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Dev Psych 3 > Chapter 8 - Intelligence > Flashcards

Chapter 8 - Intelligence Flashcards

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1
Q

What are the 3 things most people suggest about intelligence?

A

Verbal ability

Practical problem solving

Social Competence

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2
Q

Why do we change the definition of intelligence sometimes?

A

Because description of intelligent behaviors can change with age.

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3
Q

What does adaptation have to do with intelligence?

A

Adaptation suggests our capacity to learn and acquire new information and apply it

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4
Q

Who is the “father of intelligence testing?”

A

Alfred Binet

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5
Q

Why was the IQ test created?

A

To identify kids who were not benefitting from regular classroom environments.

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6
Q

The IQ test measured the average age of intelligence and predicted what?

A

How well children might perform in the future.

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7
Q

What is Factor Analysis? What’s an example?

A

Statistical procedure to help identify cluster of items.

This means that test takers who do well in one cluster is likely to do well on others.

ex) verbal analogy items and comprehension correlate highly to form “verbal ability”

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8
Q

What is General Intelligence “g” and “s”?

A

General underlying intelligence. Spearman found that all test items examined correlated with each other… so g influenced each of them. He regarded g to reflect abstract reasoning capacity.

vs

”s”
Specific factors that break up the clusters

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9
Q

What is Crystallized intelligence? Example?

A

Accumulated knowledge and experience - Mastery of social customs, abilities acquired because it’s valued by the culture

ex) our culture sends kids to school to read and write - so vocabulary would be a good measure of crystallization
* Think of calcium accumulating on the bottom of the tea kettle - it has crystallized.

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10
Q

What is Fluid intelligence and example.

A

Ability to process basic information-processing skills , capacity to use WM, and solve problems in unfamiliar situations

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11
Q

What is Componential Analysis and what does it combine? Example?

A

Combine psychometrics (measures mental abilities) and processing speed to look for correlation between the performance and output.

ex) capacity of our WM correlates with scores of Fluid intelligence and reasoning measures because our WM holds information and acquires new information and use it quickly to solve the problem - this is the output.

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12
Q

What are the 3 types of intelligence in Sternburg’s Triarchic Theory?

Why is it difficult to measure intelligence when looking at this theory?

A
  1. Analytical - information processing components: apply strategies, acquire knowledge, self-regulation.

Some children in tribal villages may have difficulties scoring high because they may not have “school knowledge” but will kick ass in out of school situations.

  1. Creative - solving novel problems (creating useful strategies to solve new problems)
  2. Practical - intelligence is practical, goal-orientated activity that adapts to environments; cultural differences is not being measured as an intelligence test.

Emphasizes complexity and limitations of intelligence. It is difficult to measure intelligence sometimes because what we learn in school is important but there are other things like motivation and social skills related to “Practical” that is not being measured. Therefore, test scores may not be the best measure of intelligence- Minorities may be more practical, but their intelligence may not show in test scores.

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13
Q

What are the 8 Independent and distinct intelligences according to Gardner’s Multiple Intelligence theory?

What did Gardner dismiss?

A
  1. Linguistic- sensitivity to sounds, meaning of words, functions of language
  2. Logico-Mathmatical - ability to handle logical and numerical patters
  3. Music - ability to produce and appreciate pitch and melody
  4. Spatial - accurately perceive visuo-spatial word ; re-create it mentally
  5. Bodily- kinesthetic- uses body to express self and/or goal directed way and skillfully manipulate objects
  6. Naturalist - ability to recognize and classify animals and plants
  7. Interpersonal - ability to detect and respond appropriately to moods and intentions and temperament of others
  8. Intrapersonal - self awareness - ability to deal with and discriminate our feelings and guide our behavior

Clearly, Gardner believed intelligence was measured independently, and not through general “g” intelligence.

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14
Q

What is Componential Analysis and what does it combine? Example?

A

Combine psychometrics (measures mental abilities) and processing speed. Looking for correlation between the performance and output.

ex) capacity of our WM correlates with scores of Fluid intelligence and reasoning measures because our WM holds information and acquires new information and use it quickly to solve the problem - this is the output.

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15
Q

What are the 3 types of intelligence in Sternburg’s Triarchic Theory?

