Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PSYC514 Individual Differences, Social Psychology and Developmental Psychology > Individual differences (Intelligence and Personality) > Flashcards

Individual differences (Intelligence and Personality) Flashcards

Bacon topic

You may prefer our related Brainscape-certified flashcards:
AP® Psychology flashcards Psychology 101 flashcards GRE® Psychology flashcards
1
Q

What do psychologists mean by individual differences?

A
  1. study of variation in human behaviour
  2. latent constructs such as personality and intelligence which underlie variation
  3. human universals - what is generally true of human nature
  4. individual differences - how do groups of people differ from one another
  5. individual uniqueness - how can we explain this
  6. personality and intelligence
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

what is personality?

A

a tendency to show consistent patterns of thoughts, feelings and actions (McCrae & Costa, 1990)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

what are personality traits?

A

an individuals characteristic pattern of thought, emotion and behaviour, together with the psychological mechanisms, hidden or not behind those patterns (Funder, 1997)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

how did the trait theory develop?

A
  • allport, denotes the lexical hypothesis: socially relevant personality characteristics encoded in natural language.
  • 17,953 trait words from English dictionary/language and classified them into groups of characteristics
  • cardinal traits: dominant & influence every aciton
  • central traits: key traits which sum up personality but more limited to situation than cardinal
  • secondary traits: preferences which are highly situation specific
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

what did Raymond Cattle develop?

A

Cattell aimed to develop a more formal taxonomy, used a large sample of adults rated on traits from natural language using experimental and questionnaire data

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

how does Cattles development support trait theory?

A

used factor analysis to determine which traits were correlated with each other, it is a way of reducing data and making it more manageable.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

what did Cattles development conclude?

A

concluded that 15 factors accounted for most of personality, plus an additional factor like intelligence.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

what are the 16 personality factors?

A

the 16 pf questionnaire was a sale of trait dimensions. from low to high, low being: reserved, detached, sober or shy and high being: outgoing, warm-hearted, calm and cheerful.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

what are the five factors of the five factor model?

A
  • Openness to experience
  • Conscientousness
  • Extraversion
  • Agreeableness -
  • Neuroticism
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

what is meant by openness to experience?

A

receptive to new ideas & change

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

what is meant by conscientiousness?

A

degree of self-discipline and control, it is the will to achieve

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

what is meant by extraversion?

A

sociability, quantity and intensity of interpersonal relationships and interactions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

what is meant by agreeableness?

A

quality of social interaction if high A: trusting, helpful, warm-hearted, sympathetic

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

what is meant by neuroticism?

A

emotional stability and personal adjustment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

how can personality traits be measured?

A

questionnaires, e.g. use the big five and Neo personality inventory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

what is the NEO PIR?

A

NEO personality inventory, composed of 240 questions, 48 for each of the big 5 dimensions. response made on 5 point scale and takes 30-40 mins to complete.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

what is the evidence for the 5 factor theory?

A
  • fits well with other measures of personality like the Myers-briggs type inventory.
  • predictive utility e.g. C and job performance
  • heritability studies
  • cross-cultural agreement: trait descriptors in natural languages.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

why are trait theories useful?

A
  • if we can describe somebody’s personality in terms of their trait scores on questionnaires
  • enables us to quantify personality
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

what are limitations to trait theories?

A
  • how many factors should be included
  • correlational - causation can we assume associated biological variables
  • descriptive, rather than explanatory: are traits real or just convenient communicative devices?
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

but how many traits of personality are there?

A

proposed Big 7, by Almagor et al 1995:
HEXACO model (6) proposed by Ashton & Lee 2005
big 2 proposed by digman 1997
big 1 - Musek 2007, general factor of personality is the combination of stability and plasticity.
eyesencks biological model

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

What are the big 7 proposed by Almagor et al 1995?

A

positive emotionality, negative emotionality, dependability, agreeability, conventionality, positive valence, and negative valence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

what composes the HEXACO model by Ashton & Lee, 2005?

A
  • honesty-humility
  • emotionality
  • extraversion
  • agreeableness
  • conscientiousness
  • openness to experience
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

what are the big 2 proposed by digman 1997?

