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PSY 4310L > Chapter 9: intelligence > Flashcards

Chapter 9: intelligence Flashcards

1
Q

what is intelligence

A

consists of the abilities to:
- Understand complex ideas
- Adapt effectively to the environment
- Learn from experience
- Engage in various forms of reasoning
- Overcome obstacles by taking thought

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2
Q

believed that the most intelligent persons were equipped with the best sensory abilities

a. Francis Galton
b. Alfred Binet
c. David Wechsler
d. Robert Sternberg
e. Jean Piaget

A

a. Francis Galton

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3
Q

criticized Galton’s approach to intellectual assessment and instead called for more complex measurements of intellectual ability

a. Francis Galton
b. Alfred Binet
c. David Wechsler
d. Robert Sternberg
e. Jean Piaget

A

b. Alfred Binet

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4
Q

“the aggregate capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment; it is composed of elements or abilities which are qualitatively differentiable.”

a. Francis Galton
b. Alfred Binet
c. David Wechsler
d. Robert Sternberg
e. Jean Piaget

A

c. David Wechsler

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5
Q

Best way to measure intelligence was by measuring aspects of several “qualitatively differentiable” abilities

a. Francis Galton
b. Alfred Binet
c. David Wechsler
d. Robert Sternberg
e. Jean Piaget

A

c. David Wechsler

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6
Q

triarchic theory of intelligence

a. Francis Galton
b. Alfred Binet
c. David Wechsler
d. Robert Sternberg
e. Jean Piaget

A

d. Robert Sternberg

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7
Q

Analytical giftedness; takes apart problems and sees solution not often see

a. analytical or academic intelligence (componential)
b. creative or general intelligence (experiential)
c. practical or everyday intelligence (contextual)

A

a. analytical or academic intelligence (componential)

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8
Q

ability to deal with new situations using past experiences and current skills; novel situation; automation – been performed multiple times and can be done with little or no extra thought

a. analytical or academic intelligence (componential)
b. creative or general intelligence (experiential)
c. practical or everyday intelligence (contextual)

A

b. creative or general intelligence (experiential)

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9
Q

Deals with mental activity involved in attaining fir to context; street smart

a. analytical or academic intelligence (componential)
b. creative or general intelligence (experiential)
c. practical or everyday intelligence (contextual)

A

c. practical or everyday intelligence (contextual)

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10
Q

intelligence as an evolving biological adaptation to the outside world; as a consequence of interaction with the environment, psychological structures become reorganized

a. Francis Galton
b. Alfred Binet
c. David Wechsler
d. Robert Sternberg
e. Jean Piaget

A

e. Jean Piaget

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11
Q

Heredity and environment are presumed to interact and influence the development of one’s intelligence

a. interactionism
b. factor-analytic theories
c. information processing view

A

a. interactionism

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12
Q

Focused on identifying the ability or groups of abilities deemed to constitute intelligence

a. interactionism
b. factor-analytic theories
c. information processing view

A

b. factor-analytic theories

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13
Q

Approach to studying cognitive in a computer-like fashion or encoding,
retention, and retrieval

a. interactionism
b. factor-analytic theories
c. information processing view

A

c. information processing view

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14
Q

factor analytic theories: Two Factor Theory of Intelligence

A

Charles Spearman

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15
Q

factor analytic theories: Multifactor Theory

A

Edward Lee Thorndike

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16
Q

factor analytic theories: Theory of Structured Intelligence

A

Joy Paul Guildford

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17
Q

factor analytic theories: Multiple Factor Theory of
Intelligence/Multidimensional Theory

A

Louis Leon Thurnstone

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18
Q

factor analytic theories: Multiple Intelligence Theory

A

Howard Gardner

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19
Q

factor analytic theories: GC and GF intelligent

A

Raymond Cattell

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20
Q

factor analytic theories: GV AND GQ MODEL

A

John L. Horn

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21
Q

factor analytic theories: Three Stratum Theory of Cognitive Abilities

A

John Carroll

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22
Q

factor analytic theories: CHC Model (Cattell-Horn0- Carroll Model or
Broad Stratum)

A

McGrew-Fanagan

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23
Q

A group of statistical techniques designed to determine the existence of underlying relationships between sets of variables

A

Factor analysis

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24
Q

postulated the existence of a general intellectual ability factor (g) and specific factors of intelligence (s)

