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PSYO 2090 > Chapter 8: Intelligence > Flashcards

Chapter 8: Intelligence Flashcards

1
Q

what is intelligence?

A

ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience

  • not merely book learning, a narrow academic skill, or test-taking smarts
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2
Q

what is verbal ability

A

ability to speak clearly and articulately

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3
Q

what is Gardner’s Theory of Multiple Intelligences

A
  • Draws upon research in child development, brain-damaged adults, and exceptionally talented
  • proposes 9 intelligences
  • Gardner believes that schools should foster all intelligences and be aware of each individual’s profile of intelligences
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4
Q

what are 9 intelligences in Gardner’s Theory

A 
linguistic
logical-mathematical
spatial
musical
bodily- kinaesthetic
interpersonal
intrapersonal
naturalistic
existential
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5
Q

linguistic intelligence

Gardner’s Theory multiple intelligences

A
  • knowing the meanings of words
  • having the ability to use words to understand new ideas
  • using language to convey ideas to others
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6
Q

logical mathematical intelligence

Gardner’s Theory multiple intelligences

A
  • understanding relations that exist among objects, actions and ideas
  • the logical or mathematical operations that can be performed on them
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7
Q

spatial intelligence

Gardner’s Theory multiple intelligences

A

perceiving objects accurately and imagining in the “mind eye” the appearance of an object before and after it has been transformed

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8
Q

musical intelligence

Gardner’s Theory multiple intelligences

A

comprehending and producing sounds varying in pitch, rhythm and emotional tone

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9
Q

bodily-kinesthetic intelligence

Gardner’s Theory multiple intelligences

A

using one’s body in highly differentiated ways

  • such as dancers, craftspeople, athletes
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10
Q

interpersonal intelligence

Gardner’s Theory multiple intelligences

A

identifying different feelings, moods, motivations and intentions in others

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11
Q

intrapersonal intelligence

Gardner’s Theory multiple intelligences

A

understanding one’s emotions and knowing one’s strengths and weaknesses

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12
Q

naturalistic intelligence

Gardner’s Theory multiple intelligences

A

understanding the natural world, distinguishing natural objects from artifacts, grouping and labeling natural phenomena

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13
Q

existential intelligence

Gardner’s Theory multiple intelligences

A

considering “ultimate” issues

  • such as the purpose of life and nature of death
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14
Q

what is emotional intelligence (EI)

A

ability to use one’s own and others’ emotions effectively for solving problems and living happily

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15
Q

Sternberg’s Theory of Successful Intelligence states that

A

Successful intelligence involves using one’s abilities to skillfully achieve personal goals
(goals can be short/long term)

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16
Q

3 abilities involved in Sternberg’s Theory of Successful Intelligence

A

analytic ability
creative ability
practical ability

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17
Q

analytic ability

Sternberg’s Theory of Successful Intelligence

A

analyzing problems and generating different solutions

  • Want to download songs to iPod but not working, analytical intelligence when she considers possible causes of the problem, thinks of solutions (surf internet for explanation, ask sibling for help)
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18
Q

creative ability

Sternberg’s Theory of Successful Intelligence

A

dealing adaptively with novel situations and problems

  • Discovers iPod is broken as she is ready to leave for trip, lacking time and money (to buy new one), she show creative intelligence in dealing successfully with novel goal- finding another enjoyable activity to do in pass time on long drive
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19
Q

practical ability

Sternberg’s Theory of Successful Intelligence

A

knowing what solution or plan will actually work

  • she realizes going on internet for way to fix iPod is only real choice, because parents would not approve of many sings she likes that they would learn if they helped her, and doesn’t want sibling to know she is downloading them
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20
Q

what are psychometricians?

