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Class Notes Flashcards

1
Q

Alfred Binet’s definition of intelligence

A

MA - CA = Intelligence

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2
Q

What does MA and CA stand for?

A

Mental age and Chronological age

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3
Q

What does the psychometric approach assume about intelligence?

A

It assumes intelligence is a trait in which there are individual differences (normal distributed)

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4
Q

What did the two factor theory propose?

A

It proposed that “g” or a general factor common to all types of intellectual activity and “s” specific factors to each task

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5
Q

What is the neurological-biological approach to intelligence?

A

It searches for anatomical and physiological underpinnings of intelligence.

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6
Q

What is the developmental approach to intelligence?

A

It is concerned with the quality of response or reasoning behind answers.

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7
Q

What are the three types of intelligence according to Robert Sternberg?

A

Analytical, creative, and practical

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8
Q

What are the three types of scores in testing?

A

Raw scores, scaled scores, and IQ/Index scores

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9
Q

What is a construct?

A

A construct is a conceptual concept, e.g. introverted, anxiousness, schizophrenia. Can be assessed.

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10
Q

What is the definition of testing?

A

The process of measuring psychologically related variables by means of devices or procedures designed to obtain a sample behavior.

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11
Q

What is the definition of assessment?

A

Gathering and integration of psychology-related data for the purpose of making a psychological evaluation.

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12
Q

What does assessment focus on?

A

Focus on understanding rather than merely measuring.

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13
Q

What’s the point of doing assessment?

A
  1. To identify or clarify a problem
  2. To determine the best environment for a person
  3. To advance justice
  4. To aid in matching people to opportunities
  5. To help a person better understand themselves
  6. As an effective short term therapeutic intervention
  7. *To protect against bias/human thinking errors
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14
Q

What is fundamental attribution bias?

A

Someone making a mistake being attributed to their character vs when we make a mistake its due to the situation.

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15
Q

What are four ways to manage thinking errors?

A
  1. Mindfulness
  2. Self-observation
  3. Willingness to have 6th Sense experiences (stepping outside of yourself to see you’re wrong)
  4. Nomothetic measures can be helpful/essential
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16
Q

What is our best defense against inaccurate conclusions?

A
  1. Using valid and reliable measures to guard against bias/blindspots
  2. Using multiple methods of measuring to blend the various strengths and weaknesses in an instrument
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17
Q

What are the attributions of a good test?

A
  1. Clear instructions for administering, scoring and interpreting
  2. Efficient use/incremental validity
  3. Accurate (Reliable and valid)
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18
Q

What are the general domains of psychological assessment?

A

Personality, intellectual, neuropsychology, vocational

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19
Q

What do personality assessments measure?

A

emotional and interrelation issues

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20
Q

What is intelligence?

A

A construct that is a general label for a group of processes that are inferred from observable behaviors.

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21
Q

What is the major goal of psychological assessment?

A

To reduce/eliminate errors, misattributions, mistakes in characterizations, inaccurate conclusions, etc.

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22
Q

What do intellectual (cognitive) assessments measure?

A

Academic achievement

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23
Q

What do neurophysiological assessments measure?

A
  • Brain behavior relationships
  • brain injuries
  • learning disabilities
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24
Q

What are the 5 common definitional aspects of intelligence?

A
  1. Abstract thinking
  2. Learning from experience
  3. Solving problems through insight
  4. Adjusting to new situations
  5. Focusing and sustaining one’s abilities to achieve a desired goal
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25
Q

What do vocational assessments measure?

A

Career counseling

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26
Q

What is the Triarchic Theory of Intelligence according to Robert Sternberg?

A

That there are three types of intelligence: analytical, creative, and practical

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27
Q

Factors that influence scores (mainly in cognitive)

A
  • test anxiety
  • willlingness to cooperate
  • level of distress (hunger, bathroom needs, sleep)
  • tendency to agree or disagree
  • prior experience with test or coaching
  • luck
  • examiner skills

BUT - these influences only account for only a small part of the score variant

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28
Q

What was Howard Gardner’s theory of multiple intelligence?

A

“The ability to solve problems or to fashion products that are valued in one or more cultural or community setting.”
He recognized that there are many different discrete facets of intelligence.

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29
Q

What’s difficult about defining emotional intelligence?

A

The facts support a much more complex and varied array of human social-emotional skills than Emotional Intelligence.

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30
Q

What is the Mozart effect?

A

If you expose a child in utero to Mozart/classical music, it could positively effect their IQ.

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31
Q

Why is it important for a psychologist to know the state of knowledge?

A

In order to not misuse cognitive testing

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32
Q

Why do people believe ideas like the Mozart effect?

