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Individual differences (YEAR 2) > Human intelligence: correlations & group variations > Flashcards

Human intelligence: correlations & group variations Flashcards

1
Q

How did the APA task force define intelligence?

A

Intelligence is defined as “the ability to understand complex ideas, adapt to the environment, learn from experience, engage in reasoning, and overcome obstacles by taking thought.”

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2
Q

What type of intelligence do IQ tests primarily measure?

A

IQ tests primarily focus on measuring analytical intelligence

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3
Q

What factors did the APA task force emphasize as influencing intelligence?

A

Intelligence is influenced by both genetic and environmental factors

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4
Q

What additional factors did the task force consider important in studying intelligence?

A

role of nutrition and aimed to understand why intelligence scores vary between different groups

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5
Q

Why can IQ tests not be considered totally accurate?

A

Due to factors such as cultural bias, artificial settings, and limited theoretical basis

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6
Q

What are two types of validity that IQ tests are known to have?

A

High construct validity and external validity

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7
Q

Why is it inaccurate to say that intelligence cannot be tested?

A

Because any test item requiring cognitive effort measures intelligence to some extent (Lubinski & Humphreys, 1997)

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8
Q

What did Belasen & Hafer (2013) say about IQ’s predictive power?

A

“There is little that IQ doesn’t help predict.”

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9
Q

What does intelligence consist of?

A

Different cognitive abilities like reasoning, memory, and problem-solving that contribute to an IQ score

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10
Q

What is the g factor?

A

A shared general intelligence factor that explains about half of the differences in performance on cognitive tasks

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11
Q

How does the g factor impact task performance?

A

It influences performance across various cognitive tasks and is observed across many cultures

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12
Q

Does IQ capture all aspects of intelligence?

A

No, saying IQ measures intelligence does not imply it captures all aspects of intelligence

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13
Q

What are some positive correlations with intelligence?

A

Intelligence is positively correlated with income (Jensen, 1998), job prestige (Nyborg & Jensen, 2001), life expectancy (Deary et al., 2004), and job performance (Schmidt & Hunter, 2004)

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14
Q

What are some negative correlations with intelligence?

A

Intelligence is negatively correlated with criminal behavior (Beaver et al., 2013), long-term unemployment (Herrnstein & Murray, 1996), dementia (Deary et al., 2004), and death by automobile accident (O’Toole & Stankov, 1992)

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15
Q

How stable are IQ scores from early childhood onwards?

A

IQ scores are relatively stable from early childhood onwards, with less variability as children approach adolescence

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16
Q

How much can IQ scores change between ages 4 and 17?

A

IQ scores between ages 4 and 17 can vary by up to 13 points up or down

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17
Q

How much variability is there in IQ scores between ages 8 and 17?

A

Between ages 8 and 17, IQ scores can vary by up to 9 points

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18
Q

How much do IQ scores typically change between ages 12 and 17?

A

Between ages 12 and 17, IQ scores may vary by around 7 points

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19
Q

Why do IQ scores tend to stabilize by adolescence?

A

IQ scores stabilize as children approach adolescence because cognitive abilities begin to settle as brain development slows down

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20
Q

What general trend is observed in IQ score stability?

A

The closer in time two IQ tests are taken, the more consistent the scores tend to be

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21
Q

How is intelligence generally valued in academia?

A

Intelligence is valued across academia, but different disciplines emphasize certain skills more than others

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22
Q

What is the correlation between intelligence test scores and school grades?

A

Intelligence test scores correlate with school grades at approximately r=0.60

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23
Q

How well do SAT scores predict university grades?

A

SAT scores correlate with university grades at around r=0.50, making them useful predictors of future academic success

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24
Q

What effect does additional schooling have on cognitive ability?

A

Each additional year of education can increase cognitive ability by about 1-5 IQ points (Ritchie et al., 2017)

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25
Q

Does exam performance accurately measure intelligence?

A

Exam performance as a measure of intelligence is limited by the structure of the exam and does not test all cognitive abilities

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26
Q

How might exams restrict intelligent students?

A

Exams often focus on providing expected or appropriate answers, which may limit initiative and creativity, making some intelligent students feel restricted

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27
Q

What is a major limitation of exams in measuring intelligence?

A

Exams tend to measure crystallized intelligence (learned knowledge) rather than fluid intelligence (problem-solving and adaptability)

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28
Q

What cognitive abilities do traditional exams often fail to capture?

A

Exams may not capture divergent thinking and creativity, as they focus more on standardized answers

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29
Q

Why might exams be more a measure of “what do you know” than “what you can do”?

A

Exams are structured to assess recall and correct answers, emphasizing knowledge over practical or adaptive intelligence

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30
Q

How does the importance of IQ vary with educational stages?

