Chapter 9- Intelligence Flashcards

Question

4) Bodily-kinesthetic intelligence

Answer 1

Ability to use one’s body or parts of it to solve problems or create products Ex: Athletes, dancers, mechanics, craftspeople

Answer 2

Ability to think about and solve problems in three-dimensional space Ex: Navigators, pilots, architects, sculptors

Answer 3

Ability to understand and be aware of other people’s intentions, motivations, thoughts, and desires Also the ability to work well and get along with others Ability to perceive and understand other people’s intentions, motives, and behaviours Ex: Psychologists, social workers, teachers, politicians

Answer 4

Ability to be aware of, understand, and regulate one’s own behaviour, thoughts, feelings, and motivations Ex: Psychologists, monks, priests

Answer 5

Ability to recognize, classify, and understand the plants and animals in one’s environment Ex: Naturalists, biologists, botanists, veterinarians, hunters, farmers

Answer 6

Psychologists are critical of it: see little value in calling skills like music, movement, and social skills “intelligence” Gardner hasn't provided tests of these intelligences Few direct empirical tests on Gardner’s theory, his ideas are more theory than science

Answer 7

Different students learn in different ways Some students who have demonstrated ability in some areas fail academic subjects and door poorly on traditional intelligence tests

Answer 8

1910-1980 People constructed tests around practical and clinical concerns rather than theories and other understandings of intelligence

Answer 9

Second Period 1980s First theory-driven intelligence tests were developed

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1990s Major shift Creators of intelligence tests acknowledged that intelligence may be many things rather than just one Integrated theory and measurement Developed intelligence tests that assess several aspects of intelligence

Answer 11

First person to suggest measuring intelligence Believed that intelligence was inherited Wanted to prove that people who were more socially and occupationally successful would perform better on a series on intelligence tests Set up a laboratory at the 1884 London International Health Exhibition Measured reaction speed, muscular strength, and sensory acuity Though big heads meant bigger brains Performance on his measures wasn't related to social and occupational success Generated interest in testing mental abilities, but unsuccessful in developing a useful measure of intelligence

Answer 12

Developed the first practical measure of intelligence Developed a measure for children who would benefit from extra assistance in schools Developed a test containing 30 problems of increasing difficulty Believed that ability to solve increasing difficult problems depends on age

Answer 13

The equivalent chronological age a child has reached based on his/her performance on an intelligence test Not based on how old a person is in years Based on the level or age group at which an individual can solve problems The average of what most children at a particular age level can do Compares a person to people their age

