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0011 > Human Mental Abilities > Flashcards

Human Mental Abilities Flashcards

1
Q

Construct

A
  • Cannot be directly observed
  • Something we infer from observing behaviour
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2
Q

Latent Variables

A
  • Variable that can not be directly measured
  • E.G. Intelligence
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3
Q

Manifest Variables

A
  • Variable that can be directly measured
  • E.G. IQ test scores
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4
Q

Operationalise

A
  • How you take something from being a theory to something you can measure
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5
Q

Entity Theorist

A
  • Mental abilities are fixed
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6
Q

Incramental Theorist

A
  • Mental abilities are changeable
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7
Q

Learning Trajectories of 7th Graders

A
  • Kids who were incremental theorist had upward trajectory in grades
  • Kids who were entity theorists had flat trajectory in grades
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8
Q

Sternberg (1981)

A
  • What behaviours show intelligence
  • Verbal intelligence
  • Problem solving
  • Practical intelligence
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9
Q

Alfred Binet

A
  • Mental age
  • Emphasis on improving to catch up with peers
  • HOWEVER, same age doesn’t mean same intelligence. E.G. a 18 year old and 7 year old both have a mental age of 9. One is delayed and one is advanced
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10
Q

Binet’s Speculations

A
  1. The scores are a practical device
  2. The scale is rough
  3. Low scores shall not be used to mark children as innately incapable
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11
Q

Intelligence Quotient (IQ)

A
  • Ratio IQ = ( Mental Age/Chronological Age ) x 100
  • HOWEVER, ratio IQ only works if mental age increases proportionally with chronological age/
  • Works best for children but doesn’t work well as people get older because mental growth slows down.
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12
Q

Deviation Scores

A
  • IQ score doesn’t change throughout your life
  • Doesn’t mean your intelligence hasn’t increased but intelligence around peers stay the same
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13
Q

Stanford Binet IV

A
  • Start out easy and get more difficult
  • Verbal Reasoning
  • Abstract Reasoning
  • Quantitative Reasoning
  • Short-Term Memory
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14
Q

Basal Level

A
  • Established before test
  • Anything easier, the participant can do
  • Obtained if participant can get four items right in a row
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15
Q

Ceiling Level

A
  • Established before the test
  • Anything harder, the participant can’t do
  • Obtained if participant fail 3+ items
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16
Q

VERBAL REASONING: Picture Vocabulary

A

Docs

17
Q

VERBAL REASONING: Oral Vocabulary

A

Docs

18
Q

ABSTRACT REASONING: Pattern Analysis

A
  • Pass: Examinee duplicates pattern within time limit
  • Fail: Examinee fails to duplicate pattern
  • Reversal Fail: Examinee duplicates the pattern but is turned 90 degrees or more
  • Time Failure: Examinee duplicates the pattern but not within the time limit
19
Q

ABSTRACT REASONING: Copying

A
  • See a picture and required to copy the drawing
20
Q

SHORT TERM MEMORY: Memory for Objects

A
  • Show a set of pictures to participants in a particular order
  • Now tell me the order of the objects in the same order
21
Q

Group Testing

A
  • Progressive Matrices
22
Q

Factor Analysis of Intelligence

A
  • All variables are positively correlated
  • There are separate factors underlying performance on tests 1-3 vs. on tests 4-6
23
Q

General Fluid Intelligence

A
  • Innate knowledge
  • Culture free
  • Rises to young adulthood, and falls off in old age
  • E.G. Non-verbal abilities, inductive and deductive reasoning
24
Q

General Crystallised Intelligence

A
  • Acquired knowledge
  • Exposure to culture
  • Rises and plateaus
  • Somewhat dependent on fluid intelligence
25
Q

Realiability

A
  • How consistent we are producing the same results
26
Q

Classical Test Theory

A
  • X = T + E
  • True Score: What we strive for
  • Error: Random Variance
27
Q

Sources of Error

A
  • Test Construction
  • Test Administration
  • Errors in Sourcing
  • Interpretation Subjectivity
28
Q

True Score

A
  • What we strive for
  • Average of a sample of observations
29
Q

Test-Retest Reliability

A
  • Same group of people are measured again on same test after 2 weeks
  • HOWEVER, practice effects (remember what you did last time)
  • HOWEVER, people mature over 2 weeks
30
Q

Equivalent Forms

A
  • Two tests measuring same thing but different questions
  • Correlation between their scores determines reliability
31
Q

Internal Consistency

A
  • If all items on a test measure the same thing, people’s answers to those items should be similar
32
Q

Validity

A
  • Test measuring what we are trying to measure
  • Test used appropriately for its intended use
33
Q

Race Differences in IQ

A
  • Asian-American > White-American > African-American
  • However, individuals from both groups can have similar IQ scores
34
Q

Why are There Group Differences in IQ?

A
  1. Genetics
  • Twin studies show that intelligence is partly inherited
  1. Environment
  • Twin studies show that intelligence is partly due to environment
35
Q

Bell Curve

A
  • Proposed that society had been “dumbed down” due to people with low intelligence reproducing
  • Devoting resources to help the underprivileged, means that gifted students have not been able to reach their potential
36
Q

Bell Curve Premises

A
  1. There has to be a meaningful single number that can be given to intelligence
  • HOWEVER, we don’t have one
  1. Ability to rank people in a single linear fashion
  • HOWEVER, different people have different strengths and weaknesses
  1. IQ has to be highly heritable
  • No evidence for heritability and doesn’t translate to every race group
  1. IQ has to be effectively unchangeable
37
Q

Beliefs and Attitudes

A
  • White groups frowned on conspicuous effort and poor achievement
  • Black groups claimed high achievement as valuable but didn’t mind poor achievement
  • Asian groups valued high achievement and that it requires sustained effort
38
Q

Stereotype Threat

A
  • Gave IQ test to smart white and black students
  • One half was told the IQ test was a measure of your ability and other was told this was not a measure of your ability
  • Black students performed worse when the test was framed as high stakes
  • Performance was similar under low-stakes conditions
39
Q

Flynn Effect

A
  • IQ scores have been increasing over time
  • HOWEVER, the mean is always normed at 100 so it masks the increase in IQ
  • Improved schooling
  • Concrete to abstract thinking

0011 (12 decks)

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