A

Psychometricians use patterns of test performance as starting point to answer questions, psychologists who specialize in measuring psychological characteristics (intelligence/personality)

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21
Q

3 famous psychometricians

A

spearman
thurstone
carroll

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22
Q

what did spearman do

A

test scores provide a measure of general intelligence (g)

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23
Q

what did Thurstone do

A

argued for specific intelligences (e.g. word comprehension)

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24
Q

why is Carroll famous

A

Hierarchical theories such as Carroll’s are a compromise between general and specific theories of intelligence

  • 3 levels in hierarchical theory (general intelligence at top)
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25
Q

fluid VS crystallized intelligence

A

Fluid Intelligence: is ability to perceive relations among stimuli

Crystallized intelligence: knowledge and skills accumulated within one’s culture

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26
Q

CHC theory of multiple intelligences

A
  • Raymond Cattell, John Horn, John Carroll
  • multiple factor view of intelligence
  • originally 7 CHC factors, now 16
  • broad/narrow abilities
  • measure of general intelligence (g)
  • theory/research-based
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27
Q

Importance of Binet-Simon Scales of Intelligence

A
  • stimulated the development of clinical psychology in the US and elsewhere
  • Demonstrated feasibility of mental measurement and led to development of other tests
  • Public acceptance of testing and confirmed relevance for education, industry, military and general society
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28
Q

how did Binet test intelligence

A

used MENTAL AGE to distinguish “bright” and “dull” children

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29
Q

what is mental age based on

A

difficulty of the problems that children could solve correctly

  • bright child= MA of older child
  • dull child= MA of younger child
  • bright children did better in school than dull children, led to first standardized test of intelligence
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30
Q

what is the Bayley Scales of Infant and Toddler Development (Bayley III)

A

Designed for 1-42 months

consists of 5 scales

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31
Q

what is IQ

A

intelligence quotient

  • ratio of mental age to chronological age, multiplied by 100

MA/CA X100

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32
Q

average IQ

A

100

  • SD= 15
  • when mental age is same as chronological age
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33
Q

How to test infants intelligence

A

Use Bayley Scales of Infant development

  • Standford-Binet and WISC-IV cannot be used to test infant intelligence
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34
Q

are intelligence test stable over time?

A
  • Infant tests do not reliably predict IQ in later childhood, adolescence or adulthood
  • Longer the test-retest interval the lower the correlation
  • Most changes are found on performance subtests and timed subtests
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35
Q

IQ scores obtained after age ___ are better predictors of later scores

A

AGE 6

  • harder to make comparisons at early ages
  • cant test the same way, hard to know if testing the same thing
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36
Q

what is the Bayley Scales of Infant and Toddler Development (Bayley III)

A

Designed for 1-42 months

consists of 5 scales

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37
Q

5 scales of the Bayley III

A

1) Adaptive behaviour: communication, self-care, self-direction
2) Cognitive: visual preference, attention, memory, sensorimotor, exploration/manipulation, concept formation
3) Language: receptive and expressive language subtest
4) motor: fine motor and gross motor subtests
5) social-emotional: communicating needs, self-regulation using emotional signals

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38
Q

what do scores of intelligence tests in infants predict?

A
  • not until 18-24 months do infant IQ scores predict later IQ scores
  • Results of infant test can identify children whose development is at risk (for cognitive disabilities, problems at school…)
  • reasonable predictors of success in school and the workplace, particularly for more complex jobs
  • Measures of self-discipline are better predictors of school success
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39
Q

what is dynamic testing

A

measures child’s learning potential by having the child learn something new in the presence of the examiner and with the examiners help

  • Measures new achievement (rather than past achievement)
  • Based on Vygotskys ideas of zone of proximal development and scaffolding
40
Q

IQ scores based on heredity and environmental factors

A
  • effects of heredity shown in family studies
  • Heredity influences patterns of intellectual development
  • Effects of environment shown in studies of home environments (child with high test scores come from well-organized homes)
  • Increase in IQ scores over time (Flynn effect) and after intervention programs shows the impact of environment on intelligence
  • must complete with peers
  • increase IQ scores due to nutrition, better prenatal care
41
Q

correlation of IQ scores with family members

A

Developmental profiles for IQ are more alike for identical twins than for fraternal twins

(if one identical twin gets higher IQ scores with age, the other twin will also)—not always the case with fraternal twins

42
Q

7 Measurement factors (Sattler)

A

(Input)

1) Innate factors: general/specific inherited ability
2) background: cultural/ethnic, formal/informal training, experience with similar tests, general health

(intervening variables)

3) personality: achievement motivation, interest in test, anxiety level
4) assessment situation: perceived importance of the test, moral of examinee, physical condition of the examinee, environmental inflences, examiner influences
5) test demands: specific abilities required, speed of response required, misleading items
6) random variation: guessing, clerical errors

