Chapter 9 Flashcards
Intelligence Testing
Measuring intelligence
Understanding intelligence
Biological, environmental and behavioural influences on intelligence
Francis Galton’s Anthropometric Approach
Those with superior sensory abilities would be able to learn about the world> more intelligent
Used sensory tests as indication of intelligence
Anthropometrics
Methods for measuring physical and mental variation in humans
Weak to no correlation (Francis Galton’s approach)
Intelligence
Ability to think, understand, reason and adapt to overcome obstacles
Focus on complex thinking processes
>memory, attention, comprehension
Problem solving/reasoning, accumulation of knowledge
Stanford-Binet Test
Created by Alfred Binet and Theodore Simon
Measures complex thinking processes
Measures mental age
Adapted by Lewis Terman
Described scores as innate intelligence levels
Intelligence Quotient (IQ)
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
Wechsler Adult Intelligence Scale (WAIS)
Most common intelligence test for adolescents and adults
Raven’s Progressive Matrices
Based on pictures not words
Should’ve be unaffected by language or cultural differences
IQ test flaws
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
Stereotype Threat
Negative stereotypes about a group cause group to underperform
Entity Theory
Belief that intelligence is a fixed characteristic and relatively difficult/impossible to change
Incremental Theory
Belief that intelligence can be shaped by experience, practice and effort
Charles Spearman’s ‘General Intelligence’
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)
G correlated with…
Academic success
Longevity
improved decision making/self-control
Psychological well-being
Income
Relationship Success
Spearman’s 2-factor theory to intelligence
g->general intelligence
s->skill-based intelligence
Louis Thurstone’s 7 primary mental abilities
Fluency
Verbal Comprehension
Numeric Abilities
Spatial Visualization
Memory
Perceptual Speed
Reasoning
Factor Analysis
Technique used to group items that people respond to similarly
Hierarchical Model of Intelligence
General Intelligence(g)
Primary Abilities (Thurstone)
Low-level abilities(s: task specific)
Fluid Intelligence
(Creativity)
Used in learning new info and solving new problems
Not based on prev knowledge
Declines with age
Contributes to greater Gc over time
Crystallized Intelligence
(Recall/Logic)
Uses past learning experiences
Remains stable with age
Garder’s Theory of Multiple Intelligences
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
Twin and Adoption Studies
Genetic similarity contributes to intelligence test scores (approx 80)
Heritability(0-1)
Represents degree to which individual differences in a population are due to genetic differences
40-80% for intelligence
Behavioural Genomics
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
Intelligence and Brain Size
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
Animals
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
Birth Order
1st IQ> 2nd IQ> 3rd IQ
More 1 on 1 attention from parents
Opportunity to teach younger siblings->deeper info processing
Socioeconomic Status (SES)
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
Nutrition
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
Stress
Increased Stress->poorer cognitive function
Impairs working memory
Prefrontal cortex, hippocampus impaired by chronic stress(consistent cortisol release)
Education
Access to quality education
Attending school positively correlated with IQ scores
The Flynn Effect
Steady population level increase in intelligence test scores over time
Negative Flynn Effect:
Increase in IQ scores stall and possibly reverse in some areas
Behaviours to Boost Intelligence
‘Brain healthy’ diet
Manage Stress
Engage in active learning
Other ways to boost intel?
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