A

emotional stability and extraversion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

what is the big 1 proposed by Mulek 2007?

A

general factor of personality is the combination of stability and plasticity.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

what is eyesencks biological model?

A

we have a heritable ability to learn and adapt to the environment
based on biological factors
based on eyesencks observations and linked the response to create categories: psychoticism, extraversion and neuroticism.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

what is psychoticism associated to?

A

with testosterone levels - high, more aggressive and low caring, considerate

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

what is extraversion associated to?

A

on cortical arousal - high under aroused and bored, low over aroused

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

what is neuroticism associated to?

A

level of reactivity in limbic system/amygdala - high, stress reactivity and low, lower stress.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

what did Shields, 1976 find in evidence to eyesencks biological model?

A
  • shields 1976 found that monozygotic twins were significantly more alike on the introvert-extrovert and psychoticism dimensions than dizygotic twins.
  • only 50% of the variations of scores on personality dimensions are due to inherited traits → suggests social factors are important.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

what model supports stability for personality traits?

A

research pointing towards the big five: Openness to experience, Conscientiousness, Extraversion, Agreeableness and Neuroticism.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

why does the big five support stability for personality traits?

A

useful as it is quick to administer and free, as it only has 40 items compared to the NEO!

but is has no data on individual sub facets!

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

but how stable is personality over time and situation?

A
  1. cross sectional consistency
  2. longitudinal consistency
  3. life stages and personality change
  4. life roles amplify early dispositions
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

what is cross sectional consistency?

A

there’s variation across context and situation.
the person situation debate:
- trait theories emphasise consistency
- social cognitive theories emphasise agency and role of context
- debate as to whether personality is trait driven, or whether context also is important.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

what are the social cognitive explanations for the person situation debate?

A
  • Social cognitive theories assume personal agency (Bandura)
  • an intentional doer selecting, constructing and regulating one’s own activity to realise certain outcomes.
  • Bandura worked on the SC theory of learning, behaviour and personality.key elements are agency & person environment interaction, with the triadic reciprocal causation. learning, expectancies and self-efficacy switch between the behaviour, person and environment of a situation.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

what are types of environments occur in the person situation debate?

A
  • Imposed: put up with it whether like it or not but can control how contrue & react to it
  • selected: associates, activities etc which we select by our life choices and behaviours
  • constructed: through generative effort, how we socially construct environment through our perception of the world and associated actions.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

what did research in the person situation debate study and find?

A

Mischel observed boys at Summer camp over 6 weeks and looked at their behavioural signature and found behaviour is situational and varies as we interact with the world.

SCT emphasises importance of personal agency and interaction with environment of social context. ‘the capacity to exercise control over the nature and quality of ones life is the essence of humanness’

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

summarise the person situation debate

A
  • aggregation across many situations and can’t predict single actions or from single actions
  • most now subscribe to interactionist approach as both internal traits and situations interact in producing behaviour.
  • stable dispositions
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

what does longitudinal consistency focus on?

A

are people stable in their trait characteristics over lifetime?

William James 1890, proposed that it is well for the world that in most of us, by the age of 30, the character has set like plaster and will never soften again.

but trait theorists have different thoughts:
- hard plaster hypothesis.
- soft plaster hypothesis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

what is the hard plaster hypothesis?

A

McCrae et al 2000, agree that personality stabilises at age 30 and remains stable in cognitively intact individuals, proposed that from age 18-30 inc in A & C, decreases in N,E and O.

40
Q

what is the soft plaster hypothesis?

A

Caspi & Roberts 2001, plateau in personality may not be reached until age 50 but slow changes occur after 30. Lewis 2001 proposed that continuity due to stability of environment.

41
Q

what does person-environment interaction predict? changes at different life stages: roles, events and social circumstances.

major normative life role changes

A

changes at different life stages: roles, events and social circumstances.

major normative life role changes

42
Q

how do life roles amplify early decisions?

A

Openness and ambition predicted involvement in women’s movement which in turn led to subsequent increases in these traits, agents in shaping their environment.