(output)
7) test score

43
Q

7 strengths of intelligence tests

A

1) predict success in wider variety of human endeavor (school/work)
2) reveal talents and improve educational opportunities for gifted children
3) provide standardized ways of comparing child’s performance with child of similar age
4) provide profile of cognitive strengths/weaknesses
5) predictors of scholastic achievement
6) measure effects of changes associated with special programs, treatments, training and recovery from illness
7) variable tools in working with children with disabilities

44
Q

7 limitations of intelligence tests

A

1) ** provide limited understanding of intelligence
2) used to classify children into sterotyped categories (limit freedom to choose fields/course of study)
3) Knowledge of IQ may inhibit children’s level of aspiration and affect their self-concept
4) doesnt measure processes underlying childs response (doesnt measure why got wrong, or how came up with response)
5) misused as measures of innate capacity
6) limited value in predicting non-test and non-academic intellectual activity
7) fail to give credit for unconventional, original, or novel responses

45
Q

what are culture-fair intelligence tests?

A

test items based on experiences common to many cultures

  • reduce the differences but dont eliminate them
46
Q

what is a stereotype threat?

A

knowledge of stereotypes leads to anxiety and reduced performance

47
Q

culture bias in intelligence testing

A

Intelligence test are “measures of the ability to function intellectually by virtue of knowledge and skills in the culture of which they sample”

  • It is the individual’s exposure to the test’s underlying cultural content that affects performance on these tests
48
Q

what are gifted children

A

traditionally refers to someone with scores on intelligence tests of at least 130

  • Exceptional talent in assortment of areas: art, music, creative writing, dance (etc)
  • Exceptional talent must be nurtured, without encouragement/support from parents and stimulating and challenging mentors, a youngsters talent will wither
49
Q

what is divergent thinking

A

aim is not to find correct answer, instead novel and unusual lines of thought

  • Often measured by asking children to produce many ideas in response to specific stimulus
  • Creativity can be encouraged by encouraging children to take risks with ideas and think of alternatives
50
Q

gifted children are often more…

A

mature and have fewer emotional problems

51
Q

intelligence is associated with ____

A

convergent thinking

52
Q

what is convergent thinking

A

using information to determine standard, correct answer

53
Q

what is adaptive functioning

A

how effectively individuals cope with ordinary life demands and how capable they are of living independently

54
Q

what is divergent thinking

A

aim is not to find correct answer, instead novel and unusual lines of thought

  • Often measured by asking children to produce many ideas in response to specific stimulus
  • Creativity can be encouraged by encouraging children to take risks with ideas and think of alternatives
55
Q

what is an intellectual disability

A

substantial limitations in intellectual ability, as well as problems adaptive to an environment, with both emerging before 18 years of age

56
Q

DSM 5 diagnositic criteria of intellectual disability

A
  • Deficits in intellectual functioning
  • Concurrent deficits or impairments in adaptive functioning
  • Below-average intellectual and adaptive abilities must be evident prior to age 18 (developmental disability)

prior to DSM5 was called mental retardation

57
Q

Modern explanations that pinpoint 4 factors that place individuals at risk for intellectual disability:

A

1) biomedical factors: chromosomal disorders, malnutrition, traumatic brain injury
2) social factors: poverty, impaired parent-child interactions
3) Behavioural factors: child neglect, domestic violence
4) educational factors: impaired parenting, inadequate special education factors

** risk for intellectual disability grows as more of these are present

58
Q

prevalence of intellectual disability

A
  • Approx. 1-3% of population (depending on cutoff)
  • Twice as many males as females among those with mild cases
  • More prevalent among children of lower SES and children from minority groups, especially for mild cases
  • More severe levels – identified almost equally in different racial and economic groups
59
Q

biomedical risk factors for ID during prenatal/perinatal/postnatal

A

PRE: chromosomal disorders, single-gene disorders, syndromes, metabolic disorders, cerebral dysgensis, maternal illness, parental age

PERI: prematurity, birth injury, neonatal disorders

POST: traumatic brain injury, malnutrition, meningoencephalitis, seizure disorders, degenerative disorders

60
Q

social risk factors for ID during prenatal/perinatal/postnatal

A

PRE: poverty, maternal malnutrition, domestic violence, lack of access to prenatal care

