General Intelligence Flashcards
why is factor analysis important for understanding intelligence
FA is a tool for discovering or testing the underlying structure in complex data
it identifies latent variables that explain intercorrelations between test scores etc
for this to be meaningful the data derived from tests must be valid and reliable
what is a latent variable
a variable that is not directly observable but is inferred through a mathematical model from other variables
what is the scientific process to test intelligence
form a question define the terms in the question operationalise variables formulate hypotheses collect data test hypotheses make inferences answer question
what are the problems with finding a definition of intelligence
difficult to do - need to say what it is and isn’t
requires consensus
idea that everyone intuitively knows what is meant by intelligence
we assume that intelligence is the latent variable underlying IQ scores on test
why study intelligence if we can’t define it
its an important predictor of life outcomes and justifying inequality
below a certain IQ individuals lose the right to consent
what did strenze’s 2007 meta analysis find
investigated associations between intelligence education occupation parental SES and academic performance
found that IQ is a very high predictor of educational outcome, and also occupation
there are potential confounds with genetics parent’s education, occupation and income are also good predictors but these might in part be due to their own IQ which could be inherited
what is the relationship between intelligence and longevity
associated with SES and as inequalities in health and mortality exist among different SES groups, makes sense that intelligence is linked to health and mortality
Scottish Mental Survey (1931) - children born in 1921 tested in school on the Moray House Test in 1932 and recorded survival at age 76. Found those in the highest IQ quarter were likely to live longer than those in the lowest IQ quarter although there is an WW2 effect in men where IQ made no difference to survival
Batty et al., 2007 found that risk of dying decreases by 24% per 1SD increase in IQ in an intelligence and all-cause mortality study leading to the suggestion that IQ may help to prevent disease and take fewer risks
what is the relationship between intelligence and health behaviours
Taylor et al., 2000 recorded IQ at 11 and smoking status at midlife
found that of those who have smoked, quitting is associated with higher IQ although never have smoked is associated with lower IQ
what is the relationship between intelligence and health conditions
Der et al., 2009 conducted a longitudinal survey of young people age 14-21 and found some significant negative correlations but this was not the case for all conditions
how did Galton originally conceive of intelligence
hereditary and N distributed
affects selection and competition for survival
innovative approaches to study of intelligence
histometric: figures from history who had influences sociatey to identify features of intellifence
established psychological labs as he watned real data
What were the principles of the first IQ tests developed by Binet
given it was now compulsory for al children to be educated, binet wanted to identify children with learning problems
as teacher assessments are biassed against children with discipline problems there was a need to develop objective tests
believe that as intelligence increases through childhood, older children should perform better than younger ones (validity criteria)
should not assess sensory acuity, precision, special education or training
to achieve this tests focuses on abstract reasoning rather than knowledge
performance was measure relative to age - to produce a mental age (age norming)
IQ = mental age / chronological age x100
what is the latent concept of intelligence
notion of intelligence derived from psychometric instruments that predict performance in school
intelligence directly inferred from relationship between test scores and other criteria
what are the two kinds of general intelligence (Cattel 1963; Horn, 1998)
crystallised intelligence: learning knowledge, information, content that is affecrted by experience and previous culture
fluid intelligence: is the capacity to learn new things that is biologically pure and independent of experience and culture
the capacity for knowledge vs knowledge possessed (Hemnon, 1921)
How can we test the ‘capacity for knowledge’ i.e. fluid intelligence
reaction time
visual inspection tasks
biological measures such as brain function neuronal speed and white integrity
how can we test ‘knowledge possessed’ i.e. crystallised intelligence
academic performance, college entry tests, vocabulary, information
are we testing something that is the product of fluid intelligence? is it just acquired knowledge?
are vocabulary tests good IQ tests?
measure of crystallised intelligence
number of words you can define
continues to improve until 50-60 (opportunity to learn)
IQ peaks at 20-25
SES can explain some differences, but not all
higher vocab scores in 5yo predicted time to learn new made up vocab even when children were matched for fluid intelligence (Gathercole & Baddeley, 1990)
requires inference and reasoning as most word meanings are not explicitly instructed - more complex than education and exposure
on what dimensions to intelligence tests differ from each other
scope, format, length type of tests and items included kind of intelligence group/individual administered to precision of measure and underlying structure norms, standards and biases
why is it important that intelligence tests are judged to test intelligence
need reliable tests
of difference in ability (shouldn’t be diagnostic)
differences in tests can inform the structure of intelligence
need to be sure we aren’t measuring confounds such as consientiousness
what is Raven’s Matrices
considered the purest test of intelligence & the gold standard as it doesn’t rely on education or cultural upbringing - although performance is likely to improve with experience and familiarity
must identify an abstract rule
has face validity as an IQ test
how is a task such as reading through word lists to select those with the letter ‘a’ in as quickly as possible and IQ test
scores correlate well with Raven’s matrices
tests processing speed
tells us something fundamental about the nature of intelligence despite its low face validity
remember we have a poorly defined concept of intelligence
what is the nature of the map planning test
must navigate an abstract map of a city by finding the fastest route from A-T while only passing through one number square
must weigh up options and show creativity
however clinical diagnoses can affect performance, for example people with autism struggle to see the validity of rules so can fail the task despite having very high IQ
may be a test of a more general rule following ability
how are verbal reasoning tests measures of IQ
requires a different body of knowledge - understanding the meaning of words
ability to learn word meaning and link to other words
confounded with education
how have traditional IQ tests been criticised
the traditional notion of intelligence is not comprehensive enough
there is too great a focus on mathematical and verbal reasoning - book smart intelligence
designed and developed by academics to test whether others are academically smart
more to intelligence than IQ measures
and IQ tests measure more than intelligence
perhaps multiple intelligences
other skills such as music, kinesthetics or appreciation of nature
how do individuals differ in intelligence
people often view themselves as being weaker in an aspect of intelligence
yet IQ test score differences within subject are smaller than between subject
scores from different intelligence tests positively correlate within a sample
