Chp 10.2: Intelligence II Flashcards
What are two major approaches to study intelligence?
- Psychometric approach
- Cognitive processes approach
psychometrics
the study of the statistical properties of psychological tests; the psychometric approach to intelligence focuses on the number and nature of abilities that define intelligence
factor analysis
a statistical technique that permits a researcher to reduce a large number of measures to a small number of clusters or factors; it identifies the clusters of behaviour or test scores that are highly correlated with one another
g factor
general intelligence factor, a component of intellectual performance according to Spearman
- idea that basic cognitive trait that involves solving problems, reasoning, & learning
- so intelligent individual would be good in many different areas
primary mental abilities (7)
spatial ability perceptual speed numerical ability verbal meaning, memory verbal fluency inductive reasoning ; defined by L.L. Thurstone on the basis of his factor analysis of intelligence test items
crystallized intelligence (gc)
intellectual abilities that depend on a store of information and the acquisition of particular skills (contrast to fluid intelligence) (relies on long-term memory)
fluid intelligence (gf)
the ability to deal with novel problem-solving situations for which personal experience does not supply a solution (contrast to crystallized intelligence)(relies on working memory)
three-stratum theory of cognitive abilities
a theory that supports three levels of mental skills—general, broad, and narrow—arranged in a hierarchical model
cognitive process theories
approaches to intelligence that analyze the mental processes that underlie intelligent thinking
triarchic theory of intelligence
Sternberg’s theory of intelligence that distinguishes between
-analytical
-practical
-creative
forms of mental ability (intellectual competence)
What are the 3 underlying cognitive processes?
- metacomponents
- performance components
- knowledge-acquisition components
metacomponents
higher-order processes used to plan and regulate task performance (related to fluid intelligence) (triarchic theory)
performance components
the actual mental processes used to perform a task (eg. Retrieving memories) (triarchic theory)
knowledge-acquisition components
allow us to learn from our experience, store information in memory, and combine new insight with previously acquired information (related to crystallised intelligence) (triarchic theory)
What three classes of psychological processes and forms of intelligence are found in Sternberg’s triarchic theory?
- Analytical intelligence involves the kinds of academically oriented problem-solving skills measured by traditional intelligence tests.
- Practical intelligence refers to the skills needed to cope with everyday demands and to manage oneself and other people effectively.
- Creative intelligence comprises the mental skills needed to deal adaptively with novel problems.
Gardner’s Theory of Multiple Intelligences (9)
9 different forms of intelligence:
- Verbal/linguistic
- Logical/mathematical
- Visuospatial
- Bodily/kinesthetic
- Musical/rhythmical
- Interpersonal
- Self/intrapersonal
- Naturalist
- Existentialist
Who made an intelligence test WAIS-IV which was less on verbal abilities?
Wechsler, WAIS-IV (Wechsler Intelligence Scale for Adults IV)
What standards are needed in psychological testing? (4)
– Identify construct of interest
– Need operational definition of construct
– Generate a sample of items that can assess our construct of interest
– Assess reliability, validity, and standardization
reliability
in psychological testing, the consistency with which a measure assesses a given characteristic, or different observers agree on a given score; the degree to which clinicians show high levels of agreement in their diagnostic decisions
test-retest reliability
the extent to which scores on a presumably stable characteristic are consistent over time
internal consistency
the extent to which items within a psychological test correlate with one another, indicating that they are measuring a common characteristic
interjudge reliability
the extent to which different observers or scorers agree in their scoring of a particular test or observed behaviour
validity
the extent to which a test measures what it is supposed to; the degree to which a diagnostic system’s categories contain the core features of the behaviour disorders and permit differentiation among the disorders
construct validity
the extent to which a test measures the psychological construct (e.g., intelligence, anxiety) that it is purported to measure
content validity
the extent to which test items adequately sample the domain that the test is supposed to measure (e.g., intelligence, mathematical reasoning)
criterion-related validity
the ability of test scores to correlate with meaningful criterion measures
Standardization (psychological testing)
- Rigorous/standard testing procedures
- Consistency in how tests are administered - Development of norms
- Involves getting test scores from a large sample to identify what a typical score for age group is
- Helps with providing a meaningful IQ score
Raven Progressive Matrices
– “culture-free” test
– Test involves pictures rather than words
– Language and culture of test-taker shouldn’t matter
What are the possible differences in ethnic groups in IQ in the US?
- biases on Euro Americans culture, may underestimate the mental competence of minority group members
- outcome bias (underestimate)
- predictive bias (only predicts intelligence for some groups)
What are 2 major influences on intelligence?
- biological (heritability, only .5-.7)
- environmental: socioeconomic status
Explain why wealthier individuals may have higher IQs?
• Socioeconomic status (SES)
– Wealthier individuals tend to have higher IQ than poor individuals
– Access to resources and opportunities
• Eg. Language exposure
• Environment is more enriching & supportive of intellectual development
– Related to other factors: stress, nutrition, education
emotional intelligence
ability to respond adaptively in the emotional realm by reading and responding appropriately to others’ emotions, to be aware of one’s own emotions and have the ability to control them, and to delay gratification
static testing
a traditional approach to testing whereby very detailed instructions must be closely adhered to in order to make sure that all testees are responding to as similar a stimulus situation as possible so that their scores will be solely a reflection of their ability
dynamic testing
after standard testing the examiner gives the respondent guided feedback on how to improve performance and observes how the person uses the information
outcome bias
the extent that a test underestimates a person’s true intellectual ability
predictive bias
a test bias that occurs if the test successfully predicts criterion measures for some groups but not for others