A
  1. Credo consolans - idea may be comforting if it supports our existing beliefs, predicts a good outcome, makes us feel powerful, or makes us feel in control
  2. Immediate gratification - idea may be attractive if it offers instant solutions for difficult problems
  3. Easy explanations - idea may be accepted if it offers a simple story about something that is difficult to understand.
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33
Q

What is heuristics?

A

Models that help us think about things in a certain way. Could help us understand the world and process information quicker.

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34
Q

What are the four traditions in approaching intelligence?

A
  • Psychometric Approaches
  • Information Processing Approaches
  • Neuro-biological Approaches
  • Development Approaches
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35
Q

What are the values of theories?

A
  • Allows us to discuss aspects of a construct not previously accessible
  • Increase depth and breadth of understanding
  • useful in certain predictions
  • Motivates effort to operationalize theory
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36
Q

What is the current gold standard for measuring intelligence?

A

The psychometric model

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37
Q

What do psychometric approaches assume?

A

Assumes intelligence is a trait in which there are individual differences (normally distributed)

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38
Q

What age group does the WAIS-IV test?

A

16 to 91 years

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39
Q

What age group does the WISC-V test?

A

6 to 16-11 month

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40
Q

What age group does the WPPSI-IV test?

A

2-6 month to 7-3 months.

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41
Q

What is positive manifold?

A

States that intelligence test are positively correlated

Also states that some portion of the variance of scores on each test is attributed to g

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42
Q

What is g?

A

a general factor common to all types of intellectual activity

Also known as two factor theory

43
Q

What is s?

A

specific factors to each task

44
Q

What subtest make up VCI (Verbal Comprehension Index)?

A

Vocabulary (VC)
Similarities (SI)
Information (IN)
Comprehension (CO)

45
Q

What makes up WMI (Working Memory Index)?

A

Digit Span (DS)
Processing Speed (PS)
Arithmetic (AR)

46
Q

What subtest make up PCI (Perceptual Reasoning Index)?

A

Coding (CD)
Symbol Search (SS)
Cancellation (CA)

47
Q

What are the three types of scores?

A
  1. Raw scores - the scores on each item of a subtest
  2. Scaled scores - converting raw scores by the CORRECT table in the manual
  3. IQ/index scores - composite scores from another table in the manual
48
Q

What makes up the Three stratum model?

A
  • g
  • Gf (fluid intelligence)
  • Gc (crystallized intelligence)
49
Q

What is Gf (fluid intelligence)?

A
  • Processing ability
  • Capacity to solve a problem
  • Primarily non-verbal and culture free
  • Increases until age 14 then levels off until age 20 and then gradually declines
50
Q

What is Gc (crystalized intelligence)?

A
  • Stored information
  • Having information you can recall
  • Environmentally determined
  • Content oriented
  • Relatively permanent - not as susceptible to brain damage
  • Grows until age 40 and then gradually declines
51
Q

What is a unitary construct?

A

A construct that by adding two or more related subsets AND those that are similar. E.g. visual ability reflected in BD, MR, and PC.

52
Q

What are the 4 tenants of intelligence testing?

A
  1. Subtests are samples of behavior
  2. Testing assesses mental functioning under fixed experimental conditions
  3. Test batteries are most useful when interpreted from a theoretical mode (e.g. Information processing model)
  4. Hypotheses should be supported by multiple sources
53
Q

Racial Differences in Intelligence

A
  • IQ tests fueled the Eugenics movement by identifying “feebleminded” people and which influenced the sterilization of 65,000 “low IQ” POC and poor people.
54
Q

What makes up the g-VPR Model?

A

g - general

V - verbal (info in culture)

P - perceptual

R - rotational (the ability to imagine motion in a static figure)

55
Q

What do you look at to interpret the WAIS-IV?

A

FSIQ, index scores, sub scale scores, idiographic answers/behaviors, normative comparison, and idiographic profile

56
Q

What makes up the five factor model (Keith factors)?

A
  • Verbal Comprehension Index
  • Working Memory Index
  • Visual Spatial Index
  • Fluid Reasoning Index
  • Processing Speed Index
57
Q

How is the FSIQ useful?

A

It is used to diagnosis intellectual disabilities.

58
Q

How doe the DSM-IV define intellectual disability?

A

A. Deficits in intellectual functioning confirmed by clinical assessment and individualized, standardized intelligence testing.
B. Deficits in adaptive functioning that limits one or more ADLs, including communication, social participation, and independent living, across multiple environments.
C. Onset during the developmental period.

59
Q

What is the Information Processing Approach?

A
  • Focuses on process rather than content
  • How is information received, stored, retrieved, manipulated, and transformed
  • structural –> sensory reception, short and long term memory
  • functional –> manipulations and transformations
60
Q

What assessments measure adaptive behaviors?

A
  1. Vinland Adaptive Behavior Scale 3rd edition - a structured interview with those around the individual and maybe the individual as well.
  2. Adaptive Behavior Assessment System - 3
61
Q

What is the relationship between processing speed and IQ?

A
  • IQ correlates with the speed of apprehension, scanning, retrieving, and responding to stimuli
  • Correlations increase as task become more complex
62
Q

What are the WAIS-IV indices?

A

VCI - Long term memory and learning ability
WMI - Information processing capacity
PRI - Spatial reasoning ability
PSI - Processing visually presented information accurately and quickly

63
Q

What is verbal comprehension?

A

The retrieval of verbal information from long term stager and reasoning with it.

64
Q

Terman’s Claims

A

-Highly regarded professor who argued that “lower IQ’s were more common among Spanish-Indian, Mexican families, and negroes”
-Recommended children of these groups to be placed in special classes with different curricula

65
Q

What is perceptual reasoning?

A

The reasoning with nonverbal, visual stimuli including the ability to analyze and synthesize abstract visual stimuli.

66
Q

What is working memory?

A

Encoding stimuli, keeping information accessible, manipulating it and using it in thinking. (Often called the “engine of learning.)

67
Q

What is processing speed?

A

Visual, motor, and visual-motor processing speed.

68
Q

What abilities does block design require?

A
  • Eyesight/motor skill
  • Being able to register the visual image of each block
  • Understanding that they are all identical
  • Manipulating and comparing in one’s mind a block in relation to the model and the other blocks
  • Communicating one’s mental effort to the fingers
  • Registering visual feedback to make adjustments
  • Visual-spatial abilities
69
Q

What abilities does comprehension require?

A
  • Hearing
  • Language skills
  • Attentional abilities
  • Experience in the world
  • Abstract reasoning to formulate an answer
  • Articulation
  • Ability to respond to query
70
Q

The Flynn Effect

A

-Gathered data from people ages 2-48 showing IQ increases of 3 points every 10 years
-Gains of 18-20 points per generations with largest gains shown in culture-free tests
-Similar data for International and American
-Sees more of an increase in gF than gC
-Kids given both WISC-R and WISC score higher on WISC
- IQ gains aren’t accompanied by increase in achievement
- Flynn Effect could be due to nutrition, TV, enhanced SES, urbanization, better education, video games, test sophistication (no evidence)
-Flynn effect may suggest plateau in some societies as they reach optimal social environments.

71
Q

What is the interpretation theory?

A

That good assessors use: research knowledge, theoretical sophistication, solid clinical skills

72
Q

What is the Triarchic model?

A

States that intelligence involves:
- metacomponents - planning, monitoring, and evaluating

  • performance components - administering instructions of metacomponents
  • knowledge-acquisition components - learning to do something in the first place
73
Q

What is Neurobiological Approach?

A
  • It searches for anatomical and physiological underpinnings of intelligence
  • g = total number of modifiable neural connections
74
Q

What is the information processing model?

A
  • Input - How information from the senses enters the brain
  • Integration - interpreting and processing
  • Storage - Storing for later retrieval
  • Output - expressing information
75
Q

What is the relationship between Genetics and IQ

A
  • Parent child correlations of IQ between .40 and .50
  • As children get older the correlations between parent and offspring increase
76
Q

What is the ipsative method for the WAIS?

A

It uses theory to organize the process:
1. Wechsler’s 4-Indices
AND/Or
2. Keith’s 5-Factors
(There is more reliability in composite scores [clusters] than in subtests)

77
Q

Findings of Nesbit, Blair, Dickens, Flynn, Halpern, and Turkheimer (“differences in intelligence”)

A

-From 1972-2002 evidence shows gap between black and white children IQ has decreased by 5.5 points
-White-Asian differences: Similar IQ, but Asians achieve higher on SAT (6-7 points)
-Jewish vs. Non-Jewish: People of Jewish heritage show a 7-15 point advantage over white non-Jews on IQ scores

78
Q

What is the ipsative approach (Kaufman and Lichtenberger)?

A
  • Measuring yourself against yourself
  • Intra-individual differences alone are insufficient for conclusions BUT can provide hypotheses to weigh against other information
  • Clusters used should represent basic primary factors in mental organization
  • Include comparisons to norms
79
Q

Findings of Nesbit, Blair, Dickens, Flynn, Halpern, and Turkheimer (Genes and the environment)

A

-Both genes and environment affect IQ
-Heritability is relative but population studied but Heritability of IQ is between .4 and .8
-Estimated heritability is lower for children and higher for adults

80
Q

What are the two ways in analyze WAIS results?

A
  1. Using the second page of the WAIS-IV record form
  2. Using Kaurman and Lichentenberger procedure
81
Q

What 3 main functional units did Alexander Luria say come together to form the whole of the brain?

