexes

A
  • Verbal Comprehension (measures verbal knowledge, reasoning and expression)
  • Perceptual Reasoning (Assesses nonverbal reasoning, problem-solving, and visual spatial skills)
  • Working Memory (Evaluate attention, concentration and mental manipulation of information)
  • Processing speed (measures ability to quickly and accurately process simple visual info)
17
Q

Full Scale IQ

A

Tries to eliminate bias (although cannot achieve 100% elimination) assesses mental acuity, speed of processing and abilities, verbal abilities and comprehension, etc.

18
Q

Verbal IQ

A
  • Verbal Comp Index: Vocabulary, Similarities, information, comprehension (What can you understand from language pov)
  • Working Memory Index: Arithmetic, Digital Span, Letter-number Sequencing (what you hold in memory)
  • Can be impacted by culture
19
Q

Performance IQ

A
  • Perceptual Organization Index: Picture completion, block design, matrix reasoning (how do we see things and process them in our mind)
  • Processing Speed Index: Coding, symbol search, cancellation (how fast we process)
  • Can be impacted by poor fine motor skills
20
Q

Wechsler Test Index Scores

A
  • Verbal Comprehension (reasoning, expression, knowledge)
  • Visual Spatial (Nonverbal reasoning, problem solving, visuospatial skills)
  • Fluid Reasoning
  • Working Memory (attention, concentration, mental manipulation of digits)
  • Processing Speed (quickly and accurately process simple info)
21
Q

Verbal Comprehension

A
  • Similarities
  • Vocabulary
  • Information
  • Comprehension
22
Q

Visual Spatial

A
  • Block Design
  • Visual Puzzles (looking at shapes and putting them together)
23
Q

Fluid Reasoning

A
  • Matrix reasoning
  • Figure weights
  • Picture concepts
  • Arithmetic
24
Q

Working Memory

A
  • Digit Span
  • Picture Span
  • Letter-Number Sequencing
25
Q

Processing Speed

A
  • Coding
  • Symbol Search
  • Cancellation
26
Q

Wechsler Scales

A
  • Mean avg score is in the middle
  • The blue zone is the average category (68% of ppl are in this zone), then you havre the low/high avg (14%), very low/high avg (2%) and the extremely low/high avg (0.1%)
  • Add percentile to know in what percentile you are in
  • Normal distribution
  • Someone with a 25th percentile would be at 90%, meaning they scored better than 25% of ppl but worse than 75% of ppl
27
Q

Stanford-Binet Intelligence Scale

A
  • Oldest IQ test developed in 20th C
  • Includes fluid reasoning, knowledge, visuospatial, visual memory and quantitative reasoning
28
Q

Kaufman Assessment Battery for Children

A
  • Ages 3-18
  • Problem solving and info processing skills
29
Q

Kaufman Adolescent and Adult Intelligence Test

A
  • Ages 11-85
  • Crystallized and fluid intelligence
  • Problem solving and adaptability
  • Used more in neuropsych assessment
30
Q

Wechsler Memory Scale

A
  • Assesses memory for neuropsych tests (16-90 y/os) when checking for cognitive impairments and functioning, dementia, strokes, TBI, damage by accidents
  • Helps evaluate safety/functioning
  • Helps guide treatment plans at work, school, home, etc. (relevant to daily life)
  • Assesses immediate and delayed memory (see what is impaired)
  • Compare to the norm of others and their norm
  • Helps visual and verbal memory (images and word recall, instructions)
  • Multitasking, adaptability, cognitive abilities, flexibility and others needed for real life tasks
31
Q

Wechsler Individual Achievement Test

A
  • Assesses spelling, reading comp, math, verbal comp, phonological processing (fake and real word pronunciation rather than memorization)
  • More commonly used in school and clinical settings for children and teens
32
Q

What factors other than intelligence are likely to impact academic achievement

A
  • Academic strengths and weaknesses
  • Identify learning disabilities, dyslexia, etc.
  • Supports learning intervention
  • SES (access to resources), parent education, financial stability, attitude towards learning/motivation ie. effort and mindset, instructional methods, teaching quality, peer influences, environment and teachers, emotional factors, etc.
33
Q

Difference between WISC and WAIS Tests

A
  • Both tests measure cognitive functioning and have subtests including similarities, vocabulary, block design, matrix reasoning, digit span, coding, visual puzzles, and symbol search
  • The WISC is for children aged 6-16 and includes additional subtests picture span and figure weights
  • The WIAS is for adults 16-90 and includes additional subtests arithmetic and letter-number sequencing
34
Q

WISC Similarities and Vocab

A
  • Measures verbal reasoning and understanding
  • Similarities measures categorization, language and reasoning (in what ways are an orange and an apple alike? In what ways are spring and winter alike?)
  • Vocabulary measures ability to provide clear and concise definitions (what is kitchen? what are gloves?)
35
Q

WISC Matrix Reasoning

A

Measures visual abilities (look at grid with 4 pictures, one is blank, pick best one based on pattern going across)

36
Q

WISC: Visual Puzzles

A

Measures Visual Spatial skills (pick 3 different shapes that make the shape presented in picture without overlapping)

37
Q

WISC: Coding

A
  • Measures processing speed, fine motor coordination and working memory
  • Low scores may show attention difficulties
  • High scores may show strong verbal comprehension and efficiency
38
Q

WISC: Symbol Search

A
  • Measures visual scanning, attention and concentration, and processing speed