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PSYC 310 > Final > Flashcards

Final Flashcards

1
Q

Based on Sternberg, what does the average person view intelligence as?

A
  • Reasoning logically
  • Making connections between ideas
  • Seeing all aspects of a problem
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2
Q

STERNBERG: people tend to think about intelligence in which 3 forms?

A
  • Problem-solving intelligence (important in children)
  • Verbal intelligence (important in young adults)
  • Social intelligence (important in older adults)
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3
Q

When judging if a student is intelligent, what intelligence do teachers use?

A
  • Elementary teachers: social intelligence
  • High school teachers: verbal intelligence
  • University teachers: problem solving intelligence
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4
Q

What is STERNBERG’s view on intelligence?

A

ability to learn from experience and adapt to environment

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5
Q

What is WESCHLER’s view on intelligence?

A

to understand and adjust to the world around us

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6
Q

What is O’REILLY and CARR’s view on intelligence?

A

ability to process, manipulate and use information; a composite of core features, including reasoning, planning, problem solving, abstract thinking, comprehending ideas, learning quickly, and learning from experience

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7
Q

What is GOTTFREDSON’s view on intelligence?

A

ability to attend to, understand and adaptively respond to the external environment

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8
Q

What do individualistic cultures favour?

A
  • Problem solving that leads to personal development + verbal and knowledge-based
  • Tend to not value silence, rote learning and memorization
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9
Q

What do collectivist cultures favour?

A
  • Problem solving that leads to greater social harmony PLUS
  • Social intelligence, contemplative thinking, humility
  • Rote learning, memorization, and silence
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10
Q

What is the difference between an IQ test and IQ?

A
  • IQ test: psychometric tool to assess cognition

- IQ: score on a bunch of tests tapping into different cognitive processes

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11
Q

What are IQ test routinely used for?

A

Used to understand and diagnose cognitive challenges

- They are almost never used on their own

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12
Q

Who is Galton?

A

• Introduces the notion of heritability of intelligence

  • First to note the importance of twin studies
  • Introduced psychophysical test of measurement
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13
Q

Who is Cattell?

A
  • Fan of experimental psychology
  • Hypothesis: measuring the brain’s ability or efficiency should reflect intellectual ability
  • Cattell’s test did not correlate well with grades
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14
Q

Who coined the term mental age?

A

Binet and Simon

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15
Q

Who was first to propose IQ?

A

Stern

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16
Q

Who is Goddard

A

Evil man

  • Claimed that 80% of arriving immigrants were feeble-minded
  • Renowned for having coined the term “moron”
  • Suggested reproduction and immigration control
  • Believed that mating and marriage with a feeble-minded person should not be allowed
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17
Q

Who is Terman?

A
  • Major work improving the American version of IQ tests – added many new items
  • This Stanford-Binet IQ test became the standard against which IQ tests of all sorts were to be compared
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18
Q

Who is Yerkes?

A

Developed group testing for WW1

- Develops versions for literate (alpha) and less literate (beta)

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19
Q

Who is Weschler?

A

Created the WAIS and WISC

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20
Q

What scales were in the WAIS when Weschler first created it?

A

There was only the performance scale and verbal scale

- Performance: doing stuff (not as culturally biased and verbal)

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21
Q

What are the conditions of administering the WAIS?

A
  • Administered at least 2 years apart
  • Evaluate the person in their preferred (native) language
  • Should know when they learned the language
  • Usually, you start with easier items
  • Focus on effort rather than performance
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22
Q

What are the 4 scales of the WAIS?

A
  • verbal comprehension
  • perceptual reasoning
  • working memory
  • processing speed
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23
Q

What are the subtests of the verbal comprehension index?

A

similarities, vocabulary, information, and comprehension (optional)

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24
Q

What does the verbal comprehension index measure?

A

One’s ability to comprehend verbal stimuli, reason with semantic material and communicate thoughts and ideas with words

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25
Q

What are the subtests of the perceptual reasoning index?

A

bloc design, matrix reasoning, visual puzzles, figure weights (optional), and picture completion (optional

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26
Q

What does the perceptual reasoning index measure?

A

Fluid reasoning as well as perceptual organizational skills and visuo-construction

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27
Q

What are the subtests of the working memory index?

A

digit span, arithmetic, and letter-number sequencing (optional)

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28
Q

What does the working memory index measure?

A

attention, concentration, and working memory

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29
Q

What are Raven’s matrices?

A

Puzzle-like test, visual, less dependent on literacy and societal experience
- correlates highly with general IQ

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30
Q

What is the measure of dispersion on the WAIS?