A

Spearman

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25
Q

An intermediate class of factors common to a group of activities but not all; it is neither as general as g nor as specific as s

A

group factors

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26
Q

g stands for

A

general intelligence factor

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27
Q

s stands for

A

a specific factor of intelligence (specific to a single intellectual activity only)

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28
Q

one’s ability to learn is determined by the number and speed of the bonds that can be marshalled

A

Edward Lee Thorndike: Multifactor Theory

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29
Q

intelligence can be conceived in terms of 3 clusters of ability

A
  • social intelligence (people)
  • concrete intelligence (objects)
  • abstract intelligence (verbal/mathematical symbols)
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30
Q

explain mental activities by deemphasizing or eliminating any reference to g; believed that there’s no single factor to point out intelligence

A

Joy Paul Guilford: Theory of Structured Intelligence

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31
Q

Primary Mental Ability (PMA)

A

Louis Leon Thurnstone: Multiple Factor Theory of
Intelligence/Multidimensional Theory

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32
Q

spatial, musical, bodily-kinesthetic, logical-mathematical, interpersonal, intrapersonal, linguistic

A

Howard Gardner Multiple Intelligences Theory

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33
Q

Ability to solve new
problems, to see relationships (analogies), and letter series, use logic in new situations, and identify patterns

a. fluid intelligence or primary reasoning ability
b. crystalized or factual intelligence

A

a. fluid intelligence or primary reasoning ability

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34
Q

decreases with age

a. fluid intelligence or primary reasoning ability
b. crystalized or factual intelligence

A

a. fluid intelligence or primary reasoning ability

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35
Q

culture free and nonverbal

a. fluid intelligence or primary reasoning ability
b. crystalized or factual intelligence

A

a. fluid intelligence or primary reasoning ability

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36
Q

Ability to use learned
knowledge and experience

a. fluid intelligence or primary reasoning ability
b. crystalized or factual intelligence

A

b. crystalized or factual intelligence

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37
Q

learned in school

a. fluid intelligence or primary reasoning ability
b. crystalized or factual intelligence

A

b. crystalized or factual intelligence

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38
Q

increases with age

a. fluid intelligence or primary reasoning ability
b. crystalized or factual intelligence

A

b. crystalized or factual intelligence

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39
Q

Intelligence that decline
with age

a. vulnerable abilities
b. maintained abilities

A

a. vulnerable abilities

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40
Q

Tend not to return to preinjury levels following brain damage

a. vulnerable abilities
b. maintained abilities

A

a. vulnerable abilities

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41
Q

Intelligence that tend not to decline with age

a. vulnerable abilities
b. maintained abilities

A

b. maintained abilities

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42
Q

May return to preinjury
level following brain
damage

a. vulnerable abilities
b. maintained abilities

A

b. maintained abilities

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43
Q

Studies the mechanism by which information is processed – how information is processed rather than what is processed

A

Alexandra Luria: Information processing theory

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44
Q

An extension of simultaneous and successive processing
approach

A

PASS Model
- Planning
- Attention
- Simultaneous
- Successive

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45
Q

The first published intelligence test to provide clear administration and scoring instructions; first test to introduce the concept of an alternate item

A

Stanford-Binet Intelligence Scales (SB5)

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46
Q

The ratio of the test taker’s mental age divided their chronological age multiplied by 100 to eliminate decimals

A

ratio IQ

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47
Q

in what edition of SB5 was the ratio IQ replaced by the deviation IQ

A

second edition

48
Q

A comparison of the performance of the individual with the
performance of others in the same age in the standardization sample

A

deviation IQ

49
Q

in what edition was a point scale that organized subtests by category of item rather than the age at which most test takers
should be able to respond correctly was implemented

A

fourth edition

50
Q

what edition was designed for administration from ages 2 to 85

A

fifth edition

51
Q

novel problem solving;
understanding of relationships that are not culturally bound

A
  • CHC: Fluid Intelligence (Gf)
  • SB5: Fluid Reasoning (FR)
52
Q

skills and knowledge acquired by formal and informal education

A
  • CHC: Crystallized Knowledge (Gc)
  • SB5: Knowledge (KN)
53
Q

knowledge of mathematical thinking including number concepts, estimation, problem solving, and measurement

A
  • CHC: Quantitative Knowledge (Gq)
  • SB5: Quantitative
    Reasoning (QR)
54
Q