Roberts et al (2018), growth in social maturity: change is cumulative over life span, likely in response to our life experiences and often leans in a positive, helpful direction.

43
Q

are personality traits persistent or do they change?

A
  • Srivastava et al 2003, studied 130,000 people on the internet, adults aged 21-60 completed the big 5 questionnaire. there is evidence for gradual but systematic change through lifespan, C = changes particularly in early adulthood, A = largest changes in mid adulthood and N = declined for women only. rejects hard plaster.
  • most theorists subscribe to interactionism in some form and the debate continues because of fundamental differences in trait & social cognitive views.
  • Haris et al 2016, Scottish mental survey begun in 1947, to study personality stability from childhood to older age (N = 1,208 people born in 1036), 174 completed a questionnaire at 77 years, self and other ratings.
44
Q

define intelligence?

A

social competence and everyday practical abilities and is often used synonymously, and high order abilities

45
Q

what did Gottfredson 2000, define intelligence as?

A

‘general ability to reason, plan, think, solve problems, think abstractly, learn quickly and learn from experience’

46
Q

what were the origins of IQ testing?

A

Binet & Simon first developed psychometric intelligence tests to identify children with LD, development in US for IQ testing was Stanford-Binet test, where the mental age is divided by the chronological age then multiplied by 100.

In the 1960s, normative differences in IQ scores standardised age related norms developed based on standard deviation. the distribution of IQ is a bell curve.

47
Q

what is spearmans G?

A

proposed by Spearman an English psychologist, scores on ability tests intercorrelated and there was a common variance represented as a single factor.

48
Q

what is the G in Spearman’s G?

A
  • general intelligence factor underlying performance
  • it determines how well we use ability/knowledge etc used for reasoning, drawing inferences and seeing relationships between things.
49
Q

what is thurstones multi-factorial model?

A

proposed intelligence as an adaption, g comprised of 7 primary mental abilities like: associative memory, mathematical, perceptual speed, reasoning, visual-spatial, verbal comprehension and word fluency.

contemporary ideas of intelligence comprise a combination of these approaches, the general intelligence and specific abilities.

50
Q

what is Cattells two factor theory?

A

consist of fluid intelligence and crystallised intelligence

51
Q

what is fluid intelligence?

A

Fluid intelligence is the ability to learn, deal with novel information irrespective of previous experience. Fundamental reasoning and information processing ability and biological which may decline over lifespan.

52
Q

what is crystallised intelligence?

A

crystallised intelligence is knowledge and skills arising from acculturative learning, it is acquired and may increase over lifespan with experience

53
Q

how can intelligence be measured today?

A

Wechsler intelligence scales used for 16-90 year olds and composed of 12 subtests. participants are scored on verbal IQ, performance IQ and full scale IQ.

54
Q

what do the WAIS measure?

A
  • VERBAL IQ, as a measure of acquired knowledge, verbal reassign and attention to verbal information.
  • PERFORMANCE IQ, as a measure of fluid reasoning, spatial reasoning attentiveness to detail, visual-motor integration.
  • FULL SCALE IQ, an estimate of an individual’s general level of intellectual functioning.
55
Q

what are benefits to the WAIS & WISC (FOR CHILDREN) tests?

A
  • quantification
  • identify differences for research and in applied settings.
  • high internal reliability
  • predictive power
    -quick as only has 4 subtests: 2 verbal & 2 performance
56
Q

what are the limitations to the WAIS tests?

A
  • maybe not a culture fair test, designed to eliminate social or cultural advantages or disadvantages, non-verbal reasoning.
  • with standardisation the correct administration is important
  • test-retest stability can vary with less than 15 IQ points
  • lifespan IQ will change
57
Q

what did Gardner 1983 find in regard to multiple intelligences?

A
  • Gardner 1983, educational bias in IQ tests, favours those strong in logical-mathematical-verbal-linguisitc and intelligence is multi-sensory.
  • multiple intelligences are independent but work together etc. Biology, Formative relationship and cultural background.
58
Q

how does education facilitate education in children?

