chapter 9

Question 1

Intelligence:

Answer 1

the capacity to learn from experience, squire knowledge, adapt to the environment, and solve problems

Question 2

General intelligence (g):

Answer 2

Spearman’s theory that all mental abilities reflect a single underlying capacity.

Question 3

Specific intelligence (s):

Answer 3

Spearman’s theory of performance factors only involved in each particular task.

Question 4

Primary mental abilities:

Answer 4

Thurstone’s theory of a set of seven different factors related to intelligence.

Question 5

Fluid intelligence:

Answer 5

the ability to figure out relationships between new concepts within a given task.

Question 6

Crystallized intelligence:

Answer 6

the ability to draw upon previously learned knowledge and skills.

Question 7

Intelligence test:

Answer 7

a measure intended to identify the relative mental ability of individuals.

Question 8

Triarchic theory of intelligence:

Answer 8

Sternberg’s theory positing three underlying aspects of cognition: analytic, creative, and practical.

Question 9

Analytic intelligence:

Answer 9

Sternberg’s theory posited the ability to break problems down into component parts for analysis.

Question 10

Creative intelligence:

Answer 10

Sternberg’s theory suggests an underlying component of applying mental abilities to your experience in novel and helpful ways.

Question 11

Practical intelligence:

Answer 11

Sternberg’s theory proposed the ability to assess a situation and do what is necessary to be successful.

Question 12

Multiple intelligence:

Answer 12

Gardner’s theory proposed seven separate types of cognitive abilities operating independently.

Question 13

Emotional intelligence:

Answer 13

the ability to perceive, understand, integrate, and regulate emotions to be self-motivates and socially skilled.

Question 14

Creativity:

Answer 14

novel thinking in which we redefine problems, see gaps in knowledge, generate ideas, and take reasonable risks in implementing them.

Question 15

Predictive validity:

Answer 15

the ability of a test to identify those who will have high scores on other measures.

Question 16

Content validity:

Answer 16

refers to the surface appearance of the items on the test and whether they reflect the concept of interest (aka face validity)

Question 17

Validity:

Answer 17

the ability of a measure to capture what was intended.

Question 18

Split-half reliability:

Answer 18

performance on one-half of the test is compared against performance on the other half.

Question 19

Test-retest reliability:

Answer 19

the likelihood of receiving a similar score when a test is repeatedly.

Question 20

Reliability:

Answer 20

consistency in measurement.

Question 21

Standardization:

Answer 21

conversion of scores from the number of correct answers to a relative performance score compared to others in the same test.

Question 22

Working memory capacity:

Answer 22

the amount of information you can retain for a short period and report back correctly

Question 23

Achievement test:

Answer 23

a measure of what is already known of learned, as the outcome of education.

Question 24

Group aptitude test:

Answer 24

a test meant to assess your ability to benefit from further training or education, but are also affected by past achievements in school ( ex; ACT)

Question 25

Aptitude test:

Answer 25

a measure of the ability to benefit from further training.

Question 26

Wechsler adult intelligence scale (WAIS)

Answer 26

an intelligence test written for adults and widely used in group assessment.

• There is also a Wechsler intelligent Scale for children (WISC) and for preschoolers (WPPSI)

Question 27

Intelligence quotient (IQ):

Answer 27

Intelligence quotient (IQ): the ratio of a child’s mental age score on the Stanford-Binet test divided by his or her chronological age.

Question 28

Scale:

Answer 28

a test designed to measure a particular skill from low to high

Question 29

Mental age:

Answer 29

the average level of intellectual development for a child of a particular age.

Question 30

Norm:

Answer 30

comparison of many individuals on the same test so that relative performance can be determined.

Question 31

Standardized procedure:

Answer 31

protocol for testing that follows the same steps for all test takers.

Question 32

Genius:

Answer 32

a noted, exceptional individual whose accomplishments outlive them.

Question 33

Stanford-Binet scale:

Answer 33

a version of the intelligence test devised by Louis Terman and tested in many American schoolchildren.

