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PSYCH 201 > Chapter 9: Intelligence > Flashcards

Chapter 9: Intelligence Flashcards

All the relevant topics of Psychology: Themes and Variations, Chapter 9 (Intelligence and Psychological Testing)! Transcribed by Marijke Nawalkowski and Catherine Cheung :)

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1
Q

“Psychological Testing”

A

A standardized measure of a sample of a person’s behaviour. Measures things such as intelligence, aptitudes, interests, ad aspects of personality.

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2
Q

“Intelligence Tests”

A

Measures general mental ability. Assess intellectual potential rather than previous learning or accumulated knowledge.

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3
Q

“Aptitude Tests”

A

Break mental ability into separate components. Test specific types of mental abilities.

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4
Q

“Achievement Test”

A

Specific like aptitude tests, but measure previous knowledge, not potential. Used to measure the level of mastery of a topic/skill.

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5
Q

“Personality Test”

A

Measure various aspects of personality, including motives, interests, values, and attitudes.

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6
Q

What is another term for “personality tests”? Why?

A

“Personality scales”, as there is no right or wrong answer.

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7
Q

What is an important disclaimer to remember from psychological tests?

A

They only represent a SAMPLE of your behaviour; a particular behaviour sample may not be representative of your characteristic behaviour.

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8
Q

“Standardization”

A

Refers to the uniform procedures used in the administration and scoring of a test.

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9
Q

“Test Norms”

A

Provides information about where a score on a psychological tests ranks in relation to other scores on that test.

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10
Q

“Standardized Group”

A

The sample of people that the test norms are based on.

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11
Q

In psychological testing, everything is __________.

A

“relative”

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12
Q

“Reliability”

A

Refers to the measurement consistency of a test.

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13
Q

“Test-Retest Reliability”

A

Estimated by comparing subjects’ scores on two administrations of a test. Essentially, tests are retaken by the same participants – usually a few weeks or so apart.

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14
Q

“Correlation Coefficient”

A

A numerical index of the degree of relationship between two variables. The closer the coefficient is to +1.00, the more reliable the test is.

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15
Q

“Validity”

A

Refers to the ability of a test to measure what it is designed to measure. Also used to refer to the accuracy or usefulness of the interference or decisions based on a test, Can be established by content validity, criterion-related validity, and construct validity.

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16
Q

“Content Validity”

A

Refers to the degree to which the content of a test is representative of the domain it’s suppose to cover.

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17
Q

“Criterion-related Validity”

A

Estimated by correlating subjects’ scores on a test with their scores on an independent criterion (another measure) of the trait assessed by the test, Aptitude for becoming a pilot and performance in pilot training should have a high/strong positive correlation.

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18
Q

“Construct Validity”

A

The extent to which there is evidence that a test measures a particular hypothetical construct (hypothetical construct refers to abstract personal qualities such as creativity, intelligence, independence, etc.)

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19
Q

What provides evidence of a test’s construct validity?

A

The overall pattern of correlations between the test being developed and tests assessing related concepts.

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20
Q

Sir Francis Galton

A

After studying family trees and noticing reoccurring success among generations, concluded success was due to great inter-generational intelligence of genetic inheritance (while ignoring the possibility of privilege). Because of this, Galton attempted to measure intelligence. His tests met with little success, but he created an interest in the measurement of mental ability, and coined the term “Nature versus Nurture”, and the concepts of correlation, and percentile test scores.

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21
Q

Alfred Binet and Theodore Simon

A

Created the Binet-Simon scale, the first useful test of general mental ability. Expressed a child’s score in terms of “mental age”.

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22
Q

Lewis Terman

A

With colleagues at Stanford University, expanded and revised Binet’s test, creating the Stanford-Binet Intelligence scale. It included William Stern’s “intelligence quotient”, allowing all children, regardless of age, to be placed on the same scale.

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23
Q

How do you calculate IQ?

A

(Mental Age / Chronological Age) x 100

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24
Q

David Wechsler

A

Created the Wechsler Adult Intelligence Scale (WAIS). Essentially, this was an IQ test made more adults that focused less on verbal IQ, and more on non-verbal reasoning.

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25
Q

Who launched the debate on the structure of intellect, and how?

A

Charles Spearman. By using fact analysis, Spearman concluded that all cognitive abilities share an important core factor. He labelled this fact “g” for general mental ability.

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26
Q

“Factor Analysis”

A

Correlations among many variables are analyzed to identify closely related clusters of variables. If a number of variables correlate highly with one another, the assumption is that a single factor is influencing all of them.

27
Q

L.L. Thurstone

A

Developed the test that evolved into the Scholastic Aptitude Test (SAT). Using a somewhat different factor analysis, Thurstone concluded intelligence involved multiple abilities.

28
Q

What are the seven primary mental abilities?

A

According to L.L. Thurstone, the seven primary abilities are:

1) Word Fluency
2) Verbal Comprehension
3) Spatial Ability
4) Perceptual Speed
5) Numerical Skill
6) Inductive Reasoning
7) Associate Memory

29
Q

J.P. Guilford

A

Extended on Thurstone’s reasoning by dividing intelligence into 150 separate abilities, and did away with g entirely.

30
Q

Fluid Intelligence

A

Involves reasoning ability, memory capacity, and speeding of information processing.

31
Q

Crystallized Intelligence

A

Involves ability to apply acquired knowledge and skills in problem solving.

32
Q

John Carroll

A 
Created a model with intelligence represented in three strata:
Stratum 1 (Top) - g; general mental ability
Stratum 2 - Eight broad abilities, including crystallized and fluid intelligence, visual and auditory perception, learning, memory, cognitive speed, etc.
Stratum 3 - More specific abilities such as spelling.
33
Q

What is the correlation between intelligence and grey/white brain matter?