Why is it difficult to measure intelligence when looking at this theory?

A
  1. Analytical - information processing component (analyze)
  2. Creative - solving novel problems (creating useful strategies to solve new problems)
  3. Practical - practicing skills in everyday situations - this is not being measured as an intelligence test.

Emphasizes complexity and limitations of intelligence. It is difficult to measure intelligence sometimes because what we learn in school is important but there are other things like motivation and social skills related to “Practical” that is not being measured. Therefore, test scores may not be the best measure of intelligence- Minorities may be more practical, but their intelligence may not show in test scores.

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16
Q

What are the 8 Independent and distinct intelligences according to Gardner’s Multiple Intelligence theory?

A
  1. Linguistic- sensitivity to sounds, meaning of words, functions of language
  2. Logico-Mathmatical - ability to handle logical and numerical patters
  3. Music - ability to produce and appreciate pitch and melody
  4. Spatial - accurately perceive visuo-spatial word ; re-create it mentally
  5. Bodily- kinesthetic- uses body to express self and/or goal directed way and skillfully manipulate objects
  6. Naturalist - ability to recognize and classify animals and plants
  7. Interpersonal - ability to detect and respond appropriately to moods and intentions and temperament of others
  8. Intrapersonal - self awareness - ability to deal with and discriminate our feelings and guide our behavior
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17
Q

Why do critics question Gardner’s theory?

A

They question the independence, as some may aid each other.

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18
Q

What are some examples of Emotional Intelligence?

A

Social skills
Communication
Adaptation to emotional information
Facilitation and regulation of feelings

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19
Q

What is Positively associated with EI?

A

Empathy
Pro-social
Cooperation
Leadership

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20
Q

What is Negatively associated with EI?

A

Co-dependencies
Depression
Aggression

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21
Q

Aptitude tests are what?

A

Measures individuals potential to learn a specialized activity.

SAT and ACT may predict how well we do in college.

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22
Q

T or F? IQ tests are relatively good measures of prediction of future performance.

A

True. Research shows a link between leadership rating and IQ scores.

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23
Q

What does Infant test - Bayley Scales measure?

What is it used for?

A

Cognitive (Objects), motor skills, language (following directions).

Used to screen at-risk infants who may not be developing normally.

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24
Q

Which measure of intelligence is more difficult to administer: Group or Individual?

A

Individual tests require more training and experience to administer.

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25
Q

What are the 2 Individual tests?

A

Binet - first IQ test

Wechsler - Most widely used and measures more than verbal aspects

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26
Q

What is Stability of Scores?

A

Stability refers to how effectively IQ at one age will predict itself in another age. Basically, will a 3 year old have the same score in high school?

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27
Q

Aptitude tests are what?

A

Measures how well we will do in the future in that field. SAT and ACT may predict how well we do in college.

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28
Q

Achievement tests?

A 
Class tests - Specific. 
ex) The tests we take in class is achievement test to measure mastery of material in the class.
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29
Q

What does Infant test - Bayley Scales measure?

What is it used for?

A

Objects, motor skills, language.

Used to screen at-risk infants who may not be developing normally.

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30
Q

What type of differences do we see between the tests?

A

Differences are not clear-cut. It overlaps. It just shows intelligence in terms of broadest to narrow.

31
Q

How is the IQ test computed and how do we use the distribution of means?

A

The large representative sample interprets the mean score (100).

32
Q

What is Stability of Scores?

A

How good are the scores that show how they will perform later.

33
Q

In addition to “g” why was crystallized and fluid intelligence measured?

A

They proposed a hierarchical approach, where “g” is the highest level, and there are subtests, which can be totaled to equal “g.” Crystallized and Fluid intelligence tests are 2 factors to measure intelligence.

34
Q

What do cultural biases say about crystallized and fluid intelligence measurements?

A

Cultures value different things, so one may not do well in 1 test.

35
Q

According to Carroll, how is his hierarchical structured?

A

His 3-stratum theory of intelligence elaborates Spearman, Thurstone, ,and Cattell’s models. “g” is on top tier, 2nd tier is broad abilities (basic biological componenets), and 3rd is narrow abilities is the behaviors displayed from 2nd tier.

36
Q

A savant displays outstanding strength alongside some deficits.. whose theory would this support most?