A
  • children to explore and exercise all of their abilities
  • challenges the idea of general intelligence
  • measured not through intelligence tests but everyday activities like developmental and dyslexia.
  • hot intelligences like non-cognitive abilities, especially those used in everyday life e.g. social skills and contrast with cold abilities like maths.
59
Q

what did Sternberg say in relation to successful intelligence?

A

it is the ability to balance the needs to adapt to, shape and select environments in order to attain success however one defines it, within ones socio-cultural context (Sternberg, 1999)

60
Q

what does Sternberg’s (1999) successful intelligence replace?

A

replaces traditional notion of intelligence with successful intelligences
as it is a triarchic theory: componential, experiential and practical

61
Q

what is meant by experiential?

A

how well a task is performed, is it novel or automation and is measured by creativity tests.

61
Q

what is meant by componential?

A

underlying mental mechanisms of information processing, analysing, evaluating, critiquing and comparing and measured by traditional ability tests.

62
Q

what is meant by experiential?

A

how well a task is performed, is it novel or automation and is measured by creativity tests.

63
Q

what is meant by practical?

A

contextual is the ability to use knowledge and experience to interact with the world, adapt to changing environment, shape our environment and select behaviours and situations. achieve fit between themselves and their environment and is measured by response to vignettes of practical everyday situation.

64
Q

who proposed the nature debate for intelligence and what did they propose?

A

Galton,
‘where every lad had a chance of showing his abilities and if highly gifted was enabled to achieve a first class education and entrance into professional life’

65
Q

who proposed the nurture debate for intelligence and what did they propose?

A

JB Watson produced the book psychology as the behaviourist views it (2013) and responsible for the Little Albert experiment.

‘give me a dozen healthy infants, well=formed and my own specific world to bring them up in and ill’

66
Q

what is the present day view on nature vs nurture debate?

A

most agree that individual differences develop as a result of interaction between environment and genetics

can be discussed and analyses separately but work dependently.

67
Q

define heritability?

A

estimates of extent to which variation in scores on measures of interest is due to genetic factors and a proportion of shared variance between individuals is presented as a percentage. The heritability coefficient is between 0 and 1.

68
Q

what are some general attributes scores of heritability?

A

Height are 0.80, Weight is 0.60 and IQ is 0.40 but the big five are: E - 0.36, N-0.31, C - 0.28, A - 0.28 and O - 0.46.

69
Q

what do studying twins studies show?

A

allows us to separate the two factors of nature and nurture.

we measure the concordance which is the degree to which they are similar.

70
Q

what is the difference between Monozygotic twins and dizygotic twins?

A

MZ separated from the same fertilised egg so share 100% of DNA
DZ where two separate eggs fertilised by same sperm so shared 50% of DNA

71
Q

what does research on twins assume?

A
  • MZ genetically identical and any differences are environmental
  • DZ differ genetically, if same environment then the differences must be genetic.
72
Q

what did Roselle 1967 find in twin studies?

A

found that even when people look the same their personalities may be different.

73
Q

what did Jane et al., (2002) find?

A

Jang et al. (2002) studied MZ & DZ twins from Canada and Germany, found similar results in the big five across both countries. So from these results suggested that there is only a 40-50% concordance even for MZ reared together in same family and the assumptions are unrealistic.

74
Q

why are twins different to each other?

A
  • Shared genes =/= shared experiences as each child has unique experiences to be considered
  • unshared environment like: sex, birth order, life events to particular child, peer group characteristics and personality characteristics.
  • differential parenting, with MZ want to treat differently and DZ treat similarly.
  • Reiss et al, 2005, found that there was differential parenting, interaction between genetics of child and of parent.
75
Q

what do adoption studies explore?

A

MZ twins raised apart lead to differing environments → compare children and both the adoptive & biological parents.
-> suggest less genetic influence than twin studies

76
Q

what did Palamino & Caspi 1999 estimate?

A
  • Biological parents/children: 0.16 for E & 0.13 for N
  • adoptive parents/children: 0.01 for E & 0.05 for N

leads to suggest whether H2 is overestimated in twin studies.