A
  • Arousal (brain stem and midbrain)
  • Sensory input (temporal, parietal, occipital)
  • Executive (frontal)
82
Q

What are the key assets and high priority concerns of the Kaufman and Lichentenberger procedure?

A

Key assets - if both a personal and normative strength
High priority concerns - if both a personal and normative weakness

83
Q

What factors make up cognitive functions according to Luria?

A
  • Planning
  • Attention
  • Successive Processing
  • Simultaneous Processing
84
Q

What is epigenetics?

A

Evidence that portions of DNA are deactivated or activated by experience

A type of “long term memory” preserving environmental effects/cues on genes long after those cues have disappeared

85
Q

Findings of Nesbit, Blair, Dickens, Flynn, Halpern, and Turkheimer (IQ tests as predictors)

A

-IQ scores predict school performance well (r=.5)
-IQ scores predict total years of education (r=.5)
-IQ scores predict occupation level, social class, and income ( for IQ and social status r=.5, for IQ and income r=.36, for IQ and job performance r=.54)

86
Q

What is the Developmental Approach?

A
  • concerned with the quality of response or reasoning behind answers
  • Piaget (concerned with WHY things are right or wrong)
87
Q

Social Class and Heritability

A

-Low SES samples have almost all IQ variances explained by environment, and a small amount explained by genes
-As SES goes up, variance explained by environment decreases, and variance explained by genes increases
-In high SES, most variance is explained by genes and only a small amount is explained by environment

88
Q

What did Piaget conclude in regards to the developmental approach?

A
  • mental growth follows patterns and is non random
  • there are qualitative differences in thinking among ages
  • development leads to new cognitive structures and abilities
  • mental growth completes in late adolescence
  • intelligence is a developmental phenomenon of adaptation in which we construct reality in increasingly symbolic terms
89
Q

What is assimilation according to Piaget?

A

fitting things into our schema?

90
Q

What is accommodation according to Piaget?

A

adjusting our schema to accommodate facts

91
Q

What is Vygotsky’s Theory?

A

argued that all intellectual abilities are social in origin

92
Q

What is the zone of proximal development?

A

level of performance attainable with helps from adult

93
Q

What is static testing?

A

measures only intelligence already developed

94
Q

Stress and IQ

A

-Chronic stress damages the brain (attention, short/long term memory, working memory)
-Stress is greater in low-income environments

95
Q

What is dynamic testing?

A

ability to profit from guided interaction could serve as a measure of one’s “zone of proximal development”

96
Q

Self Regulation

A

-Self regulation skills: delaying gratification, self-regulated learning, emotion regulation) are important for and a result of higher cognitive functioning
-Stress can impact self-regulation

97
Q

What does dynamic test processing consist of?

A

-Children are given feedback to help them improve their performance (scaffolding), so teaching and test are continuous

  • it directly measures one’s ability to learn, no the product of past learning
  • helps when there wasn’t equal opportunity to learn in the past
98
Q

What is one downside in dynamic testing?

A

It is very labor intensive and has not made a lot of progress in the past 40 years

99
Q

Cautions with Intelligence Testing:
Part 1

A

-No test can capture the complexity of human intelligence
-Measurement is imperfect
-No test is free from cultural bias
-Tests have been historically misunderstood and misused

100
Q

Cautions with Intelligence Testing:
Part 2

A

Non-cognitive factors like self regulation, chronic stress, environmental influences, motivation systems, and lack of experience/practice can affect IQ test results

101
Q

Cautions with Intelligence Testing:
Part 3

A

Minorities are disadvantaged by stereotype threat, language differences, lack of familiarity w/ culturally loaded items, and lack of rapport with testers of different races

102
Q

Cautions with Intelligence Testing:
Part 4

A

-Can be used to classify into stereotypes
-Results can be seen as fact/permanent characteristics
-Long term predictions are less accurate than short term
-Short term predictions based on IQ can be inaccurate because of other variables that affect IQ

103
Q

Cautions with Intelligence Testing:
Part 5

A

-Current measurement technique are biased towards analytic modes of though and not divergent/creative modes of thought
-Crystalized intelligence and vocabulary develop better in early rich learning environments

104
Q

Values of intelligence testing

A

-a good predictor of performance
-effects of IQ on performance are larger for occupations that demand more cognitive skills
-Provides valuable info about someone’s strengths and weaknesses
-Provides structure interview to observe approach challenges, self esteem, anxiety, social skills, idiosyncrasies, and motivation
-Provide a baseline for functioning for future changes in event of TBI, Alzheimers, etc
-Provides basis of research into program effectiveness, background factors, nutrition, etc.

Cognitive Assessment (3 decks)

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