A
  • Mean = 100

* SD = 15

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31
Q

What is validity?

A

the extent to which you are measuring the things you intend to measure
- the overlap between actual intelligence and IQ scores

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32
Q

What is reliability?

A

the extent to which you can get the same results every time you test, at different times and with different people

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33
Q

What is the Flynn effect?

A

The idea that IQ gradually rises with each subsequent age group

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34
Q

What is crystallized knowledge?

A

the depth of a person’s acquired knowledge of a culture and the effective application of knowledge

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35
Q

Over time, what will decline?

A

raw scores and speed of processing

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36
Q

What are psychometric theories?

A

• Theories that derive from studying individual differences in test performance on cognitive tests (IQ tests)
- Premise: “Intelligence is what an IQ test measures”

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37
Q

What are limitations to psychometric theories?

A
  • depend crucially on the sampling of tests used

- intertwined with the selected mathematical techniques used to analyze correlational data

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38
Q

What are the main psychometric theories?

A

Spearman’s g, Thurstone primary abilities and CHC model

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39
Q

What is Spearman’s two-factor theory?

A

Performance is determined by two factors:

  • g, or general intelligence – it is genetic, inborn, and stable
  • s, a specific ability related to the task at hand
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40
Q

What is g loading of a test?

A

The degree to which g is responsible for test performance

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41
Q

What is the lay view of intelligence?

A 
General intelligence (g) is something people are born with 
- Because it is innate, it is relatively immune to remediation or improvement
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42
Q

What is Thurstone’s primary mental abilities theory?

A

the mind was dominated by several group factors: factors responsible for certain aspects of mental activity
- 7 to 9 factors were identified

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43
Q

What were Thurstone’s primary mental abilities?

A 
V – verbal
N – number
S – spatial
M – memory
R – reasoning 
W – word fluency
P – perceptual speed
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44
Q

Which analysis did Thurstone use for his primary mental abilities?

A

Confirmatory factor analysis

- Factor analysis’ role: reveal the independent factors then, knowing these factors, we can develop tests assessing them

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45
Q

Why was there a heated debate between Spearman and Thurstone?

A

Spearman: claimed group factors did not exist
Thurstone: claimed g did not exist

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46
Q

What is the structure of Vernon’s hierarchical model?

A
  • A general factor g
  • A verbal education (v:ed)
  • A perceptual/mechanical/spatial (k:m)
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47
Q

What was Cattell’s view on intelligence? (CHC theory)

A

tended to view intelligence as being highly shaped by the environment, rather than genetic factors

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48
Q

What is the difference between crystallized and fluid intelligence?

A

crystallized intelligence: prior learning and experiences

fluid intelligence: independent of experience and education

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49
Q

Explain Cattell’s notion of deterioration of intelligence (CHC theory)

A

deterioration in intelligence in adults was not uniform across all tests

  • higher g-saturated tests: showed the least decline across the life span
  • g-unsaturated tests: showed the largest declines
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50
Q

What is Cattell’s investment theory?

A

People invest their fluid intelligence (Gf) to acquire specific skill, strategies, and knowledge in all kinds of fields (Gc)

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51
Q

What did Horn add to the CHC model?

A
  • General visualization (Gv)

- General speediness (Gs)

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52
Q

How did Horn describe spatial intelligence?

A
  • visualization (Vz)
  • spatial orientation (S)
  • flexibility closure (Cf)
  • speed closure (Cs)
  • adaptive flexibility (DFT)
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53
Q

How can flexibility closure and speed closure be defined?

A

keeping configurations in mind and finding the Gestalt among disparate parts in a visual field

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54
Q

According to Horn, what is general speediness (Gs)?

A
  • speed copying (Sc)
  • writing flexibility (Wf)
  • perceptual speed (P)
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55
Q

What does Horn think Gs is measured most purely in?

A

In simple writing and checking tasks

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56
Q

What were Horn’s views on Gs?

A

Thought Gs was the by-product of how difficult the test is to a person rather than a stable trait
- Someone’s speed will vary in difference tasks

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57
Q

What were Horn’s views on g?

A

Rejects the notion that there existed a general intelligence, whether comprised of a single g or two g’s

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58
Q

Explain Carroll’s 3-stratum model

A
  • stratum 3: g
  • stratum 2: 8 broad abilities
  • stratum 1: 65 narrow abilities
    used EXPLORATORY techniques
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59
Q

What is the difference between the Cattell-Horn model and Carroll’s 3-stratum model?

A

The Cattell-Horn model used Ga for auditory processing, whereas Carroll used the designation Gu

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60
Q

What is Gs?