Answer 14

``` Introduced the intelligence ratio= mental age (MA) x100% chronological age (CA) ```

Answer 15

The ratio of mental age over chronological age | Very useful in the early years of IQ testing with children, but no longer used

Answer 16

Doesn't work very well for adults By age 16, peoples mental age levels out while chronological age increases Stern’s ratio yields increasingly lower IQ scores as people get older Today, IQ scores are based on how well a child does on tests relative to norms established by testing children of the same age

Answer 17

Translated Binet’s test for American students Named the test the Stanford-Binet Test Changes he made were to establish national norms and to adopt and apply the ratio score of MA/CA to a widely used IQ test

Answer 18

Measured adult intelligence Developed a test known as the Wechsler Adult Intelligence Scale (WAIS) Later developed a test for children: Wechsler Intelligence Scales for Children (WISC) These two tests are the most frequently used in Canada and the US Include scores on four dimensions: verbal comprehension, perceptual reasoning, working memory, and processing speed

Answer 19

measures general verbal skills, such as verbal fluency

Answer 20

assesses the ability to examine a problem, drawing upon motor and visual spatial skills

Answer 21

assesses how quickly a person can focus attention and quickly scan, discriminate between, and sequentially order visual information

Answer 22

holds information in mind for a short period so that it can be used to solve a problem at hand, one of the dimensions that were missing before 1985

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Quantitative reasoning: Dealing with knowledge and the application of numbers Visual-spatial processing: Involved timed tasks such as completing a puzzle Working memory

Answer 24

The first theory based IQ test and one of two major shifts in intelligence testing Differed from the Stanford-Binet and Weschler tests in 4 ways: It was the first IQ test to be guided by theories of intelligence In particular: Cattell and Horn’s concepts of fluid and crystallized intelligence and Piaget’s theory of cognitive development 2) Included different kinds of problems for children of different ages and problems at varied levels of difficulty 3) Measured several distinct aspects of intelligence 4) Assessed different types of learning styles

Answer 25

consistency of results

Answer 26

the extent to which scores on a test are similar over time EX: good test-retest reliability= a person who takes the same test at two different times and receives similar scores on both occasions

Answer 27

the extent to which items within a test correlate with one another EX: high test internal consistency= when questions on a given subtest correlate very highly with other items on a subtest

Answer 28

extremely reliable, with test-retest correlations of +.90 or higher has high test internal consistency

Answer 29

accuracy of test The degree to which a test accurately measures what its supposed to measure Must measure intelligence and not something else An indicator is the ability of its test scores to predict real world outcomes More difficult to establish than reliability Evidence that the Weschler and Stanford-Binet tests are valid, but Sternberg and Gardner argue that they only measure verbal, spatial, and mathematical intelligence, not the other forms like social, emotional, musical, bodily, practical, and natural history

Answer 30

construct and predict

Answer 31

he degree to which a test measures the concept it claims to measure, such as intelligence

Answer 32

the degree to which intelligence test scores are positively related to real-world outcomes, such as school achievement or job success

Answer 33

Do predict certain real-world outcomes: academic performance IQ scores predict student’s grades, school performance and class rank with coefficients between +0.50 and +0.60 Preschool scores on two IQ tests taken by American children accurately predicted the children’s academic achievement scores from kindergarten to Grade 6 Scores from WAIS predict one’s academic class rank in high school and one’s college GPA IQ scores predict people’s occupations and job performance within their chosen occupations fairly well People scoring higher in intelligence are more likely to end up in more prestigious occupations People with higher intelligence perform better across a wide variety of occupations, with a correlation of +0.51

Answer 34

The notion that group differences in IQ are caused by different cultural and educational backgrounds, not by real differences in intelligence Used by the general public

Answer 35

Characteristic of a test that produces different outcomes for different groups Refers to whether a test produces outcomes equally well for different groups A test is bias if it is a more valid measure for one group than for another Mathematical differences Does a test produce different outcomes for different groups? EXAMPLE: If an IQ test predicts academic achievement better for Hispanics than for Asians, it is biased Very little evidence for this kind of bias existing in contemporary IQ tests

Answer 36

The process of giving a test to a large group of people to establish norms or standards by which all other people who take the test are compared Norms that reflect the makeup of the general population Intelligence tests are developed using this Separate norms are established for the use and interpretation of intelligence tests within different countries EXAMPLE: Canadian norms have been published for the WAIS-III. Just because different groups score differently on a given test does not mean that it is biased If a test is equally valid for different groups and they still score differently on it, the test is not biased. May be unfair, but not biased.

Answer 37

Reflects values, philosophical differences, and the ways in which the test results are applied Judgment about how test results are applied to different groups based on values and philosophical inclinations Does a test apply equally to people with different backgrounds, based on various value differences?

Answer 38

Alberta woman, Leilani Muir in 1995 Muir was awarded almost a million dollars in damages for her involuntary standardization When she was 14, she was labelled as mentally deficient based on her low IQ score and was sterilized When her IQ was tested several years later, Muir scored almost 20 points higher, suggesting that her initial performance on the IQ test was not a valid indicator of her cognitive ability

Answer 39

Formerly known as mental retardation Significant limitations in intellectual functioning as well as in everyday adaptive behaviour before the age of 18 Used to be defined based on an IQ score of 70

Answer 40

Mild: IQ of 50-70 Moderate: IQ of 35-50 Severe: IQ of 20-35 Profound: IQ below 20

Answer 41

Adjustment to and coping with everyday life How well a person adjusts to and copes with daily life Example: How well can the person feed or dress himself/herself? Does the person have the ability to understand the time, make change, or read simple words? One might ask whether the person can take a bus or subway or follow the news on TV If the criteria of adaptive behaviour had been applied to Muir , it is unlikely that she would have been labelled as mentally deficient

Answer 42

in 50% of cases, the cause of intellectual disability is organic, meaning that it is genetic or the result of brain damage

Answer 43

Trisomy 21 A person has three number 21 chromosomes Chromosomal disorder characterized by mild to profound intellectual disability An example of organic intellectual disability Genetic cause is unknown, but related to maternal age: children born to older women are more likely to develop downs syndrome In the case where its not caused by genetics, it may result from environmental factors

Answer 44

Down syndrome caused by environmental factors, like neglect and poor nutrition More prevalent among people of low socioeconomic status Tends to occur in more than one family member Is mild

Answer 45

Extreme giftedness usually takes various forms, two of which are prodigies and savants

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(like math, music, art, or chess) and at least average in intelligence Under the age of 20 Sometimes they possess extreme talent in more than one domain

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A very rare condition in which people with serious mental handicaps also show isolated areas of ability or brilliance/giftedness Have low overall intelligence, IQ below 70 Incredible ability for calculating numbers, recalling events, playing music, or drawing Cannot speak at all or speak poorly 100 in the world today, 50% suffer from autism, 50% suffer from some other kind of psychological disorder Occurs most often in five major areas of talent: music (usually piano), art, math, calendar calculations, and spatial/mechanical skills Ex: People who can immediately calculate the day of the week on which a particular date in history fell. If asked what day of the week June 15, 1899 was, they would correctly answer “Thursday” Others can take apart clocks, toys, bicycles and other machines and rebuild them with expert precision People with Savant Syndrome

Answer 48

prefrontal cortex.

Answer 49

the left prefrontal region of the brain is activated

Answer 50

the prefrontal lobes of both the left and right hemispheres, and the occipital cortex are activated The frontal lobe is more involved when an individual is performing fluid intelligence tasks, like pattern recognition, than when the person is performing tasks that involve crystallized intelligence and learned experiences

Answer 51

