Chp 10.2: Intelligence II

Question 1

What are two major approaches to study intelligence?

Answer 1

• Psychometric approach

- Cognitive processes approach

Question 2

psychometrics

Answer 2

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

Question 3

factor analysis

Answer 3

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

Question 4

g factor

Answer 4

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

Question 5

primary mental abilities (7)

Answer 5

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

Question 6

crystallized intelligence (gc)

Answer 6

intellectual abilities that depend on a store of information and the acquisition of particular skills (contrast to fluid intelligence) (relies on long-term memory)

Question 7

fluid intelligence (gf)

Answer 7

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)

Question 8

three-stratum theory of cognitive abilities

Answer 8

a theory that supports three levels of mental skills—general, broad, and narrow—arranged in a hierarchical model

Question 9

cognitive process theories

Answer 9

approaches to intelligence that analyze the mental processes that underlie intelligent thinking

Question 10

triarchic theory of intelligence

Answer 10

Sternberg’s theory of intelligence that distinguishes between
-analytical
-practical
-creative
forms of mental ability (intellectual competence)

Question 11

What are the 3 underlying cognitive processes?

Answer 11

• metacomponents
• performance components
• knowledge-acquisition components

Question 12

metacomponents

Answer 12

higher-order processes used to plan and regulate task performance (related to fluid intelligence) (triarchic theory)

Question 13

performance components

Answer 13

the actual mental processes used to perform a task (eg. Retrieving memories) (triarchic theory)

Question 14

knowledge-acquisition components

Answer 14

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)

Question 15

What three classes of psychological processes and forms of intelligence are found in Sternberg’s triarchic theory?

Answer 15

1. Analytical intelligence involves the kinds of academically oriented problem-solving skills measured by traditional intelligence tests.
2. Practical intelligence refers to the skills needed to cope with everyday demands and to manage oneself and other people effectively.
3. Creative intelligence comprises the mental skills needed to deal adaptively with novel problems.

Question 16

Gardner’s Theory of Multiple Intelligences (9)

9 different forms of intelligence:

Answer 16

• Verbal/linguistic
• Logical/mathematical
• Visuospatial
• Bodily/kinesthetic
• Musical/rhythmical
• Interpersonal
• Self/intrapersonal
• Naturalist
• Existentialist

Question 17

Who made an intelligence test WAIS-IV which was less on verbal abilities?

Answer 17

Wechsler, WAIS-IV (Wechsler Intelligence Scale for Adults IV)

Question 18

What standards are needed in psychological testing? (4)

Answer 18

– 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

Question 19

reliability

Answer 19

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

Question 20

test-retest reliability

Answer 20

the extent to which scores on a presumably stable characteristic are consistent over time

Question 21

internal consistency

Answer 21

the extent to which items within a psychological test correlate with one another, indicating that they are measuring a common characteristic

Question 22

interjudge reliability

Answer 22

the extent to which different observers or scorers agree in their scoring of a particular test or observed behaviour

Question 23

validity

Answer 23

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

Question 24

construct validity

Answer 24

the extent to which a test measures the psychological construct (e.g., intelligence, anxiety) that it is purported to measure

Question 25

content validity

Answer 25

the extent to which test items adequately sample the domain that the test is supposed to measure (e.g., intelligence, mathematical reasoning)

Question 26

criterion-related validity

Answer 26

the ability of test scores to correlate with meaningful criterion measures

Question 27

Standardization (psychological testing)

Answer 27

1. Rigorous/standard testing procedures
   - Consistency in how tests are administered
2. 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

Question 28

Raven Progressive Matrices

Answer 28

– “culture-free” test
– Test involves pictures rather than words
– Language and culture of test-taker shouldn’t matter

Question 29

What are the possible differences in ethnic groups in IQ in the US?

Answer 29

• 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)

Question 30

What are 2 major influences on intelligence?

Answer 30

• biological (heritability, only .5-.7)

- environmental: socioeconomic status

Question 31

Explain why wealthier individuals may have higher IQs?

Answer 31

• 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

Question 32

emotional intelligence

Answer 32

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

Question 33

static testing

Answer 33

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

Question 34

dynamic testing

Answer 34

after standard testing the examiner gives the respondent guided feedback on how to improve performance and observes how the person uses the information

Question 35

outcome bias

Answer 35

the extent that a test underestimates a person’s true intellectual ability

Question 36

predictive bias

Answer 36

a test bias that occurs if the test successfully predicts criterion measures for some groups but not for others