77
Q

what was the case of the Jim twins?

A

two twins separated at 4 weeks, reunited at 39 in 1979, found similarities in tension headaches, nail biting, smoked same cigarettes and drove the same type of car.

78
Q

what are limitations for twin studies?

A
  • unrepresentative of the general population
  • unshared environment
  • some genes may not have 100% penetrance and different consequences in genetically identical individuals.
79
Q

overall what do twin studies conclude about heritability?

A

heritability studies with twins suggest interaction between genes & environment (genetic component and environmental triggers).

80
Q

what are three controversies within social influence?

A
  • assortative mating
  • family size and birth order
  • social class
81
Q

what is assortative mating?

A

is the idea that couples tend to have traits in common, we are selective with whom we mate with. The typical relationship between partners IQ is r=.40 but for weight, colour and personality is r=.20. Higher IQ parents tend to have higher intelligence kids and lower tend to have more children.

82
Q

what did Belmont & Marolla (1973) find in regards to family size and birth order?

A

for larger family size found a Lower IQ even when SES controlled and the first borns IQ Is more than the later born childs.

83
Q

what did Rogder 2001 find in regards to family size & birth order?

A

admixture; lower SES & IQ tend to have more children( Rodgers, 2001)

84
Q

what happen in resource dilution in families?

A

resources are finite & diminish with number of children (Downey, 2011)

85
Q

what happens within confluence in families?

A

intellectual develop occurs within family context and this changed over time (Zajonc, 2011), as FB have more time with 100% parental attention. but there is conflicting research, Rogers et al 2000, conducted a national longitudinal survey of youth, it had more than 11,000 ppts aged 14-22 and children born to them. the study found no relationship between family size & intelligence.

86
Q

what did Segal & Hur 2022 study?

A

recent case of two MZ twins born in Seoul, in 1974, separated at age 2 as one was adopted by American parents.

they were reunited in 2020, aged 36, and the twin in Korea described loving and harmonious home while the US twin described regular conflict and the divorce of her adoptive parents.

87
Q

what difference did Segal & Hur 2022 find in personality?

A
  • US was individualistic and SK more collectivist values
  • similar levels of mental health & self-esteem
  • high on conscientiousness - purposeful, well-organised and achievement striving.
88
Q

how did both the twins fair on the ravens test?

A

the SK twin scored 16 points higher than the US twin on the WAIS test and the ravens matrices.

  • US obtained a score of 31, testing time was 105 min but she stopped at 42 items from frustration within difficult items
  • SK completed all 60 items in 54 min with a score of 43.
89
Q

what does the Bell Curve show?

A

Hernstein & Murray 1994, the bell curve shows intelligence and class structure in American life. proposed that IQ will become the basis of class system.

90
Q

what is the Bell Curve Controversy?

A

the bell curve and race, Black IQ distribution scored lower than White IQ distribution, as US education dumbed down by lower IQ and those with talent are not reaching their full potential, since resources are expensive they go to supporting talented rather than the disadvantaged.

91
Q

what does the APA argue against the BCC?

A
  • Intelligence considered hierarchy of abilities
  • many not be captured in IQ tests
  • IQ is heritable but not completely.
  • variance within population about 10 x greater than between races
92
Q

what is the R value estimated between social economic status and IQ?

A

between r=.3 - .5, thus meaning that the higher the SES the higher the IQ.
supposedly 45 IQ points between the social classes ranging from 1-5.

93
Q

what does Capron & Duyme (1989) research and what did he find?

A

measured IQ at age 14, found the in high SES and low SES with biological parents, the adoptive parents were more likely to be high in SES than low.

94
Q

how does the GENE X ENVIRONMENT interaction effect IQ?

A
  • SES associated with differences in executive function, memory, emotional regulation and underlying brain areas
  • Inherited biological and psychological factors
  • genetic cause SES difference through lowered educational and occupational performance
  • social policy based on assumption that ID are largely due to environmental factors

PSYC514 Individual Differences, Social Psychology and Developmental Psychology (6 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions