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Stats Final > Cognitive Assessment > Flashcards

Cognitive Assessment Flashcards

1
Q

what is intelligence? (4)

A
  1. abstract thinking
  2. learning from experience
  3. solving problems through insight
  4. adjusting to new situations
  5. focusing/sustaining one’s abilities to achieve a goal
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2
Q

4 major traditions in approaching intelligence

A
  1. Psychometric
  2. information processing
  3. neuro-biological
  4. developmental
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3
Q

psychometric approches

A

assumes intelligence is a trait in which there are individual differences started with Binet

normally distributed on the bell curve

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4
Q

whats is “g?”

A

considered the most basic measure of intelligence

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5
Q

what 4 categories combine to make the FSIQ on the WAIS

A

VCI, WMI, PRI, and PSI

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6
Q

Three Stratum Model

A
  1. g
  2. fluid intelligence
  3. crystallized intelligence
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7
Q

Fluid intelligence - Gf (3)

A
  1. problem solving
  2. non-verbal, culture free
  3. increases with age until 14, levels off at 20, then declines
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8
Q

Crystalized intelligence -Gc (5)

A
  1. environmentally determined
  2. vocabulary & information
  3. relatively permanent
  4. develops from interaction
  5. stable until age 40, then declines
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9
Q

Cattell, Horn, & Carroll (CHC) Model

A

merging two systems - Weshsler + C&H

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10
Q

what 4 categories combine to make the FSIQ on the WISC

A

VCI, WMI, VSI-FRI, and PSI

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11
Q

Processing speed

A

speed of apprehension, scanning, retrieving, and responding to stimuli

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12
Q

Five Factor Model (Keith Factors)

A
  1. verbal comprehension
  2. Working memory
  3. visual spatial
  4. fluid reasoning
  5. processing speed
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13
Q

information processing (2)

A
  1. Structural (sensory reception, short/long-term memory)
  2. Functional (manipulations and transformations)
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14
Q

Information processing model/Triarchic Theory - Sternburg

A
  1. metacomponents - planning, monitoring, evaluating
  2. performance - administering instructions of meta components
  3. knowledge - learning how to to do something
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15
Q

Alexander Luria - 3 brain systems

A
  1. arousal
  2. sensory
  3. executive
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16
Q

epigenetics

A

DNA along with environment impact intelligence

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17
Q

developmental approaches - Piaget

A

as a person grows, they continually reorganize structures to adapt to environment - assimilation & accommodation.

we construct reality in increasingly symbolic terms.

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18
Q

developmental approaches - Vygotsky

A

intelligence comes from social origin
- zone of proximal development
- static testing
- dynamic testing

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19
Q

dynamic testing

A

ability to profit from guided instruction. examinee is given guides and feedback to measure latent potential.

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20
Q

cognitive assessment system (CAS) - 3 characteristics

A
  1. based on Luria’s pass system
  2. ages 5-18
  3. 13 subtests (attn, planning, simultaneous, and successive
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21
Q

who introduced the Triarchic model

A

sternberg

22
Q

who introduced the “multiple intelligence”

A

Gardner

23
Q

who introduced emotional intelligence

A

goleman

24
Q

Three types of Triarchic intelligence

A

analytical, creative, and practical

25
Q

Three types of intelligence based on Waterhouse

A

multiple intelligences, Mozart effect, and emotional intelligence

26
Q

commentary on Gardner

A

he redefined intelligence to be measures by success.

27
Q

Mozart effect

A

listening to Mozart briefly improved students’ ability to perform a very specific spatial reasoning task

28
Q

heuristics

A

enabling someone to discover or learn something for themselves.

29
Q

credo consolans

A

if we like it or it makes us feel good, we are more likely to accept it

30
Q

immediate gratification

A

ideas are attractive if it offers instant solutions for difficult problems

31
Q

easy explanations

A

offering a simple story about something difficult

32
Q

current gold standard of measuring intelligence

A

psychometric model

33
Q

how did Weshler describe intelligence

A

the capacity to act purposefully, to think rationally, and to deal effectively with their environment

34
Q

three types of scores on the WAIS

A

Raw scores, scaled scores, and IQ/index scores

35
Q

misuse of IQ testing

A

eugenics; sterilization; falsely claimed that white ppl have high IQ than other races

36
Q

what is the biggest and most systemic confound in measuring intelligence?

A

language

37
Q

the Flynn effect

A

secular increase in population intelligence quotient (IQ) observed throughout the 20th century; roughly uniform over time and across age ranges; some evidence to suggest this effect is plateauing as we reach peak social environments

38
Q

Possible reasons for the Flynn effect

A

nutrition, television, test sophistication, higher SES, urbanization, better education, and video games

39
Q

White-Black differences

A

gap is 5.5 IQ points

40
Q

White-Asian differences

A

similar IQ, tho Asian people have higher achievement scores (i.e., SATs); likely related to Asian culture surrounding achievement

41
Q

jewish & non-jewish differences

A

jewish heritage typically has 7-15 points higher on IQ scores; may be cultural and/or biological

42
Q

Genetic and environmental factors (3)

A
  1. both cause affects
  2. heritability of IQ - 0.4-0.8
  3. heritability is only relative to the population studied.
43
Q

IQ tests as predictors for school performance

A

seemingly ubiquitous correlation; test scores are the best predictor of years of education

44
Q

social class and heritability

A
  1. low SES = almost all IQ variance is accounted for by environmental factors and not genetics
  2. as SES increases = variance explained by environment decreases, genetics increases
  3. high SES = explained by teens and little by environment.
45
Q

cultural bias factors (5)

A
  1. content bias
  2. standardization bias
  3. language bias
  4. construct mismatch
  5. differential validity
46
Q

labeling bias

A

test claims to measure one thing, but really measures another thing

47
Q

content bias

A

test questions would be more familiar to one culture than others

48
Q

methodological bias

A

assess mastery of a skill or body of information in a way that underestimates the competence of one group relative to another

49
Q

stereotype threat

A

powerful influence on performance; shown in multiple populations (i.e., elderly and shot-term memory)

50
Q

stress and IQ (3)

A
  1. chronic stress chan damage the brain
  2. greater in low income
  3. low stress is important for IQ
51
Q

self-regulation skills

A

having these skills result in higher-level cognitive functioning and a result of higher-level functioning.

52
Q

cautions with intelligence testing

A
  1. no one test tells us everything
  2. measurement is imperfect
  3. no test is free of bias
  4. consistent history of misuse of testing
  5. non-cognitive factors (i.e., stress)
  6. language/stereotyping
  7. results do not equal fact
  8. hard to determine long-term effects
  9. not inclusive of art/creative IQ
  10. does not reflect past experience
  11. limitations on held values of different people

Stats Final (4 decks)

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