A

IQ’s correlation with academic achievement (~0.54) becomes stronger as grade level increases, particularly as subject complexity rises

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31
Q

In which subjects does IQ most strongly influence performance?

A

IQ is more strongly related to performance in subjects with a clear logical structure, like math and science (Roth et al., 2015

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32
Q

How does intelligence relate to academic performance in ages 17-19?

A

At ages 17-19, fluid intelligence and high conscientiousness are both important for academic success (Di Fabio & Busoni, 2007)

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33
Q

What were the academic outcomes for those who scored in the top 0.1% on the SATs at age 13 according to Lubinski?

A

Over 50% went on to earn doctoral-level qualifications, far above the general population’s rate of ~1%

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34
Q

Why is socio-economic status (SES) considered an important correlate of intelligence?

A

SES is linked to “real-life” outcomes of intelligence, influencing factors like education, occupation, and income levels

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35
Q

How does intelligence predict outcomes related to SES?

A

Intelligence test scores are predictive of educational achievement, occupational prestige, and income (Strenze, 2007)

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36
Q

What percentage of variance in SES-related outcomes can intelligence explain?

A

Intelligence explains between 4% and 32% of the variance in education, occupation, and income levels

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37
Q

How do parental variables affect SES outcomes?

A

Parental SES factors—like education, occupation, and income—explain a similar amount of variance in SES outcomes

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38
Q

What did Schacter et al. (2014) imply about SES and intelligence?

A

They suggested that high SES might contribute to higher IQ scores: “Money can’t buy love, but it sure appears to buy intelligence.”

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39
Q

What is a debated explanation for the link between IQ and SES?

A

Some argue that IQ is a partial cause of SES, while others believe both share a common partial genetic cause (Deary et al., 2014)

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40
Q

What was the goal of the Scottish Mental Survey?

A

To test the IQ of the Scottish population and track its long-term impacts on survival and health

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41
Q

When did the Scottish Mental Survey begin, and who was tested?

A

It began in 1931, testing 87,498 children born in 1921 who were attending school in Scotland on June 1, 1932, using the Moray House Test

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42
Q

What was the follow-up study in Aberdeen?

A

Since 1997, researchers have followed 2,792 children from Aberdeen who took an IQ test at age 11 to track survival rates up to age 76

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43
Q

What were the findings on survival at age 76?

A

Those with higher IQ scores were more likely to live longer, although there were survival rate differences between males and females

44
Q

How did overcrowding relate to mortality rates?

A

Overcrowding in the area of schooling had a weak association with mortality rates, suggesting only a minor impact.

45
Q

What key finding emerged from the Scottish Mental Survey regarding IQ and longevity?

A

Higher IQ scores were linked with longer life expectancy

46
Q

What are Odds Ratio (OR) and Hazard Ratio (HR)?

A

They are statistical measures that assess the strength of the association between an exposure (e.g., IQ) and an outcome (e.g., mortality), used as measures of effect size

47
Q

What does the Odds Ratio (OR) indicate in IQ and mortality studies?

A

summarizes the likelihood of mortality risk based on IQ scores, showing how the odds of dying differ with higher or lower IQ

48
Q

Is IQ a stable predictor of mortality risk when adjusted for other factors?

A

Yes, IQ remains an important predictor of mortality risk, independent of childhood SES, adult SES, and education

49
Q

How does an Odds Ratio (OR) work?

A

OR compares the odds of an event (e.g., mortality) occurring versus not occurring if a specific condition (e.g., high or low IQ) is present.

50
Q

What was the U.S. National Longitudinal Survey of Youth 1979 (NLSY79)?

A

survey involving 12,686 people aged 14-21 in December 1978, followed over the years to assess various life outcomes, including health and IQ

51
Q

How was IQ measured in the NLSY79 study?

A

IQ was measured using the Armed Services Vocational Aptitude Battery (ASVAB) or the Armed Forces Qualification Test (AFQT), assessing cognitive abilities for military and vocational purposes

52
Q

What effect did a standard deviation (SD) increase in IQ have on health conditions according to Der et al. (2009)?

A

increase in IQ was associated with a reduction in certain health conditions, suggesting a protective effect of higher IQ on both physical and psychological health

53
Q

What did the New Zealand study by Kanazawa (2014) find regarding IQ and obesity?

A

obese adults had lower IQ scores as children and adults compared to non-obese adults, with lower childhood IQ increasing the risk of obesity

54
Q

What did Belsky et al. (2013) conclude about the relationship between IQ and obesity?

A

They found that lower IQ in childhood increased the risk of obesity, but obesity had no impact on IQ scores

55
Q

How does parental IQ influence childhood obesity and activity levels according to Whitly et al. (2013)?

A

Children of parents with higher IQ were less sedentary and had lower BMI, but these associations were confounded by socioeconomic status (SES)

56
Q

What is the relationship between IQ and all-cause mortality?

