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Personality and Individual Differences > Intelligence > Flashcards

Intelligence Flashcards

1
Q

Who was the first person to link theory and measurement of intelligence?

A

Galton, 1869.

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2
Q
  1. What did Galton (1869) believe about intelligence?

2. What did he believe intelligent people were able to respond to?

A
  1. Human beings differ in intelligence; specifically that higher intelligence was due to superior traits that are passed on to children via heredity.
  2. High volume of sensory information (Low intelligence people = problems identifying hot, cold and pain).
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3
Q

What was Galton’s direct measurement of intelligence (biological focus)?

A
  • Responses to sensory information e.g., recognition of pain, colour.
  • Mental chronometry: the study of reaction time.
  • Correlated RT with education and occupation (proxy measures of mental ability) But inclusive results.
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4
Q

Who developed the first intelligence test?

A

Binet and Simon.

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5
Q

Binet: first intelligence test.

What did the French government do with this for primary school children?

A

Provide techniques to identify children with developmental delay / learning difficulties (primary school age).

Benefit from special education programmes.

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6
Q

What did Binet believe about intelligence?

A

That is was modifiable.

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7
Q

Binet-Simon test (1905) intelligence test:

  1. How many short tests?
  2. What difficulty levels?
  3. How many participants?
  4. How were the tasks matched?
  5. What was the criterion for intelligence?
A
  1. 30 short everyday tasks.
  2. increasing levels of difficulty = levels of intelligence.
  3. Used 50 children.
  4. Matched to child’s developmental age.
  5. Age, level children should be reaching at specific ages.
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8
Q

What does IQ stand for?

A

Intelligence Quotient

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9
Q

What is IQ?

A

Comparison of mental age with the persons physical age.

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10
Q

General intelligence: what did Spearman do?

A

Analysed the relationships between different intelligence tests (1904; 1927).

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11
Q

What is factor analysis?

A

Statistical technique.

Common variance in a number of variables = factor.

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12
Q

What did spearman find re correlation in intelligence tests?

A

Positive correlation between intelligence tests.

Scores on individual intellectual tests are related.

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13
Q

What are the 2 factors of the Two factor theory (1927)?

A

First factor = general ability (type of intelligence that underlies all specific abilities = positive manifold -> mental energy).

Second factor = specific abilities / specific factors. e.g., verbal intelligence, spatial intelligence.

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14
Q

What is the Wechsler Adult Intelligence Scale (WAIS-IV)?

A

Earlier versions of the WAIS was based on Spearmans 2 factor theory and g factor (variance common to all cognitive tasks).

It is a 3 level hierarchy.

It includes a range of tasks which have difference aspects of intelligence (verbal & non-verbal, suitable across lifespan).

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15
Q

What tasks were included in the WAIS-IV?

A
  1. Verbal comprehension
  2. Perceptual Reasoning
  3. Working memory
  4. Processing speed.
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16
Q

WAIS-IV, what is included in the verbal comprehension index?

A

Similarities (describe how 2 words or concepts are similar),
Vocabulary (define words) and
information (general knowledge questions).

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17
Q

WAIS-IV what is included in the perceptual reasoning index?

A 
Block design (reproduce a pattern using red and white blocks),
Matrix reaonsing (view an array of pics with 1 missing square, and pick the picture that fits that square) and, 
Visual puzzles (view a puzzle and choose 3 pieces which could make the puzzle.
18
Q

WAIS-IV what is included in the working memory index?

A

Digit span (listen to sequences of numbers & repeat them forward, backwards and in ascending order) and

Arithmetic (arithmetic problems).

19
Q

WAIS-IV, what is included is the processing speed index?

A

Symbol search (detection of target symbols in a row of symbol stimuli).

20
Q

What are some limitations of the WAIS-IV?

A

Expensive & time consuming

21
Q

What is a limitation of Termans calculation re the WAIS-IV?

A

It did not translate well to adults, issues with chronological age.

22
Q

How is the WAIS scored?

A

Need to take the raw scores and turn them into scaled scores and make those into composite scores (IQ)

23
Q

What is the Flynn effect?