PERI: lack of access to prenatal care

POST: impaired child-caregiver interaction, lack of adequate stimulation, family poverty, chronic illness in family, institutionalization

61
Q

behavioural risk factors for ID during prenatal/perinatal/postnatal

A

PRE: parental drug/alcohol use, smoking, parental immaturity

PERI: parental rejection of care-taking, parental abandonment of child

POST: child abuse/neglect, domestic violence, inadequate safety measures, social deprivation, difficult child behaviours

62
Q

educational risk factors for ID during prenatal/perinatal/postnatal

A

PRE: parental cognitive disability without supports, lack of preparation for parenthood

PERI: lack of medical referral for intervention services at discharge

POST: impaired parenting, delayed diagnosis, inadequate special education services, inadequate early intervention services, inadequate family support

63
Q

chromosomal abnormalities most common case of inherited ID

A

Fragile-X syndrome

64
Q

chromosomal abnormalities resulting in ID

A
  • Fragile-X syndrome
  • Prader-Willii and Angelman syndromes (abnormality chromosome 15)
  • down syndrome (additional 21 chromosome)
65
Q

what is mathematical learning disability/development dyscalculia

A
  • difficulties in mathematics
  • Progress slowly in efforts to learn to count/add/subtract
  • Many also diagnosed with reading disability
66
Q

3 neurobiological influences of ID

A

1) adverse biological conditions (infections, traumas, accidental poisonings)
2) Fetal alcohol spectrum disorder (FASD)
3) teratogens increase risk

67
Q

specific learning disability DSM5 criteria: Difficulties learning and using academic skills

A

presence of at least 1 of following for at least 6 months

  • Inaccurate or slow and effortful word reading
  • Difficulty understanding the meaning of what is read
  • Difficulty with spelling
  • Difficulty with written expression
  • Difficulty mastering number sense, number facts, or calculation
  • Difficulties with mathematical reasoning
68
Q

specific learning disability DSM5 criteria: affected academic skills

A
  • Substantially and quantifiably below expected for age
  • Cause significant interference with performance (Academic, professional, ADLs)
  • Confirmed by individuals administered standardized achievement measures and comprehensive clinical assessment (For 17 years and older documented history may be substituted)
69
Q

what is developmental dyslexia?

A
  • difficulties in reading individual words
  • Problems with phonological awareness (understanding/using sounds in written/oral language)
  • Benefit from training in phonological awareness and explicit instruction on the connections between letters and their sounds
70
Q

what is impaired reading comprehension

A
  • difficulties in understanding words that have been read successfully
  • No problem reading individual word, understand less of what they read
  • Reflect limited spoken vocabulary (know fewer words), problems with linking words in sentence together to form coherent meaning
71
Q

what is mathematical learning disability/development dyscalculia

A
  • difficulties in mathematics
  • Progress slowly in efforts to learn to count/add/subtract
  • Many also diagnosed with reading disability
72
Q

specific learning disorder DSM 5, 4 main criteria

A

1) Difficulties learning and using academic skills
2) affected academic skills
3) difficulties began during school age years
4) not better accounted for by ID, uncorrected visual or auditory acuity, other mental or neurological disorders, psychosocial adversity, lack of proficiency in the language of academic instruction, or inadequate educational instruction

73
Q

severe SLD specifiers

A

Severe difficulties affecting several domains; unlikely to learn skills without intensive individualized on-going support for most of school years; even with support individual may not be able to complete all activities efficiently

74
Q

criticisms of DSM5 criteria for specific learning disability

A

there doesn’t have to be any significant strengths of weaknesses, not intellectually disabled- struggle in school, adaptive functioning’s

  • history may be substituted if 17 years and older
75
Q

SLD stands for

A

specific learning disorder

76
Q

3 SLD specifiers

defined by DSM

A

1) mild
2) moderate
3) severe

77
Q

mild SLD specifiers

A

Some difficulties in one or two domains; individual may be able to compensate or function well when provided with accommodations or support

78
Q

moderate SLD specifiers

A

Marked difficulties in one or more domains; require some intervals of intensive intervention; some accommodations or support required for some of day