A

cognitive speediness

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61
Q

What is Gt?

A

processing speed

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62
Q

Explain McGrew’s version of the CHC model

A

used joint confirmatory factor analyses

- found 9 broad abilities and 36 narrow abilities

63
Q

What is the confirmatory analysis model?

A

Most popular model now – best fits the data from the WAIS

  • g correlates most highly with gf
  • Confirms the popular view of intelligence as problem-solving rather than memorization
64
Q

What is the Universal Unity of Intellective Functions?

A

SPEARMAN

“all branches of intellectual activity have in common one fundamental function”

65
Q

Explain the difference in Thurstone’s intelligence batteries

A

Intelligence battery 1: math, perceptual shit

Intelligence battery 2: general knowledge and verbal

66
Q

What are vocabulary and information subtests related to?

A

Crystallized intelligence

67
Q

What are similarity and comprehension subtests related to?

A

Fluid intelligence

68
Q

What are the subtests of processing speed?

A

symbol search, coding, and cancellation (optional)

69
Q

What does the processing speed index measure?

A

Speed of mental processing, using visual stimuli and graphomotor skills, and is importantly related to the efficient use of other cognitive abilities

70
Q

What is the premise of simple sensory testing?

A

more intelligent people are more efficient at fine sensory discriminations

71
Q

What is inspection time (IT)?

A

the exposure duration required for a human subject to reliably identify a simple stimulus

72
Q

What is Hicks law?

A

reaction time = LOG number of options (plateaus at some point when you’re too overwhelmed)

73
Q

What is IT most highly correlated with?

A

most highly correlated with Coding

74
Q

What is the limited time mechanism?

A

slower processes occupy the available time; higher level processes may not have time to be executed

75
Q

What is the simultaneously mechanism?

A

due to slowing, the product of the first processes may be lost when the later processes are completed

76
Q

What is Cowan’s theory of intelligence?

A

the larger the WM, the more complex the ideas can be, the more complex the learnings can be

77
Q

What do WM spans show robust correlations with?

A

scholastic aptitude and Gf

78
Q

What is the cognitive correlates theory?

A

suggests that a general ability (probably Spearman’s g) underlies most intelligence relationships
- correlations between abilities

79
Q

What were the 7 components of Sternberg’s cognitive components theory?

A
  • Encoding
  • Inference
  • Mapping
  • Application
  • Justification
  • Comparison
  • Response
80
Q

What is the cognitive components theory?

A

STERNBERG believed that much of what we termed intelligence could be accounted for by information processing components

81
Q

What is the premise of the mutualism theory?

A

Each cognitive process supports the development of other processes

82
Q

What is the Associationist theory?

A
  • There are millions of processes involved in the cognitive tasks included in the battery
  • Tests that load high on g are simply tasks that sample a high proportion of these millions processes
83
Q

What are cognitive theories of intelligence?

A

Tries to understand intelligence in terms of the cognitive processes that underlie it

84
Q

What does a wide range do to data?

A

It inflates the size of the correlation coefficient

85
Q

What happens when the amount of similar people in a sample increases?

A

the more the correlation coefficient will go down and approach 0 since there’s less variation

86
Q

Why does RT correlate with IQ?

A

Could be:

  • differences in learning or practice effect
  • differences in sustained attention between low and high IQ people
  • differences in attentional lapses
87
Q

What type of attention is correlated with RT?

A

Sustained attention

88
Q

Why is there a correlation between IT and IQ?

A

may be driven by the fact that IT correlates with the processing speed and perceptual reasoning scales on the WAIS

89
Q

What does IT measure?

A

Speed of processing (Gs)

90
Q

What is the worst performance rule?

A

People’s LONGER RTs correlate best with IQ

91
Q

What is an MRI?

A
  • Non-invasive method for revealing the structure of soft tissue in the body
  • It uses magnetic fields and radio waves to produce two or three-dimensional images of brain structures
92
Q

What is mass action?

A

The idea that the efficacy of learning depends on the amount of cortex available

93
Q

What is equipotentiality?

A

The idea that if one part of the cortex is damaged, another part can take over

94
Q

What do patients with frontal lobe damage struggle with?

A

Executive functioning tasks and measures of fluid intelligence

95
Q

Where in the brain are correlations of IQ and grey matter found?

A

prefrontal, parietal, occipital, and cerebellum

96
Q

What brain regions are considered most important for intelligence?

A

dorsolateral prefrontal cortex and the parietal cortex

97
Q

What areas are found to be associated with intelligent behaviour?

A

frontal, parietal and white matter tracks connecting the regions

98
Q

What is the brain efficiency theory?