A

Findings suggest that higher intelligence scores are correlated with increased volume of both grey matter, and white matter, with the association being a little stronger for grey matter.

34
Q

Robert Sternberg

A

Since the mid-1980s, Sternberg has attempted to apply a cognitive perspective on intelligence. His cognitive approach emphasizes the need to understand how people use their intelligence.

35
Q

Robert Sternberg’s Triarchic Theory of Successful Intelligence

A

According to Sternberg, successful intelligence consists of individual’s ability to harness their analytical, creative, and practical intelligence to achieve their life goals within their cultural context by taking advantage of their strengths and compensating for their weaknesses.

36
Q

“Analytical Intelligence”

A

Involves abstract reasoning, evaluations, and judgement.

37
Q

“Creative Intelligence”

A

Involves the ability to generate new ideas and to be inventive in dealing with novel problems.

38
Q

“Practical Intelligence”

A

Involves the ability to deal effectively with the kinds of problems people encounter in everyday life, such as on the job or at home.

39
Q

Howard Gardner

A

Criticized traditional IQ test for only reasoning verbal and mathematical skills. Gardner concluded that human intelligence currently has nine categories:

1) Logical-Mathematical
2) Linguistic
3) Musical
4) Spatial
5) Bodily-kinesthetic
6) Interpersonal
7) Intrapersonal
8) Naturalist
9) Existentialist (Spiritual)

40
Q

Peter Salovey and John Mayer

A

Originally developed the concept of emotional intelligence.

41
Q

What are the four components of emotional intelligence?

A

1) Accurately perceiving emotion in self and others.
2) Awareness of effects of emotion of cognitive processing.
3) Understanding and analyzing emotions.
4) Regulate and utilize emotions.

42
Q

Multi-factor Emotional Intelligence Scale (MEIS)

A

The emotional intelligence test that has the strongest empirical foundation, devised by Mayer, Caruso and Salovey.

43
Q

“Normal Distribution”

A

A symmetric, bell-shaped curve that represents the pattern in which many characteristics are dispersed in the population.

44
Q

“Deviation IQ Scores”

A

Locate subjects precisely with the normal distribution, using the standard deviation as the unit of measure.

45
Q

What is the means of distribution, and stand deviation for most IQ tests?

A

The means of distribution is typically set at 100, while the standard deviation is set at 15. i.e., A score of 115 means that a person scored exactly one standard deviation above the mean.

46
Q

What are the three generally recognized basic components of intelligence?

A

Verbal, practical, and social.

47
Q

What constitutes intellectual disability?

A

Two or more standard deviations below the mean.

48
Q

What constitutes giftedness?

A

Two or more standard deviations above the mean.

49
Q

“Intellectual Disability”

A

Refers to general mental ability accompanied by deficiencies in adaptive skills (conceptual, social, and practical skills), originating before 18.

50
Q

What are the four levels of intellectual disability?

A

Mild, Moderate, Severe, or Profound. 85% fall into mild. 10% fall into moderate, and 5% fall into severe.

51
Q

How much does biological/physical causes contribute to intellectual disabilities?

A

50%

52
Q

“Savant”

A

A syndrome in which an individual reportedly has a low IQ and demonstrate mental disabilities, although demonstrate extraordinary skills in other forms.

53
Q

What did Lewis Terman discover about gifted individuals?

A

Gifted individuals tend to be above average in height, weight, strength, physical health, emotional adjustment, mental health, and social maturity.

54
Q

Joseph Renzulli

A

Theorized that for gifted adults to make genius-level contributions to society, they must possess three crucial traits: high intelligence, high creativity, and high motivation.

55
Q

“Hidden Gifted”

A

Gifted children, who for a variety of reasons may not be properly identified as gifted as they are under-performing academically. Hence, they do not meet their potential.

56
Q

What is the correlation between age and heredity of intelligence?

A

Evidence suggested that the influence of heredity increases with age.

57
Q

“Heritability Ratio”

A

An estimate of the proportion of trait variability in a population that is determined by variations in genetic inheritance. Since they are based off on group statistics, they cannot necessarily be applied to individuals. Heritability is suppressed by the negative environmental conditions associated with poverty.

58
Q

“Cumulative Deprivation Hypothesis”

A

Researchers found that environmental deprivation led to the predicted erosion in IQ scores. If children are moved from deprived environments into improved ones, their IQ also improves.

59
Q

“The Flynn Effect”

A

In a study of the IQ test used by the U.S. military, James Flynn noticed that the level of performance required to earn a score of 100 raised every time the test are renormed. The performance that today would earn you 100, would score you 120 in the 1930s. Proof of environmental factors on IQ.

60
Q

What do genetics influence, and what does environment influence, in terms of intelligence?

A

Genetics influence the experiences that people are exposed to, and environments influence the degree to which genetic predispositions are realized.

61
Q

“Reaction Range”

A

Refers to the theory of genetically determined limits on IQ. Heredity may set certain limits on intelligence and environmental factors determine where individuals fall within these limits. Heredity is also thought to place a lower limit on an individual’s IQ, although extreme circumstances could drag a person’s IQ beneath this boundary.

62
Q

“Stephen Ceci’s Bioecological Theory of Intelligence”

A

Argues that intelligence is a product of interacting, but separate systems.
· Biology = One’s own innate abilities or neurological capacity.
· Motivation = One’s drive or desire to achieve
Environment = One’s context that requires, helps or binders development.

63
Q

Where in the brain does the amount of neurons matter?

A

Only if they are in the frontal lobe

64
Q

What is the correlation between IQ and the activity of electrical impluses along nerve fibres and synapses?

A

The more activity, the lower the IQ.

PSYCH 201 (9 decks)

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