A

risk of mortality decreases by approximately 20% for each one standard deviation increase in IQ. As IQ increases, the risk of dying decreases

57
Q

What is the Dunning-Kruger effect

A

overestimating their level of knowledge in a particular area and misjudge the intelligence of others

58
Q

What group differences are statistically significant in relation to intelligence?

A

related to ethnicity, sex, gender, and socioeconomic status

59
Q

What is the theoretical issue behind group variations in intelligence?

A

racist foundations of intelligence, particularly with ideas from figures like Galton, which have been linked to racist views

60
Q

What is Galton’s contribution to the race and IQ controversy?

A

Galton suggested that certain racial and ethnic groups were inherently more intelligent than others due to genetic inheritance

61
Q

What was Jensen’s (1969) stance on IQ differences?

A

Jensen used the variation in IQ scores between black and white individuals to argue against civil rights and integration

62
Q

What did Herrnstein & Murray (1994) argue about IQ and society?

A

described a “Cognitive Elite” of highly intelligent and successful individuals, mostly white and East Asian, who were becoming increasingly isolated from the rest of society

63
Q

What is Wade’s (2014) view on genetic differences and IQ?

A

genetic differences between races might explain IQ and cognitive ability differences, positing that these differences could be a result of natural selection and evolution

64
Q

What is the average IQ score difference between American White and African American examinees?

A

American White examinees score approximately 15 points (1SD) higher than African Americans, but this difference has narrowed to as little as 10 points

65
Q

How do cultural factors influence IQ tests?

A

Cultural factors may influence aspects of cognitive ability, such as abstract thinking, even in tests designed to minimize cultural bias

66
Q

What is stereotype threat?

A

individuals are reminded of a negative stereotype about their demographic group before a test, leading to underperformance

67
Q

How does stereotype threat lead to underperformance?

A

fear of being judged based on the stereotype causes anxiety and stress, which can result in poorer performance, thus confirming the stereotype

68
Q

What is the self-confirming concern in stereotype threat?

A

Individuals fear they will be judged based on a negative stereotype, and this fear becomes a self-fulfilling prophecy that causes underperformance

69
Q

What is a similar phenomenon to stereotype threat?

A

White coat syndrome, where patients’ blood pressure rises in medical settings due to anxiety about being examined

70
Q

What is the impact of systemic racism over a lifetime?

A

Systemic racism, including historical disadvantages and everyday discrimination, can create barriers that hinder cognitive development and overall well-being

71
Q

What was the aim of the Minnesota Transracial Adoption Study?

A

aimed to assess the impact of transracial adoption on cognitive abilities and educational achievement among children, comparing the IQ scores and academic performance of adopted children with those of their biological siblings and children from similar socioeconomic backgrounds

72
Q

What factors influenced the performance of transracially adopted children in terms of IQ and achievement?

A

Factors such as socioeconomic status, parental involvement, and cultural context played significant roles in the performance of adopted children

73
Q

What did Nevid (2015) suggest regarding environments that prioritize educational achievement?

A

hildren raised in environments that value and prioritize educational achievement can mitigate the differences in IQ scores typically observed between racial groups

74
Q

What did Weinberg et al. (1992) find about the IQ scores of African American and multiracial adoptees?

A

African American and multiracial adoptees had IQ scores 7–16 points lower than White adoptees and 10–20 points lower than the scores of biological children of White adopted parents.

75
Q

What did Scarr & Weinberg (1976) find about the IQ differences in transracial adoption studies?

A

found the smallest mean difference in IQ scores between groups to be just 5 points, indicating that the differences might not be as pronounced as previously thought and can vary depending on specific circumstances

76
Q

What do Nisbett et al. (2012) suggest about the role of genetics and environment in cognitive abilities?

A

both genetics and environmental factors play a role in determining cognitive abilities.

77
Q

What is the main issue with racial categories in relation to IQ?

A

Racial categories are not distinct genetically and are unscientific. Race is a social construct defined by social and cultural factors, not clear genetic differences.

78
Q

Are there clear genetic markers that define racial groups?

A

No, there are no clear genetic markers that definitively categorize people into racial groups. Race does not have a biological basis.

79
Q

Can melanin levels be linked to IQ?

A

No, there is no scientific link between melanin levels (skin color) and IQ. Intelligence is influenced by complex genetic, environmental, and social factors

80
Q

How have IQ scores changed over time across racial groups?

A

Both African American and White populations today score higher on IQ tests than White populations of the 1930s, indicating that temporal factors (like education and socio-economic conditions) impact IQ scores more than ethnicity

81
Q

What does Lewontin’s (1972) seed theory suggest about privilege?