Ability to see patterns and relationships and spatial orientation as well as the gestalt among diverse visual stimuli

A
  • CHC: Visual Processing (Gv)
  • SB5: Visual-Spatial Processing (VS)
55
Q

Cognitive process of
temporarily storing and
then transforming or
sorting information in
memory

A
  • CHC: Short-Term Memory (Gsm)
  • SB5: Working Memory (WM)
56
Q

verbal reasoning

A
  • vocabulary
  • comprehension
  • absurdities
  • verbal reasoning
57
Q

quantitative reasoning

A
  • quantitative
  • number series
  • equation building
58
Q

abstract reasoning

A
  • patterns analysis
  • copying
  • matrices
  • paper folding/cutting
59
Q

short term memory

A
  • bead memory
  • memory for sentences
  • memory for digits
  • memory for objects
60
Q

SB5: items were grouped by age

A

age scale

61
Q

SB5: items are organized into subtests by category not by age at which most test takers are presumed
capable of responding in the way that is keyed
as correct

A

point scale

62
Q

SB5: formerly described as a deviation IQ score

A

test composite

63
Q

mean and SD of subtest scores

A

M 10 and SD 3

64
Q

mean and SD of composite scores

A

M 100 and SD 15

65
Q

SB5: beginning a subtest with a question in the
middle range of difficulty

A

adaptive testing

66
Q

SB5: task used to direct or route examinee to a particular level of questions

A

routing test

67
Q

advantages of adaptive testing

A
  • Collect maximum amount of information in the minimum amount of time;
  • Facilitate rapport; and
  • Minimizes potential for examine fatigue
68
Q

purpose of routing test

A

direct an examinee to test items that have a high probability of being at an optimal level of difficulty

69
Q

2 types of routing test

A
  • Nonverbal fluid reasoning (object/matrices)
  • Verbal knowledge (vocabulary)
70
Q

SB5: designed to illustrate the task required and assure
the examiner that the examinee understands

A

Teaching items

71
Q

SB5: a basal-level criterion that must be met for testing on the subtest to continue

A

Basal age

72
Q

SB5: ceiling-level criterion that is reached when an
examinee fails a certain number of items in a row

A

Ceiling age

73
Q

SB5: involves administering test items beyond the level at which the test manual dictates discontinuance

A

Testing the Limits

74
Q

principal goals of a Wechsler Scales administration

A
  • to assess current and/or premorbid levels of
    intelligence;
  • to test or generate hypotheses about the presence of organic brain dysfunction and psychopathological conditions
  • to make predictions as to how these conditions will affect the client’s response to treatment
75
Q

WAIS - IV (18-75 years old): under verbal

A
  • Information
  • Digit Span
  • Vocabulary
  • Arithmetic
  • Comprehension
  • Similarities
76
Q

WAIS - IV (18-75 years old): under performance

A
  • Picture completion
  • Picture arrangement
  • Block design
  • Object assembly
  • Digit symbol
77
Q

Wechsler Intelligence Scale for Children –
revised ( 6 – 18 yrs): under verbal

A
  • Information
  • Similarities
  • Arithmetic
  • Vocabulary
  • Comprehension
  • (Digit span)
78
Q

Wechsler Intelligence Scale for Children –
revised ( 6 – 18 yrs): under performance

A
  • Picture completion
  • Picture arrangement
  • Block design
  • Object assembly
  • Coding
  • (Mazes)
79
Q

Wechsler Preschool & Primary Scale of Intelligence ( 4 – 6 ½ yrs): under verbal

A
  • Information
  • Vocabulary
  • Arithmetic
  • Similarities
  • Comprehension
  • (Sentences)
80
Q

Wechsler Preschool & Primary Scale of Intelligence ( 4 – 6 ½ yrs): under performance

A
  • Animal House
  • Picture Completion
  • Mazes
  • Geometric Design
  • Block Design
81
Q

subtests and their desc: taps general knowledge, learning and memory

A

Information

82
Q

subtests and their desc: taps social comprehension, the ability to organize and apply knowledge

A

Comprehension

83
Q

subtests and their desc: taps the ability to analyze relationships and engage in logical, abstract thinking

A

Similarities

84
Q

subtests and their desc: taps learning of arithmetic, alertness, concentration and
short-term auditory memory