Question 34

Gifted:

Answer 34

a determination made by some schools and educational programs based on an intelligence test score of more than 130

Question 35

Prodigy:

Answer 35

a child with a special skill or talent far exceeding the norm for his or her age,

Question 36

Savant syndrome:

Answer 36

individuals who are average( or even deficient) in most areas of cognitive functioning but display an extraordinary talent in one area.

Question 37

Down syndrome:

Answer 37

an extra chromosome cause physical characteristics like poor muscle tone and slanting eyes, and moderate to serve intellectual disability.

Question 38

Adaptive behavior:

Answer 38

cognitive, social, and practical skills used to assess intellectual disability in low-scoring individuals.

Question 39

Intellectual disability:

Answer 39

a limitation in intellectual functioning indicated by an intelligence test score of less than 70 along with problems in adaptive behavior

Question 40

Stereotype threat:

Answer 40

performance decrements caused by knowledge of cultural stereotypes.

BY: Claude Steele

(Anxiety about confirming the stereotype)

Stereotype threat = the risk of confirming
a negative stereotype about one’s group

Question 41

Psychometrician:

Answer 41

a scientist who studies the principles of psychological measurement.

Question 42

Environmental influence:

Answer 42

a factor in the social, cultural, physical, or family setting that many influence an individual

Question 43

Racial gap:

Answer 43

differences on average test score between groups associated by racial or ethnic definitions.

Question 44

Flynn effect:

Answer 44

the increase on intelligence test scores have ( about 3 points per decade, across the globe) over generation taking the tests.

Question 45

Twin study:

Answer 45

examining the heritability of traits by comparing identical twins ( who shared all of their genes) to fraternal twins ( who share 50% of their genes).

Question 46

Heritability:

Answer 46

the proportion of variance(difference between individuals) in an observable trait that is due to genetics factors.

Question 47

Gardner’s definition of intelligence

Answer 47

ability to solve problems or create products that are valued in one or more cultural settings.

Question 48

Psychometric instruments

Answer 48

cultural bias in intelligence test :

-ppl from one culture other than western mightnot understand how tests work, cultural environment (ppl they live with, what they value, n what do they do w/their time.) depends also on schooling, socieoeconomic statues, gender, race and ethnicity.

blk n whit kids test on words n concepts wht kids did better but when both tested to learn new words BOTH DID EAQUALLY same.

Stereotype threat:

when ur race/ethnicity has a negative perception that interfearce with ur ability to focus and complete a test …. whits… 1 wht male in a room full of asians… he knows the stereotype of asians being smarter… he does worst in test… same thing with blks, hispanics,…. every race has a negative stereotype

Question 49

Terman’s study of ‘giftedness’

Answer 49

• Gifted : those scoring in the high top ranges in intelligence tests

◦ Lewis Terman had his students from Stanford get tested called them termites, all scored higher than 135 got good jobs n what not but none got famous for their work

Question 50

Validity and reliability of IQ tests

Answer 50

Validity
• Different types of validity :: content validity and predictive validity
◦ Content validity: appearance of the items on the test and whether they reflect the underlying concept
▸ Ex: do u eat oatmeal in the morning? … Lack content of the problem, does not reflect what we think as intelligence … The cabbage example in the begging of the chapter. It does not reflect on its surface intellectual ability!!!!
◦ Predictive validity :: test to ID those who will have high scores on the other measures
▸ Intelligence test scores have a high correlation with school performance r= 50 with school grades

Reliability

• To ensure reliability: split-half reliability
◦ Odd Qs or Even Qs compared against performance on either one but opposite of each other
◦ Tend to be positive correlated
• Intelligent test ,ore refined in terms of reliability. The tests are very consistent across time, so that the same person scores similarly when he or she retakes the test and the test items are consistent across the test.