A

genetic differences aren’t enough to explain individual potential; access to resources, like opportunities, plays a crucial role. Privileged groups, such as white people, have more access to these resources

82
Q

Does gene-environment interaction nullify heritability?

A

No, gene-environment interaction doesn’t nullify heritability. Genetic and environmental factors work together, but their influences can still be separated

83
Q

What is Lewontin’s fallacy?

A

Lewontin’s fallacy is the incorrect assumption that the small genetic differences (1%) between humans are insignificant and cannot account for observable differences in traits

84
Q

What has caused the decrease in the IQ gap between African American and White Americans?

A

environmental factors such as better nutrition and educational opportunities over the past 25 years

85
Q

How does societal discrimination affect IQ differences?

A

As discrimination and inequality decline, IQ differences between groups may lessen

86
Q

What are the intellectual tasks where men and women tend to perform better?

A

Men tend to perform better on spatial tasks, target-directed skills, and mathematical reasoning.
Women tend to perform better on perceptual speed, verbal fluency, mathematical calculation, and precise manual tasks

87
Q

What is the role of gender stereotypes in sex differences on intellectual tasks?

A

Sex differences in performance often reflect gender stereotypes as much as actual biological differences

88
Q

How do heredity and environment influence IQ?

A

Genetic factors account for 1/2 to 2/3 of IQ variation, with no single “intelligence gene.”

Environment accounts for 1/3 to 1/2 of the variation, influencing gene expression. Both shared (family experiences) and unshared (individual experiences) environmental factors contribute

89
Q

What is Average Evoked Potential (AEP) and how does it relate to IQ?

A

AEP measures brain wave patterns after a light flash, showing a strong correlation (up to .77) with IQ scores, indicating a relationship between brain activity and intelligence

90
Q

How do glucose metabolic rates relate to intelligence?

A

Higher intelligence may be associated with less brain activity, suggesting that more intelligent individuals use their brains more efficiently

91
Q

What other factors could influence IQ differences besides biological measures?

A

IQ differences might also stem from reduced brain capacity or how cognitive resources are allocated, beyond just biological explanations

92
Q

How do genetics influence IQ across the lifespan?

A

Genetic influence on IQ increases with age: accounts for 20% of variation in childhood and up to 80% in adulthood. Environmental factors like schooling and parental involvement are more significant during childhood, but their impact decreases as individuals age.

93
Q

What is the Genome-wide polygenic score (GPS) and its limitation in predicting academic achievement?

A

GPS summarises the cumulative genetic effect on traits like intelligence, but it can’t predict individual outcomes with accuracy. For example, someone in the 75th percentile could have academic performance anywhere between the 2nd and 98th percentiles. This variability questions the predictive power of genetics for individual intelligence or success

94
Q

What are the main environmental factors that impact intelligence?

A

Biological, family environment, socioeconomic, education, culture

95
Q

What is the Flynn Effect?

A

The Flynn Effect is the observed increase in IQ scores over time across generations, with an average rise of 28 points since 1910 in the U.S

96
Q

What factors may contribute to the Flynn Effect?

A

nutrition, complex learning environments, advances in technology

97
Q

What is re-standardization in IQ testing?

A

process of updating the comparison group for IQ tests by re-testing a sample of the general population

98
Q

Is the Flynn Effect still increasing?

A

may be plateauing or reversing, raising questions about whether society has reached a “desired” plateau of human intelligence

99
Q

What is the dysgenics effect?

A

suggests that average intelligence may decline due to the accumulation of less favorable genetic traits in the population

100
Q

How does immigration relate to dysgenics, according to Lynn (1996)?

A

immigration could lead to a decline in health, intelligence, and conscientiousness within a nation, contributing to dysgenics

101
Q

What is the “designer baby” concept?

A

Lynn suggests creating “designer babies” or genetically modifying embryos to enhance desirable traits, including intelligence, to counteract potential dysgenics

102
Q

What is the concept of “Crystallized Intelligence Outsourced”?

A

Crystallized Intelligence Outsourced suggests that people increasingly rely on external tools (like technology) for information and problem-solving rather than developing these skills internally

103
Q

What decline in IQ scores was found by the Ragnar Frisch Centre for Economic Research?

A

The study found an average drop of 7 IQ points per generation since post-1975, based on over 730,000 IQ tests

104
Q

What was the main finding of Rosenthal’s self-fulfilling prophecy experiment in the 1960s?

A

Students labeled as “academic spurters” showed a 12-point IQ increase, while the rest showed an 8-point increase, suggesting that teacher expectations can influence student performance

105
Q

How does poverty affect children’s IQ scores?

A

Children from lower-income families tend to score 10-15 points lower on IQ tests compared to middle-class children, with prolonged exposure to poverty leading to further declines in IQ

106
Q
A

Individual differences (YEAR 2) (5 decks)

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