A

it’s not how hard the brain works that makes you smart, its how efficiently it works

99
Q

What is giftedness?

A

Describes individuals who show or have a potential for showing an exceptional level of performance in one or more of the following areas:

  • General intellectual ability
  • Specific academic aptitude
  • Creative thinking
  • Leadership ability
  • Visual or performing arts
100
Q

What are behavioural characteristics of giftedness?

A
  • Highly developed curiosity
  • Longer attention span and persistence on subjects of interest
  • Divergent, unusual thinking
  • Feeling intensely different from peers
  • Intolerance to perception of injustice (idealism)
  • Unusual sense of humour
101
Q

What characteristics may increase chances of social & emotional difficulties?

A
  • Drive to use one’s abilities
  • Drive to understand and search for consistency
  • Ability to see possibilities and alternatives
  • Emotional intensity
  • Concerns with social and moral issues
  • Different rates or levels of physical and emotional development
102
Q

What is intellectual overexcitability?

A

curiosity, asking probing questions, concentration, problem solving, and introspection

103
Q

What is imaginational overexcitability?

A

rich imagination, fantasy play, daydreaming, dramatic perception

104
Q

What is emotional overexcitability?

A

Heightened sensitivity

- They form strong emotional attachment to people or things

105
Q

What is psychomotor overexcitability?

A

show a surplus of energy that is often manifested in rapid speech, intense enthusiasm, intense physical activity and a need for action

106
Q

What is sensory overexcitability?

A

Sensory aspects of everyday life: seeing, smelling, tasting, touching and hearing are more heightened than others

107
Q

According to STERNBERG, what is gifted?

A
  • Excellent in a domain
  • Rare in the general population
  • This difference can be measured
  • Able to create something unique with this potential
  • The accomplishments of this person have a value for society
108
Q

According to GAGNE, what is gifted?

A
  • Starts with potential and natural ability

- Takes top 10% because there are multiple other variables at play

109
Q

According to RENZULLI, what is gifted?

A

3 components interacting:

  • ability
  • creativity
  • commitment

2 types of gifted children:

  • High academic potential
  • High creative potential

6 cognitive traits contributing to the expression of the 3 rings:

  • Optimism
  • Courage
  • Passion
  • Sensitivity to human’s condition
  • Mental and physical energy
  • Sense of destiny
110
Q

According to DABROWSKI, what is gifted?

A

Developmental potential: a genetic endowment of traits that determine what level of moral development a person may reach under ideal circumstances

111
Q

What is homogenous giftedness?

A

Harmonious cognitive development and a great facility to learn
- The majority of these children are quite successful in adapting

112
Q

What is heterogenous giftedness?

A

Great disparities between their different cognitive abilities, which can reflect learning disabilities, motor disorders or language disorders that can even mask giftedness

  • Characterized by a brain that “constantly thinks”
  • Highly variable academic success
113
Q

What is twice-exceptional?

A

Exceptional ability and disability

- Each may mask the other so that neither is recognized nor addressed

114
Q

What is the main learning disability present in gifted children?

A

phonological dyslexia-dysorthographia and dyspraxia (clumsiness, motor coordination disorder, illegible handwriting)

115
Q

Which characteristics do children with ASD and gifted children share?

A
  • Limited social skills
  • Particular sense of humor
  • Excessive perfectionism
  • Sensory hypersensitivity
116
Q

What is elitism?

A

the belief that a select few are superior to others

117
Q

Which part of the brain is associated with high/ low RAPM group difference in functional connectivity between left activity?

A

left anterior cingulate/medial frontal gyrus

118
Q

What is the IQ distinction between gifted and highly gifted?

A

IQ 130 -155 ~ “gifted”

IQ 155 + ~ “highly gifted”

119
Q

What is a “gift”?

A

an innate attribute that one possesses in a relatively fixed quantity, for better or worse

120
Q

What is a growth mindset?

A

intelligence is a changeable, malleable attribute that can be developed through effort - learned skill

121
Q

What are the premises of the growth mindset?

A
  • Intelligence can be cultivated
  • Belief in the power of effort
  • Intelligence is a malleable quality
122
Q

What is a fixed mindset?

A

intelligence as an inborn, uncontrollable trait - you are gifted or not

123
Q

What is stereotype threat?

A

concern with confirming a negative stereotype can interfere with thinking and motivation and, therefore, performance

124
Q

What were the results in the effect of praise study?

A
  • Children praised for intelligence chose to repeat the same easy puzzles
  • Children praised for process largely chose the more difficult ones (which they did better on than the children praised)
125
Q

Why do those with a fixed mindset don’t learn from their mistakes as much as expected?