A

Gardner’s independent theory of multiple intelligences.

37
Q

How does Gardner’s multiple intelligence theory connect to Core Knowledge Perspective?

A

He accepts the existence of innately specified core domains of thought. As children respond to demands of their culture, they transform those intelligences to fit activities they are called on to perform.

38
Q

Which is less culturally biased? Why?

Crystallized or Fluid intelligence tests?

A

Fluid intelligence, because it is not fact-based or culturally loaded like Crystallized intelligence. Fluid reasoning will measure visual-spatial and WM abilities.

39
Q

Which IQ test is less culturally biased. Why?

A

Weschler Intelligence Scale for children. It only has 1 crystallized component, and the other 3 is fluid.

40
Q

What is the best measure of infant intelligence?

A

Habituation and Recovery to visual stimuli

41
Q

How are intelligence tests scored?

A

Through computing an intelligence quotient - indicates how much the raw score (# of passed items) deviates from the typical score of same age individuals.

42
Q

What is Correlational Stability?

What are the generalizations about IQ?

A

To measure stability of IQ is to correlate scores obtained at different ages.
ex) Clementine obtained a 120 IQ score at 7 years old. She is gifted. Will she obtain the same gifted score in college, when compared to other agemates?

Generalizations about correlations:
1. The older the child at the time of first testing, the better the prediction. After age 6, better correlation scores.

  1. The closer in time the tests are, the stronger the relationship of scores.
43
Q

What is Stability of Absolute scores?

What do the scores show?

A

Examination of child’s IQ score over repeated testing.

Longitudinal studies show a shift in about 10-20 points throughout their lives.

44
Q

What does environmental cumulative deficit hypothesis mean?

A

Underprivileged children continue to live in these environments through their lives- leading to cognitive deficits.

45
Q

Which is less culturally biased? Why?
Crystallized or Fluid intelligence tests?

Which predicts more successful academic success?

A

Fluid intelligence, because it is not fact-based or culturally loaded like Crystallized intelligence. Fluid reasoning will measure visual-spatial and WM abilities.

Crystallized intelligence predicts academic success.

46
Q

What is Stability of Absolute scores?

What do the scores show?

A

Examination of child’s IQ score over repeated testing.

Longitudinal studies show a shift in about 10-20 points throughout their lives - due to changes such as illnesses, divorce, death in family; etc.

47
Q

At what age is there a moderate correlation with adult education attainment?

A

As early as 7 years old.

48
Q

Why does IQ predict scholastic performance?

Why would some disagree the IQ has to do with performance?

A

It could depend on the same abstract reasoning processes the underlie “g”. -IQ correlates best in abstract subjects such as english, math, and science.

Again, some disagree saying the IQ tests are culturally specific.

49
Q

Describe how the following shows IQ as a predictor:

Academic performance
Occupational Attainment
Psychological Adjustment

A

Academic performance - better grades = attend college

Emotional attainment - hold successful and prestige positions and income

Psychology- mental, emotional, social adjustment is better

50
Q

Describe how the following shows IQ as a predictor:

Academic performance
Occupational Attainment
Psychological Adjustment

A

Academic performance - better grades = attend college

Occupational attainment - hold successful and prestige positions and income

Psychology- mental, emotional, social adjustment is better

ex) children who score high in emotional problems and low on IQ scores in early/middle childhood correlates to adult mischief.

51
Q

What does SES measure? Why would this effect minorities?

A

SES measures:

1) years of education
2) prestige of job
3) income

Minorities are overrepresented in lower SES.

52
Q

What does SES measure? Why would this effect minorities?

A

SES measures:

1) years of education
2) prestige of job
3) income

Minorities are overrepresented in lower SES. Also, factors associated with environment keeps children from attaining their genetic potential.

53
Q

What does heredity have to do with IQ scores?

What type of studies were done to back up heredity?

A

Jensen believed IQ could not be boosted because we are inherently smart or not.

Kinship studies show a correlation of IQ scores depending how the relationship to one another. For example, twins reared together had 90% correlation in IQ. However, environment is also a factor when looking at those reared together and apart.

54
Q

Why would there be disparities between ethnicities in IQ scores?

A

Cultural bias in testing may measure knowledge and skills some groups may not have.