A

Arithmetic

85
Q

subtests and their desc: a good measure of intelligence

A

Vocabulary

86
Q

subtests and their desc: taps auditory discrimination and processing, auditory
memory and the integration of visual perception and auditory
input

A

Receptive Vocabulary

87
Q

subtests and their desc: taps expressive language and word retrieval
ability

A

Picture Naming

88
Q

subtests and their desc: taps auditory short-term memory, encoding and attention

A

Digit Span

89
Q

subtests and their desc: taps attention, sequencing ability, mental manipulation and
processing speed

A

Letter-Number Sequencing

90
Q

subtests and their desc: draws on visual perception abilities, alertness, memory, concentration, attention to detail and ability to differentiate essential from nonessential detail

A

Picture Completion

91
Q

subtests and their desc: taps the ability to comprehend or “size up” a situation, attention ,concentration and the ability to see temporal and cause-and-effect relationships

A

Picture Arrangement

92
Q

subtests and their desc: draws on perceptual-motor skills, psychomotor speed, and
the ability to analyze and synthesize

A

Block Design

93
Q

subtests and their desc: taps on pattern recognition, assembly skills, and psychomotor speed

A

Object Assembly

94
Q

subtests and their desc: draws on factors such as attention, learning ability,
psychomotor speed and concentration ability

A

Coding

95
Q

subtests and their desc: aps cognitive processing speed

A

Symbol Search

96
Q

subtests and their desc: taps perceptual organizing abilities and reasoning

A

Matrix Reasoning

97
Q

subtests and their desc: taps verbal abstraction ability and the ability to generate alternative concepts

A

Word Reasoning

98
Q

subtests and their desc: ability to abstract as well as categorical reasoning ability

A

Picture Concepts

99
Q

subtests and their desc: visual selective attention and related abilities

A

Cancellation

100
Q

an “estimate of a person’s abilities”

A

The Full Scale IQ (FSIQ)

101
Q

may describe the client’s FSIQ in terms of:

A
  1. a percentile rank score;
  2. a verbal descriptor; and
  3. a value existing somewhere within a selected confidence interval
102
Q

“an index of the person’s verbal comprehensive abilities”; assesses the individual’s educational proficiency

A

VIQ

103
Q

“estimate of one’s perceptual organizational abilities”

A

PIQ

104
Q

weschler: under verbal IQ

A

1.Ability to work with abstract symbols
2. Dependent on educational background
3. Verbal memory abilities
4. Verbal fluency

105
Q

weschler: under performance IQ

A
  1. Degree/quality of nonverbal contact w/ environment
  2. Ability to integrate perceptual stimuli w/ relevant motor responses
  3. Capacity to work in concrete situations
  4. Ability to work quickly
106
Q

provides an estimate of the client’s overall verbal
ability derived from four subtests— information, vocabulary, comprehension and similarities

A

Verbal Comprehension factor

107
Q

used to estimate the client’s perceptual abilities; is comprised of the picture completion, block design and object assembly subtests

A

Perceptual Organization factor

108
Q

related to an individual’s ability to attend, concentrate, engage in sequential cognitive processing, remember information and avoid internal distractions produced by anxiety; derived from the Arithmetic and Digit Span
subtests

A

Freedom from Distractability Factor

109
Q

one that is administered to obtain a composite
score

A

Core subtest

110
Q

optional subtest; used for purposes such as providing additional
clinical information or extending the number of
abilities or processes sampled

A

Supplemental subtest

111
Q

Overall index of intellectual ability; Verbal Comprehension and Perceptual Reasoning

A

General Ability Index (GAI)

112
Q

Working Memory and Processing Speed; Used to identify problems related to working memory or processing speed; With GAI, can be used to identify various learning disabilities

A

Cognitive Proficiency Index (CPI)

113
Q

A test that has been abbreviated in length,
typically to reduce the time needed for administration, scoring,
and interpretation

A

Short form

114
Q

Other Measures of Intellectual Abilities: A psychological dimension that characterizes the consistency with which one acquires and processes information

A

Cognitive style

115
Q

Other Measures of Intellectual Abilities: A reasoning process in which thought is free to move in many different directions, making several solutions possible

A

Divergent thinking

116
Q

The progressive rise in intelligence test scores that is expected to occur on a normed intelligence test from the date when the test was first normed

A

Flynn Effect

PSY 4310L (9 decks)

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