Question 51

G factor of IQ tests

Answer 51

G factor has 2 components (Cattell, 1963)

Verbal (~ crystallized intelligence):previously learn knowledge

Performance (~ fluid intelligence):determine relationships among new concepts

Question 52

Verbal and performance tests

Answer 52

The Wechsler Intelligence Scale
• By David Wechsler, a chief of NY city’s Bellevue psychiatric Hospital
• 1955 published his 1st Wechsler Adult intelligent Scale (WAIS)
◦ Revised in 1981 ( WAIS-R), 1997 (WAIS-III), 2008 (WAIS-IV)
• 2 primary categories of intelligence
◦ Verbal - included information, comprehension, arithmetic, similarities, vocabulary, and digit span
◦ Nonverbal- Performance scale - tests included block patterns, picture arrangement, object assembly, picture completion, digit-to- symbol mapping
• Verbal and performance subscales are used to ID strengths and weakness of a person and sometimes gives clues about neurological deficits with the person.
• Helps ID if a person has problems with language disabilities … A participant may score high in performance scale and lower in verbal scales
• There is also a Wechsler intelligent Scale for children (WISC) and for preschoolers (WPPSI)

Question 53

Dweck’s two models of intelligence

Answer 53

2 models of intelligence:

– Entity model
• Fixed amount (either you got it or you don’t when presented to you)

– Incremental model
• Ever increasing as gain more experience ( the harder you work on it the more intelligent you will get bc YOUR WORKING FOR IT :)

Question 54

Cultural variation in definitions of intelligence

Answer 54

• Serpell’s work in Zambia, “When rural parents in Africa talk about the intelligence of children, they prefer not to separate the cognitive speed aspect of intelligence from the social responsibility aspect”

• Historically – memory very important to ideas
of intelligence when few tools for recording. (now with technology memory is not so important)

• Latino immigrant children’s respectful listening may be misinterpreted by US teachers who value self-assertive speaking

• Stevenson’s research on Asian and American children and families
– Superior math scores for Japanese and Chinese children (compared to US children)
– Differences in how children and adults emphasize
effort vs. innate ability (in japan and china being smart is bc YOU WORK UR ASS OFF FOR IT!)

Question 55

Multiple intelligences: Gardner

Answer 55

pratival thriving in many domains…

we have the standardized ones

-verbal (linguistic)

• spatial
• Mathematical (logical)

PLUS

• musical
• bodily-kinesthetic (dancer, yoga guru etc.)
• interpersonal (can easily relate to other ppl, communicate n stuff)
• intrapersonal (how well you know urself, ur psychological self)

Question 56

Sternberg’s critique of IQ tests

Answer 56

• IQ tests measure particular kinds of developing
expertise (not fixed abilities) ( we’re constantly developing!!!)
• IQ tests are basically scholastic achievement tests.
(IQ ~ SAT)
measure current skill in domains valued
by schools and Departments of Education.

Question 57

Sternberg Triarchic theory

Answer 57

◦ analytic intelligence (mental operations u perform)

–seen in most tests

◦ creative intelligence (the vary of u approach problems)
▸ CI : includes the ability to decide which information is relevant, how the old connects to the new, how to combine ideas in novel ways and to see the big picture

• • use of experience in ways that foster insight

◦ practical intelligence (manage ur cognitive resources to get the job done)- adap to everyday life

▸ PI : includes the ability to assess the situation and do what is necessary to be successful . ,iD what is expected of you, working effectively within the time provided,,, knowing ur strength and weakness

–ability to read and adapt to the contexts of everyday life

Question 58

Head Start programs

Answer 58

help kids learn literature and helps with social skills

Question 59

Social influences on IQ

Answer 59

Kids interest may be shaped by social variables rather than intellectual ability!!!
◦ Ex math. The kids math anxiety, their perception of how they value math can shape me on whether or not they continue with in in high school.

• There is also stereotypes that entails whether or Not a girl will be more likely to study math or not!!!!

there is also stereotype threat!!!!