79
Q

severe SLD specifiers

A

Severe difficulties affecting several domains; unlikely to learn skills without intensive individualized on-going support for most of school years; even with support individual may not be able to complete all activities efficiently

80
Q

SLD specifiers with impairment in reading/written expression/mathematics

A

impairment in reading: accuracy, rate/fluency, comprehension

written expression: spelling accuracy, grammar/punctuation accuracy, clarity/organization of written expression

mathematics: number sense, memorization of arithmetic facts, accurate/fluent calculation, accurate math reasoning

81
Q

Learning Disabilities Association of Canada Official Definition

A
  • “learning Disabilities” refer to a number of disorders which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information
  • these disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning. As such, learning disabilities are distinct from global intellectual deficiency
  • disabilities result from impairments in one or more processes related to perceiving, thinking, remembering, or learning
  • suggested by unexpected academic under-achievement OR achievement which is maintained only by unusually high levels of effort and support
  • disabilities range in severity and many interfere with academic functioning in one or more areas
82
Q

2 steps in assessment of LD

A

1) background information

2) psychoeducational testing

83
Q

causes of SLD

A
  • Difficulties bringing information from various brain regions together to integrate and understand information
  • Recent findings suggest two distinguishable types of reading disorder
    1) Children who are persistently poor readers
    2) Children who are accuracy-improves
  • Heritability accounts for 60% of variance in reading disorders
84
Q

how the brain processes speech (3 steps)

A

1) primary auditory cortex, receives electrical signals from receptors in ears, and transforms these into sound sensations (e.g. vowels/consonants)
2) sound sensations are sent to auditory association area (temporal lobe)

3) auditory association area transforms basic sensory information (noises/sounds) into recognizable auditory information (words/music)
- sounds are matched with existing patterns that have been previously formed/stored

85
Q

SLD with impairment in reading

A
  • most common underlying feature is the inability to distinguish or separate sounds in spoken words
  • involves difficulty learning basic sight words, such as: the, who, what, laugh, said
  • core deficits in reading disorders are in decoding rapidly enough to read the whole word – coupled with problems reading single, small words
86
Q

SLD with impairment in written expression

A

writing disorders are often associated with problems with eye/hand coordination
- leads to poor handwriting

children with writing disorders:

  • produce shorter, less interesting, and poorly organized essays
  • are less likely to review spelling, punctuation, and grammar to increases clarity
87
Q

SLD with impairment in mathematics

A
  • difficulty in recognizing numbers and symbols, memorizing facts, aligning numbers, and understanding abstract concepts
  • may include problems in comprehending abstract concepts or in visual-spatial ability
  • involves core deficits in arithmetic calculation and/or mathematics reasoning abilities
88
Q

prevalence of SLD (3 types)

A

estimates 2-10% of population

reading: 5-17% school-aged children, reading difficulties may be part of reading abilities continuum (not discrete phenomenon)

written expression: rare by itself, overlap with reading/math disorders, may affect 10% school-aged children

mathematics: 20% children with LD (1% school-age children)

89
Q

Social and Psychological Causes of SLDs

A

Co-occuring emotional disturbances and other signs of poor adaptive ability

  • The overlap between dyslexia and ADHD ranges from 30-70%
  • Reading disorder is associated with deficits in phonological awareness
  • ADHD has effects on cognitive functioning, especially in rote verbal learning and memory
  • Some children with learning disorders show symptom similar to ADHD
90
Q

what is dyslexia

A

neuropsychological term, reading disability

91
Q

LD higher risk for people with ___

A

anxiety disorder

  • stressful to not keep up with peers
92
Q

LD association with depression

A

if LD have higher probability of bullying, discourage, frustrated not learning at the level

93
Q

Prevention and Treatment LD

A
  • Interventions rely primarily on educational and psychosocial methods
  • No biological treatments exist
  • Issues of identification are important —There is a brief window of opportunity for successful treatment
  • Prevention involves training children in phonological awareness activities at an early age
94
Q

Instructional Methods for people with LD

A
  • Direct instruction is best for children with LDs
  • Early interventions must address phonological and verbal abilities
  • effective reading instructions
95
Q

effective reading instructions focuses on

A

Phonemic awareness and phonemic decoding skills

fluency in word recognition

construction of meaning

vocabulary

spelling

writing

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