55
Q

What kind of information do researchers gather?

A

Researchers gather 2 things:

1) correlational IQ information of adopted children to their bio and adoptive parents.
2) changes in IQ as a result of growing up in advantaged adoptive families for evidence of environmental.

56
Q

What do adoption studies show?

A

Children show more similarities in IQ scores to their bio mom than adoptive moms.

57
Q

Describe Flynn Effect.

A

IQ steadily increases from one generation to the next.

Although, the sample tested does better for fluid activities (showing genetically based), the Flynn effect shows evironmental

58
Q

Describe Flynn Effect.

A

IQ steadily increases from one generation to the next.

Although, the sample tested does better for fluid activities (showing genetically based), the Flynn effect shows environmental effect, as improved education, health, and tech innovations seems to have contributed to better reasoning ability.

59
Q

Why would there is cultural bias in testing?

A

Cultures differ in:

  • Communication styles - black families tend to ask questions differently to their children.
  • Culture-specific content (maybe some children don’t play with block games, therefore may not be able to solve mental representational problems).
  • Stereotypes - children become increasingly aware and devalue themselves from achievement.
60
Q

What do defenders of cultural bias say?

A

That tests are intended to represent success in the common culture

61
Q

Why would the NCLB high stakes testing hurt students?

A

It identifies passing and failing schools. This in turn leads parents to segregate their children from others. This leads to issues with funding for schools. This makes schools focus just on how to pass the standardized tests, which takes away from true learning of materials. The kids get demotivated from fear.

62
Q

What does Shared and Nonshared environmental influences refer to?

A

Home influences that are divided,

+Shared (general environment affects children) -parental models, beliefs, toys in the home; etc)- Similarly affects all siblings

-Non-shared (any of the influences that make siblings different, parents may treat each one different, birth order) - Makes siblings different from one another

63
Q

How does HOME (high-quality home life in infancy and toddlerhood) affect IQ scores?

A

Both HOME scores and environment predict IQ scores. The HOME scores itself may be a reflection of the higher IQ of parents themselves.

64
Q

An example of early intervention is Head Start. What is Head Start and how does it benefit children?

A

Headstart program provides children a year or 2 of preschool, along with nutritional and health advice to parents. It encourages parental involvement.

65
Q

What are the long term benefits of early intervention?

A

Higher IQ
Less special ed
More HS and college
Lower drug and pregnancy

66
Q

Why does academic test-scores start falling by the end of first grade for those who attended Head Start?

A

Most of the children enrolled are from poverty stricken areas… because of this, their future is not as stable due to unstable parents and schools.

67
Q

What kind of early intervention is there, and how can it help children and parents?

A

Early Head Start.

  • reach kids early
  • well educated teachers
  • small classes
  • offer intensive intervention
  • emphasize parent involvement, education and support
  • focus on whole child - psycho, emotional, social; etc
68
Q

How is Creativity defined?

A

Ability to produce original work that is useful.

69
Q

What does Head Start REDI program do?

A

Strengthens school readiness for poor children by focusing on skills that enable children to participate in classroom settings: reading, focus attention; etc.

70
Q

Why are tests of divergent thinking known as Psychometric approach to creativity?

Why do critics think these measures suck?

A

Because they permit scores to be compared to performance of standardized samples.

Critics believe these divergent thinking measures suck in predicting creative accomplishments in everyday life because it says nothing about personality, motivation, or environment that foster creative potential.

71
Q

Why are convergent tests better at predicting creativity?

A

It is believed that many elements such as cognitive, personality, and motivation, is necessary for creativity to occur.

72
Q

Explain the 3 Multi-faceted view (divergent and convergent) of creativity.

A

+Cognitive - Combining both divergent and convergent thinking for creativity.

+Personality - creative ppl possess innovative ways of thinking… patience to persevere and explore ambiguity.

+Motivational - task focused or goal focused. motivated to meet high standard of task at hand… goal focused is about rewards. studies show that kids working for just rewards don’t do as well and is less creative

+Environmental - parents tend to be more warm and sensitive in developing the children’s

73
Q

What does Factor Analysis determine?

A

Whether intelligence is a single trait or assortment of abilities. Crystallized vs. Fluid. or (independent).

Dev Psych 3 (3 decks)

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