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Psychology 105 > Chapter 9 - Intelligence > Flashcards

Chapter 9 - Intelligence Flashcards

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1
Q

Early intelligence definition
(Boeings definition)

A

Intelligence is whatever intelligence measures
-anything and everything is intelligence

Problem: everything is intelligence

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2
Q

Galton’s theory

A

Prominent scientist
-people with better senses = more intelligent
-research showed that different sensory capacities were weakly correlated to each other (vision is weakly correlated to hearing)
-so how could senses be correlated to intelligence if they are not correlated to each other

-disproved over time by researchers

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3
Q

Binet and Simons theory

A

-government asked to created the first intelligence test, to determine who is smart and who isn’t to give more education and schooling to those that need

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4
Q

Higher order processes

A

Reasoning, understanding and judgment

-reason abstractly
-learn to adapt
-acquire knowledge
-benefit from experience

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5
Q

Intelligence is related to

A

The ability to think in the abstract

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6
Q

Spearman

A

Interested in people who get one item correct, will get another item correct
-what is the relationship between the test questions

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7
Q

Spearman’s theory

A

Intelligence was general —> account for overall differences in intellect among people

-if I do well on one test question, i will do better on others —> overall/general
-believed people had more powerful brains than other people = more G

-controversial
-is culturally based

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8
Q

Spearman’s theory: specific skills

A

A specific type of intelligence based off on a job
-someone with a high G could still perform poorly on a S

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9
Q

Cattell and Horns model

A

Model of newly learned tasks
-crystallized : accumulated knowledge of the worlds acquired over time, lasting knowledge, related to openness and experiences —> specific skill set
-fluid intelligence: capacity to learn new ways of solving problems, declines with age

-fluid intelligence flows into crystallized intelligence over time

-supports idea of g and s

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10
Q

Gardeners multiple intelligences

A

-G doesn’t explain all intelligence factors, only one component
-came up with eight different types of intelligence
-different interpretations should have different types of intelligence

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11
Q

Linguistic verbal

A

Intelligence based on how well we speak and write

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12
Q

Visual spatial

A
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13
Q

Musical

A
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14
Q

Kinaesthetic

A

Manipulate bodies in physical activities

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15
Q

Interpersonal and intrapersonal

A

Inter- interact with others

Intra- insight about self

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16
Q

Naturalistic

A

Recognize and understand animals, plants

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17
Q

Logical mathematical

A
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18
Q

Sternbergs triarchic model

A

Analytical, practical and creative
-under represented in these tests
-three components of intelligence
-these three are not neccesarily independant of each other

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19
Q

Practical

A

Street smarts

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20
Q

Analytical

A

Book smarts

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21
Q

Creative

A

Creativity

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22
Q

Biological intelligence based

A

-brain volume is positively correlated to intelligence at a .4 level (low moderate correlation) to volume, density of the brain

-higher verbal skills correlated to intelligence

-third variable issue: culture, education

-speed of processing (higher = intelligence tests better due to banked time)

-working memory efficiency

-where in the brain there are more activation (prefrontal cortex, parietal lobe)

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23
Q

Family studies

A

particular trait present in all family that lives together
-trait runs through

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24
Q

Galton family studies

A

Found that relatives that are closely related to people who are known to be highly intelligent were also fairly intelligent
-is this environment or genetics

-concluded intelligence must be genetic (senses come from genetics)
-failed to consider: families share environment as well as genetics

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25
Q

Twin studies IQ

A

IQ correlates more strongly with identical twins = more genetic
-genetics is not the ONLY thing/that is causes things

-doesn’t help with environment

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26
Q

Adoption studies

A

People who are living in different environments
-closely resemble adopted parents or biological parents

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27
Q

Adoption studies IQ

A

Intelligence is most similar to biological parents, strong contribution from genetics
-environment still plays a role (children removed from deprives (little stimulation) to enriched show improvement in IQ scores

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28
Q

Enriched stimulation in children

A

Increase IQ test scores
-daycare facilities

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29
Q

Perception and intelligence

A

The way we perceive intelligence affects our intelligence
-mindset (growth or fixed)

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30
Q

Expectation effects

A

The idea of what we expect will influence
-creates intelligence

Randomly assigned a title of higher intelligence, and students labeled as “bloomers” progressively had higher scores (based off teachers knowledge and their expectation of those students)

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31
Q

Environment of learning: school

A

Schooling influences intelligence
-people who are educated have more neural connections
-difficult to determine although if it boosted intelligence, or just presented more opportunities

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32
Q

Research supporting connection of schooling and higher intelligence

A

Pre school vs kindergarten
-children who went through both boosted intelligence

Children’s IQ drops in the summer, because they are not actively learning

33
Q

Increase in intelligence = boost in intelligence ?

A

Research shows an increase of IQ in program, but after program it decreases back to baseline if not sustained
-be in school consistently over time

34
Q

Birth order and intelligence

A

Later born children tend to have lower IQ
-assumption: parents of lower IQ have more children —> less intelligent along the way

-may appear but cannot be confirmed

35
Q

Flynn effect

A

How IQ changes overtime in the population
-steady increase of average IQ

36
Q

What is contributed to Flynn Effect

A

-As time progresses, individuals get used to taking tests
-learn how to study for a test
-complexity of modern world—> internet
-increase of higher education

37
Q

Dweck

A

Suggested perception of intelligence influence intelligence

38
Q

When studying group differences it is important to be as

A

Objective as possible

39
Q

Sex differences in IQ

A

Men have a slightly higher IQ than women
-men are more variable (more at high and low)
-women are more consistent in range

40
Q

Women tent to do better than men in

A

-verbal tasks (hormone component-estrogen, fluctuates with menstural cycle)

-arithmetic calculation (only difference is found in childhood -> early intervention, opportunity—> stops at grade two)

-detecting and recognizing feelings (adulthood) (facial expressions, traditional role of care taker -> environmental)

41
Q

Meant tend to do better than women in

A

-spatial abilities (rotation tasks)

-geography (relies on spatial abilities)

-complicated mathematics

42
Q

Infants spatial abilities

A

Show no difference in ability

43
Q

All racial differences in intelligence is linked to

A

Environmental differences

44
Q

Variability within races are larger than

A

Variability between races

45
Q

IQ differences among races

A

May be narrowing over recent decades

46
Q

When we place individuals on an even playing field with comparable environmental opportunities the difference

A

Between racial groups largely disappear and we see small differences among individuals

47
Q

Within group heritability does not imply

A

Between group heritability

48
Q

Within group

A

Extent to which a trait is heritable within groups

49
Q

Between groups

A

Extent to which a trait is heritable between groups

50
Q

Genetics are an ____ factor

A

Individual
-they do not describe a group

51
Q

IQ test bias

A

IQ test predicts achievement equally well among groups
-bias causes differences
-opportunity affects intelligence

52
Q

Stereotype threat

A

The fear we confirm a negative stereotype being applied to us

53
Q

Stereotype threat of IQ

A

Can impact the way we perform on tests due to anxiety about the stereotype of our intelligence
-will enhance factor of intelligence being genetic rather than environmental

54
Q

IQ=

A

(Mental age/ chronological age) X 100

55
Q

Mental age

A

Lead to the development of the IQ or intelligent quotient

-corresponds to average individual performance
-where do you fall in the norms-> comparison of results

56
Q

Flaw of IQ calculations

A

Mental age levels off after 16 years
-start getting worse because comparative group doesn’t change

57
Q

Eugenics movement

A

Effort to improve populations genetic stock by encouraging people with good genes to reproduce and discouraging people with bad genes from reproducing

58
Q

Sterilization laws for low IQ people ended in

A

1972

59
Q

Deviation IQ

A

What IQ tests rely on today

60
Q

Most commonly used IQ test for adults is

A

Wechsler adult intelligence scale

61
Q

IQ 100

A

Average or typical for your age group

62
Q

Fifteen subsets give five scores

A

-overall IQ
-verbal comprehension
-perceptual reasoning
-working memory
-processing speed

63
Q

Verbal comprehension

A

-similarities
-vocabulary
-information

64
Q

Perceptual reasoning

A

-block desig
-matrix reasoning
-visual puzzles

65
Q

Working memory

A

-digit span
-arithmetic

66
Q

Processing speed

A

-symbol search
-coding

67
Q

Culture fair IQ tests

A

Consist of abstract reasoning items that don’t depend on language
-ravens progressive matrices

68
Q

Intellectual disability

A

Onset of childhood low IQ (below 70)
-1%
-mild, moderate, severe, profound

69
Q

The more severe the intellectual disability the less

A

Likely it is to run in families

70
Q

Most common intellectual disability

A

Fragile X syndrome and Down syndrome

71
Q

ADA and CHRC

A

Greatly impacted loves of those with disabilities

72
Q

Mental giftedness

A

Refers to the top 2% of IQ scores
-certain professions (doctor, lawyer, engineers, professors)
-genetics is greater factor

73
Q

Termans Termites showed that

A

Prodigies do not burn out or have higher rates of mental illness

-prodigies don’t stop being prodigies

74
Q

Creativity is measured by

A

Using tests of divergent thinking or outside the box
-uses of object test

75
Q

Creativity also need to be good at

A

Convergent thinking, finding the single best answer to a problem

76
Q

Is creativity associated with IQ?

A

Mildly
-link between creativity and bipolar disorder
-inc quantity of work but not quality

77
Q

Best predictor of quality of work is

A

Quantity of work

78
Q

Emotional intelligence

A

The ability to understand our own and others emotions then apply that information
-doesn’t differ much from personality
-does not predict job performance

Psychology 105 (8 decks)

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