A

When given the correct answer, the quality of their processing seems to be lower and does not help correcting their learning when given a later surprise test

126
Q

Who was first to advocate for social intelligence?

A

Thorndike

127
Q

What was Weschler’s view on social intelligence?

A

social intelligence is like general intelligence turned inward

128
Q

What were Gardner’s criteria for isolating an intelligence?

A
  • Evolutionary history
  • Developments history
  • Island of ability (or disability)
  • Social Intelligence
129
Q

What is GARDNER’s definition of emotional intelligence?

A

Intrapersonal and Interpersonal

  • Ability to understand other people and their motivations, high degree of interpersonal intelligence
  • Intrapersonal intelligence is capacity to run accurate models of yourself
130
Q

What is BAR’s definition of emotional intelligence?

A

Ei is a set of emotional and social skills that influence the way we perceive and express ourselves, develop social relationships, cope w challenges, use emotional info in an effective way
- non-cognitive

131
Q

What are the 5 aspects of BAR’s definition of emotional intelligence?

A
  • self perception
  • self expression
  • interpersonal
  • decision making
  • stress management
132
Q

What is Mayer’s Salovey model?

A

The subset of social intelligence that reflects the ability to monitor yourself and others feelings and emotions , ability to discriminate among them and guide actions

133
Q

What is the 4 branch model?

A
  • Perceiving emotions
  • Using emotions to facilitate thought
  • Understanding emotional info
  • Regulating or managing emotions
134
Q

What are the 2 main categories of evaluating emotional intelligence?

A

Objective tests (MSCEIT)
- tend to correlate with g
Self-report questionnaires (EQ - I)
- tend to correlate with big 5

135
Q

What are the 5 components fo the EQ-I?

A
  • self perception
  • self expression
  • interpersonal composite
  • decision making
  • stress management
136
Q

What are the positive aspects of the EQ-I?

A
  • Time saving
  • Access to the client’s perception of themselves
  • Predictive value
137
Q

What are the positive aspects of informant reports?

A
  • better criterion validity
  • better at predicting relationship quality
  • lower cost
138
Q

What is convergent and discriminant validity in EI tests?

A

Convergence: tests of emotional intelligence should correlate with one another
Discriminant: these correlations should not be attributable to their correlation with g

139
Q

What do ability EI tests measure?

A

measure constructs related to an individual’s theoretical understanding of emotions and emotional functioning

140
Q

What do trait EI questionnaires measure?

A

measure typical BEHAVIOURS in emotion-relevant situations as well as self-rated ABILITIES
- seems to tap into self-concepts rather than actual abilities

141
Q

Explain right or wrong answers tests

A 
Questions similar to IQ tests
• Answers correct or incorrect
• Does not require self-report
• Gives a good indication of individuals’
ability to understand emotions and how
they work
• Does not predict behavior as well
142
Q

What is criterion validity?

A

Criterion validity means it can predict positive outcomes such as prosocial behavior

143
Q

What is construct validity?

A

Construct validity means EI is related to constructs that we would expect it to be related to

144
Q

What is incremental validity?

A

Incremental validity means EI predicts success in areas such as academia over and above other measures such as the Raven’s Matrices

145
Q

What general mental abilities showed considerable variance on the MSCEIT?

A

Agreeableness and empathy

146
Q

What 2 groups can self-report scales be categorized into?

A

ability-based and trait-based (or mixed

model-based) scales

147
Q

What do EI tests need to have?

A
  • Identify a cognitive ability - not a personality dimension
  • Performance should improve w age
  • Convergent and discriminant validity
148
Q

What is the Goleman model of intelligence?

A
  • Self awareness
  • Self regulation
  • Social skills
  • Empathy
  • Motivation
149
Q

What is the profile of nonverbal sensitivity test (PONS)?

A

You identify emotions from video clips

150
Q

What are the advantages and disadvantages of MSCEIT?

A 
Adv:
- good reliability and validity
- criterion validity
- incremental validity
Disadv.
- Doesn't predict behaviour well 
- Weak ability to predict job performance and satisfaction 
- Tend to correlate w g
151
Q

What are the advantages and disadvantages of EQ-I?

A

Adv:
- Good internal consistency and retest reliability
- Incremental validity over personality and cognitive abilities
Disadv:
- Problem with construct validity; scale highly correlates with personality scales

152
Q

What are the 3 sub-factors of the Bastian study?

A

Perception, understanding, management

153
Q

What is talent?

A

Achievement, larger than academic achievement

- a potential being used and nurtured could lead to achievement

PSYC 310 (3 decks)

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