• Ethnic groups in U.S.:
– Variations in average test scores across ethnic
groups (related to cultural values?)
• Socioeconomic status
– Correlations with IQ scores (reasons?)-if u don’t have a good diet or u dont have food u dont do so well!!!

• Birth order
– First born tends to score higher IQ - why?- bc they have more interaction with the parents than when ur the #4 :(

Question 60

Biological influences on IQ

Answer 60

• Diet (adequate = higher IQ)- has to do more with social (not nature)

• Hormones
– Estrogen: verbal skills?
– Testosterone: math, spatial skills?

–Heritability :
compare IQ similarity of monozygotic (MZ)
twins reared together vs. apart,
–and IQ similarity of dizygotic (DZ) twins

Question 61

Motives for developing IQ tests - Galton, Binet & Simon; immigration

Answer 61

For Galton: he was the cousin of Darwin, thought that intelligence was based purely on genetic.. proving it was all genetics but FALSE

for BINET & SImon

• Intelligent testing began with Binet, asked by French Ministry of Education in 1904 to come up with a way to ID kids who were sub-normals
• Him and Theodore Simon: used memory tests, math, vocabulary, n logical reasoning
◦ Was the first standardized procedure !!!!
• His goal: what is the criterion or standard for intelligent responses!!!!
◦ Then compared the answers with the group appropriate :) … He thus created “mental age” (the average level of intellectual development for a child of a given age.
• His tests were a Scale !!! But for 1st graders the first kids if living in a city and not in a rural place, they probably knew more than the coming in 1st grade-ers from rural/the country side
◦ Bc of this kids like this hard to achieve their mental age !
• Cause!!? For the above! ? Bc of different experience !!!!

Question 62

Politics of intelligence

Answer 62

• Cultural variation in definitions of
intelligence (bias; validity of tests?) (how we only measure intelligence in the western way,,, not universally)

• Individual “theories” of intelligence (Carol Dweck 2 models of intelligence, entity (u ge it or u dont)and incremental-u try over and study harder n harder to get smarter-)
• Stereotype threat (Claude Steele)

Question 63

Race and intelligence

Answer 63

• Ppl began to compare scores of groups based on race
• Race : has no biological definition based on genetics. It is a social categorization defined & self defined by social conventions based on country to ethnic origin also physical characteristics (skin color).
• The differences has been used for racial discriminaton
◦ Like Eugenicists !!! Some races superior than others by Francis Galton

Question 64

Culture-free IQ tests?

Answer 64

NOPE !!
Today, growing concern with whether IQ tests
can ever truly be “culture free” or at least
“culture fair”.

Question 65

Twin, family, and adoption studies of IQ: MZ twins, DZ twins

Answer 65

• They test genetics by testing siblings …

Identical twins IT ◦ Fraternal twins FT ◦ Siblings S
◦ & less relapsed relatives C (cousins)

• Bouchard & McGue 1981
◦ Found that there is a r=.86 for IT
◦ R=.47 for S—- (I’m guessing maybe FT ?)
◦ R=.31 for half siblings
◦ R=.15 for C

• So bc there is a link in intelligence with the brain structure, and bc the brain structure depends on genetics, this concludes that there is a tie with genetics and intelligence …. There is some biological relatedness !!!!
Evidence for environment influence
• So then we should be seeing ppl in families scoring similarly,,,, but they don’t… There’s is a score difference of about 12 points in tests
• So they tested twins that were raised together r those raised separately…
◦ Showed that those that were raised together had a higher score than those pair of twins raised separately
ans that the Environment has to do with how they score and that intelligence is also based in environment
• Argues that heritability is overestimated bc many of us including separated twins attend public schools, watch sesame street, eat McDonalds… Etc … We all live in the US

Question 66

Information processing approach to IQ

Question 67

crystallized and fluid IQ –age differences when each peaks

Answer 67

• Peaks at different age periods

– Crystallized IQ: (vocab, etc.): age 25-30
– Fluid IQ: (novel visual/perceptual; puzzles): age 15

• With aging, fluid tends to decline more than
crystallized.