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Psych 1200 > Chapter 9 > Flashcards

Chapter 9 Flashcards

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1
Q

Intelligence Testing

A

Measuring intelligence
Understanding intelligence
Biological, environmental and behavioural influences on intelligence

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2
Q

Francis Galton’s Anthropometric Approach

A

Those with superior sensory abilities would be able to learn about the world> more intelligent
Used sensory tests as indication of intelligence

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3
Q

Anthropometrics

A

Methods for measuring physical and mental variation in humans
Weak to no correlation (Francis Galton’s approach)

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4
Q

Intelligence

A

Ability to think, understand, reason and adapt to overcome obstacles

Focus on complex thinking processes
>memory, attention, comprehension

Problem solving/reasoning, accumulation of knowledge

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5
Q

Stanford-Binet Test

A

Created by Alfred Binet and Theodore Simon
Measures complex thinking processes
Measures mental age
Adapted by Lewis Terman
Described scores as innate intelligence levels

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6
Q

Intelligence Quotient (IQ)

A

Standard = 100
Mental Age/ Chronological Age x 100
Doesn’t generalize well to adult populations
Deviation IQ: Compares a person’s iq scores to average score of same age group

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7
Q

Wechsler Adult Intelligence Scale (WAIS)

A

Most common intelligence test for adolescents and adults

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8
Q

Raven’s Progressive Matrices

A

Based on pictures not words
Should’ve be unaffected by language or cultural differences

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9
Q

IQ test flaws

A

Differences between different ethnic groups and minority groups
Used to justify eugenic movements
No scientific evidence to suggest genetic superiority
Process of testing is inherently biased

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10
Q

Stereotype Threat

A

Negative stereotypes about a group cause group to underperform

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11
Q

Entity Theory

A

Belief that intelligence is a fixed characteristic and relatively difficult/impossible to change

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12
Q

Incremental Theory

A

Belief that intelligence can be shaped by experience, practice and effort

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13
Q

Charles Spearman’s ‘General Intelligence’

A

Noticed correlations between schoolchildrens’ grades in different subjects
Led to his hypothesis of a ‘General Intelligence Factor (g)’
g->represents mental energy (innate brain power)

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14
Q

G correlated with…

A

Academic success
Longevity
improved decision making/self-control
Psychological well-being
Income
Relationship Success

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15
Q

Spearman’s 2-factor theory to intelligence

A

g->general intelligence
s->skill-based intelligence

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16
Q

Louis Thurstone’s 7 primary mental abilities

A

Fluency
Verbal Comprehension
Numeric Abilities
Spatial Visualization
Memory
Perceptual Speed
Reasoning

17
Q

Factor Analysis

A

Technique used to group items that people respond to similarly

18
Q

Hierarchical Model of Intelligence

A

General Intelligence(g)
Primary Abilities (Thurstone)
Low-level abilities(s: task specific)

19
Q

Fluid Intelligence

A

(Creativity)
Used in learning new info and solving new problems
Not based on prev knowledge
Declines with age
Contributes to greater Gc over time

20
Q

Crystallized Intelligence

A

(Recall/Logic)
Uses past learning experiences
Remains stable with age

21
Q

Garder’s Theory of Multiple Intelligences

A

7 forms
Influenced by case studies of savants and patients with brain damage
Considers skill as intelligence
Criticized for not being falsifiable/lacking operational definitions

22
Q

Twin and Adoption Studies

A

Genetic similarity contributes to intelligence test scores (approx 80)

23
Q

Heritability(0-1)

A

Represents degree to which individual differences in a population are due to genetic differences
40-80% for intelligence

24
Q

Behavioural Genomics

A

Examines how specific genes interact with environment to influence behaviour

50+ genes related to intelligence scores

Gene Knockout (KO) studies: Removal of specific genes in animals and observation of behaviour

Transgenic Animal Studies: Insertion of genetic material into animal

25
Q

Intelligence and Brain Size

A

Witelson(2006)
Compared cadaver WAIS test score brain sizes
36% var in verbal intelligence
-for women and right handed men
-not for visuospatial intelligence
Surface area(gyri and sulci) strongly related to intelligence

26
Q

Animals

A

Animals raised in physically and socially stimulating environments demonstrate faster learning, enhanced brain dev
Rats raised with tunnels, toys, etc..
-5% larger cerebral cortices, 25% more synapses

27
Q

Birth Order

A

1st IQ> 2nd IQ> 3rd IQ
More 1 on 1 attention from parents
Opportunity to teach younger siblings->deeper info processing

28
Q

Socioeconomic Status (SES)

A

High positive correlation
Children:
-exposed to larger richer vocal
-more support in favour of intellectual pursuits and development
-more interaction with parents
-more access to literature and computers
-more opportunity for learning exp. outside home
-less punishment from parents
Broader inequalities
-nutrition, food, stress, education

29
Q

Nutrition

A

Diets high in saturated fats->decline in cognitive functioning
Diets low in sat fats and high in fruits, fish, veggies, whole grains ->higher cognitive functioning
Avon Longitudinal Study of Parents and Children->Early life diet affects later IQ scores

30
Q

Stress

A

Increased Stress->poorer cognitive function
Impairs working memory
Prefrontal cortex, hippocampus impaired by chronic stress(consistent cortisol release)

31
Q

Education

A

Access to quality education
Attending school positively correlated with IQ scores

32
Q

The Flynn Effect

A

Steady population level increase in intelligence test scores over time
Negative Flynn Effect:
Increase in IQ scores stall and possibly reverse in some areas

33
Q

Behaviours to Boost Intelligence

A

‘Brain healthy’ diet
Manage Stress
Engage in active learning

34
Q

Other ways to boost intel?

A

Brain Training Apps
-effects limited and do not generalize to other tasks
Nootropic Drugs
-no-oh-tropic
-substances believed to boost intelligence
-increase arousal (Ritalin, Provigil)
-influence neurotransmitter activity
-stimulate nerve growth

Psych 1200 (16 decks)

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