``` Positive relationship (correlation between 0.30-0.40) between brain size and intelligence Highly intelligent people have more brain volume than less intelligent people Strongest in areas of the brain associated with working memory, executive functioning, and attention ```

Answer 52

Used twin adoption and family studies

Answer 53

The more genetically related people are, the more similar they are in IQ even if separated Identical twins separated are more similar in intelligence than fraternal twins together Studies show that adopted children’s overall intelligence is more similar to that of their biological parents than to that of their adoptive parents Accounts for 50% of the variability in intelligence

Answer 54

Adoption/environment can also enhance a child’s IQ Adopted children have higher IQs than orphans not adopted Accounts for 40% of the variability in intelligence Prenatal environment- drugs, alcohol or infections in pregnant women can influence a child’s intelligence The other 10% is unexplained

Answer 55

For a given trait, such as IQ, the genetically determined range of response by an individual to his or her environment Genes do not determine behaviour, but rather establish the range of possible behaviours Reaction range for IQ is 25 points- meaning that a given person may end up scoring anywhere in a 25 point range on an IQ test, depending on the kind of environment they were raised in Raised in an enriched environment = likely to obtain an IQ near the upper limit of that persons reaction range Raised in an impoverished environment = likely to obtain a score near the lower limit Raised in a normal environment = likely to obtain a score in the middle of the reaction range

Answer 56

First-born children have a slight advantage over second born children Second born children have a smaller advantage over third born children These advantages are caused by differences in family interactions due to birth order, not prenatal environment The effect held only in situations when no older sibling died in infancy If a biological second born has an older sibling who died at infancy, the second born child becomes the first born and displays a slight increase in IQ

Answer 57

The trend of increasing IQ scores over the past century IQ scores have increased by almost three IQ points per decade These gains are far too rapid to result from genetics More likely the result of environmental influence Potentially Caused by: Increased test-taking exposure and motivation today’s generations score higher because they have learned how to write tests and care enough about the outcome to try hard. We haven't actually gotten smarter Improvements in health and nutrition Exposure to the technology More years of schooling School attendance can raise IQ scores Standardization ensures average IQ is 100

Answer 58

Reported differences in IQ among racial-ethnic groups | Argued that because IQ is under genetic influence, racial-ethnic differences must at least be partly genetic in origin

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Reported racial ethnic differences on a number of measures, including intelligence, social behaviour, and physical attributes such as brain size.

Answer 60

Asians scored highest on measures of intelligence and Black people scored lowest White people of European descent scored in the middle Argued that racial-ethnic differences in IQ are largely due to heredity

Answer 61

Controversial hinting subtitle, “Intelligence and Class Structure in American Life” Summarized the results of a study on racial-ethnic group differences, social class and intelligence among 12,000 individuals 1) Racial-ethnic groups vary on IQ scores 2) Differences in IQ largely due to differences in education and income Due to genetics

Answer 62

The process where anxiety about culturally held group stereotypes impacts negatively on individual test performance Occurs when people become worried that they will confirm the stereotype about their group in their test performance their self-doubt and anxiety may worsen test-performance Psychologists point out that heritability findings apply only within the group of people studied, not between groups. So its a misinterpretation of heritability to argue that group differences are due to genetics even if IQ is heritable Even if variation within a group on a trait is largely due to heredity, the differences between groups may be due to environmental factors Ex: Suppose you plant corn seeds from the same seed bag in two different soils, fertile and infertile. While differences in plant height within each soil environment may be largely due to genetic factors (seed differences), it says nothing about differences in average plant height between the groups, which is largely environmental (due to soil differences)

Answer 63

The conclusion that genetics influence intelligence implies that IQ levels are determined at birth Faulty because: 1) Genes interact with environmental forces and therefore environment can shape gene expression… epigenetics 2) Reaction range illustrates the connection between genes and environment 3) Interventions have succeeded in changing IQ levels, children who were neglected and then adopted into good families increased in IQ Both genetic and environmental forces play important roles in determining IQ scores

Answer 64

People’s concepts of intelligence vary according to their culture Western cultures emphasize verbal and cognitive skills first African cultures see social skills, like being socially responsible, cooperative and active in family life, to be crucial parts of intelligence Asian cultures emphasize humility, awareness, doing the right thing, and mindfulness as important qualities of intelligence Children in Kenya don't do well at solving book analytic problems, but do very well at solving everyday practical problems