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CPSY 202 > Chapter 9 - Intelligence > Flashcards

Chapter 9 - Intelligence Flashcards

1
Q

What is intelligence?

A
  • Ability to adapt and solve problems

- Psychologists can’t agree on a precise definition

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2
Q

“Boring’s definition of intelligence

A

Intelligence is whatever a test measures

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3
Q

Two types of approaches to intelligence

A
  • Psychometric (focus of measuring and testing)

- “expanded” models (non-traditional/multiple intelligences)

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4
Q

Galton (1822-1911)

A
  • Intelligence based on processing speed, sensory capacity
  • Psychometric tests of size of head, sensory tests
  • But these did not predicts outcomes in life
  • First attempt at systematic study of intelligence
  • coined the phrase “nature and nurture”
  • Believed intelligence was inherited; eugenics movement
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5
Q

Ancient intelligence tests

A
  • China 4000 years ago

- ‘civil-servant exams’ to assess skills of community members

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6
Q

“negative” vs “positive” eugenics

A

negative-discouraging people with “bad” genes from reproducing
positive-encouraging people with “good” genes to reproduce

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7
Q

Binet and Simon

A
  • Regarded as first intelligence test
  • Differed from Galton by testing for higher mental processes (reasoning, understanding, judgement)
  • Test items positively correlated with each other
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8
Q

Spearman

A
  • Did a ‘factor analyisis’ of Binet and Simons findings
  • Took their findings of item correlation as suggesting a shared factor
  • Called this General Intelligence (g)
  • Also proposed Specific Abilities (s), allowing for particular skills
  • Took intelligence to be strength of our mental engines (like car engine)
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9
Q

Factor Analysis

A
  • Done by Spearman
  • Analyzes correlations between responses/results on (intelligence) tests; tries to find underlying factor that explains correlations
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10
Q

Louis Thurstone

A
  • Found that some test items clumped together more than others
  • Identified 7 primary mental abilities
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11
Q

Thurstone’s 7 mental abilities

A
  • Spatial ability
  • Numerical meaning
  • Verbal meaning
  • Verbal fluency
  • Memory
  • Inductive reasoning
  • Perceptual speed
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12
Q

Cattell

A
  • “Cartel” said both Spearman and Thurstone were right
  • Introduced Fluid and Crystallized intelligence
  • Fluid: Ability to learn new ways of solving problems
  • Crystallized:
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13
Q

Robert Sternberg (three icebergs)

A

3 facets of intelligences:

Analytic (book)
Creative (creativity)
Practical (street)

All three OVERLAP (three circles)

Criticism: can measure performance but not potential

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14
Q

Analytic Intelligence (Sternberg)

A
  • Efficient information processing (recall speed/memory)
  • Solve problems (monitor self as you execute solution)
  • g based
  • Traditional type of intelligence (reasoning/math)
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15
Q

Creative Intelligence (Sternberg)

A
  • Applying knowledge to new tasks

- Turning novel/effortful task into automatic/effortless

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16
Q

Practical intelligence (Sternberg)

A

Four ways to adjust to context:

  1. Understanding one’s own strengths and weaknesses
  2. Adapting to our environment
  3. Choose new environments;
  4. Shape existing environment
17
Q

Gardener

A
  • Argues for multiple, entirely seperate intelligences:
  • Linguistic, spatial, logico-mathematical, musical, bodily-kinesthetic, interpersonal, naturalistic
  • Argued that “savants” are proof: extremely gifted at one thing but not others
18
Q

-Criticisms to Gardener’s view of intelligence

A
  • Impossible to falsify
  • Not clear why certain abilities classify as intelligence, while others not
  • No evidence that these intelligences are truly independent
19
Q

Intelligence test logic:
Hypothetical property — Consequential behaviours — test result
Explain

A
  • Intelligence is a hypothetical property that enables people to perform a wide variety of consequential behaviours.
  • Good grades, good leadership, high income, etc, are “consequential behaviours”
  • Intelligence test are a set of tasks that correlate with these behaviours
20
Q

Examples of today’s intelligence tests

A
  • Stanford-Binet

- WAIS

21
Q

Original intelligence tests

A
  • Alfred Binet

- Wanted a test that could identify children who needed remedial education

22
Q

Mental age IQ

A
  • MA/CA x 100
  • Level of age graded problems a child can solve
  • Child’s intellectual performance
  • At 16, mental age performance starts to level out, so doesn’t work with adults – everyone’s IQ would get lower as they age
23
Q

Deviation IQ

A
  • Used with adults, when MA perf. levels off
  • (score/average) x 100
  • Tells us how many SD away from mean a score is
24
Q

Distribution of IQ scores

A
  • 95% are within 2 SD

- 68% are within 1 SD

25
Q

IQ stability

A
  • Relative intelligence remains the same
  • Absolute intelligence changes
  • Individual change is high between 6-18
  • Stable in adolescence (0.8-0.9)
  • By mid 80s avg IQ falls below avg adult
26
Q

Flynn effect

A

-Avg. IQ score has been rising 0.3% per year

27
Q

IQ in babies

A
  • Bayley Scales of Infant Development
  • Measures motor and mental abilities
  • Good for assessing dev. delays
  • Does not predict later IQ
28
Q

Incremental vs Entity views of intelligence

A
  • Incremental View: “My ability can be changed (through effort)” – these children tend to persist at challenges
  • Entity View: “My ability cannot be changed” – have low expectations for success and avoid challenges
29
Q

Heritability of IQ in a population

A

-About 50% of the variability in a population is due to genetic differences

30
Q

Twin studies

A
  • MZ twins (identical): IQ correlation is .7-.8
  • DZ twins (fraternal): IQ correlation is .3-.4
  • Even MZ twins reared apart show higher correlation (.7) than DZ and non-twins reared together
  • Suggests significant genetic role
31
Q

Adoption studies (plus one CON)

A
  • IQs of adopted children are more similar to their adoptive parents when young, but becomes closer to bio. parents as they get older.
  • CON: selective placement - children tend to be placed in homes similar to those of their bio. parents
32
Q

Family studies (plus one CON)

A
  • Bio. parents: r = .4+
  • Siblings: r = .45 (should be around the same as DZ twins)
  • Cousins: r = .15
  • CON: Genetic-environment correlation (because of genetics, families tend to live/behave similarly, which influences environment)
33
Q

Effect of socioeconomic status of IQ correlation

A
  • Higher r in higher SES environments
  • Lowe r in lower SES env.
  • Environmental deprivation (impoverishment) “swamps effect of genes” on IQ

CPSY 202 (4 decks)

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