A

refers to the observed rise over time in standardized intelligence test scores, documented by Flynn (1984a) in a study on intelligence quotient (IQ) score gains in the standardization samples of successive versions of Stanford-Binet and Wechsler intelligence tests.

24
Q

Flynn effect: what adjustment was suggested for IQ scores?

A

subtract 0.3 IQ points for each year since test publication, but this is not common practice (Hagan et al., 2008).

25
Q

What explanation is there for the Flynn effect?

A

Cognitive stimulation (education, parental rearing, test sophistication, technology).

26
Q

Application of IQ tests: what can this help children with?

A

Help identify children with different learning needs e.g., gifted, dyslexia, learning difficulties.

Can also be applied to general cognitive functioning in neurological conditions.

27
Q

How can IQ test be applied in education?

A

Intelligence scores predict achievement in schools.

28
Q

How can IQ test scores be applied in line?

A

Intelligence scores correlate positively with academic, social and occupational achievements (but when educational level is controlled, then the correlations decrease).

29
Q

What issues are there with IQ scores/testing?

A
  • Scores can fluctuate: how can we control for test-taking skills, practice and motivation, test anxiety and malingering.
  • IQ scores do not help identify appropriate educational programmes.
  • IQ scores are absolute numbers: report percentile ranked and CIs.
  • Cultural differences.
  • IQ tests minimise the importance of creativity, practical intelligence and social skills.
  • IQ tests should be there to help not to limit.
30
Q

What cultural differences are there regarding IQ?

A
  • Conceptualisations of intelligence and acquisition of intellectual skills.
  • Tests need to account for cultural differences in the tasks.
  • Issues with translation
  • Normative data - US data should not be assumed to be applicable to other countries.
31
Q

Cattell - Fluid and Crystallised Intelligence (1940)

What did he argue about general intelligence.

A

Argued non-verbal tests (culture-free) measure general intelligence without social status, skills and verbal ability and environmental factors.

32
Q

What did Cattell Culture-Fair Intelligence Test (CFIT; 1949) include?

A
  • Series
  • Classification (odd one out)
  • Matrices (fill the gap)
  • Conditions (place dot).
33
Q

What did Cattell (1943) look at?

A

Adult mental capacity: fluid and crystallised intelligence.

34
Q

What was Thurstones stand point on general intelligence?

A

Agreed with Spearman with concept of general intelligence.

but, disagreed that general intelligence supported and was involved with all elements of intelligence.

Argued that more correlations between test does not give evidence for general intelligence.

35
Q

What does Thurstone (1938) think general intelligence is the result of?

A

7 PMAs.
First multifactorial theory of intelligence.
7 factors correlate but not enough to be 1 factor therefore PMAs are not independent.

36
Q

What did Flanagan and Dixon (2014) produce?

What does it consist of?

A

The most recent dynamic theory.

16 broad cognitive abilities.
80+ narrow abilities.

37
Q

Gardner (1996) Multiple Intelligences:

  1. Who was Gardner?
  2. What did Gardner believe about intelligence?
  3. How does Gardner see intelligence?
  4. How is intelligence supported?
A
  1. An educational psychologist, challenges with translating intelligence research into educational settings.
  2. Disagrees that intelligence is learning / way of working. See’s intelligence as a computer that works more or less well.
  3. Intelligence is a separate dimension that is independent of the others. However, will work together when needed e.g., sing and dance at the same time.
  4. Each intelligence is supported by a different brain region, each is not controlled by general intelligence.
38
Q
  1. What is Gardner (1996) multiple intelligences theory and assessment?
A
  1. Identify strengths and weaknesses in each intelligence, observation scales and working style in the classroom (activity-based).
39
Q

Give a brief overview of Almeida et al., (2010) study re multiple intelligences.

  1. How many participants?
  2. What did it cover?
A
  1. N = 294 children (5 - 7 years).
  2. Battery of Differential and general Aptitudes.
    Activities for MI evaluation
    Are MI independent or evidence of general intelligence?
40
Q

What evidence is there for Almeida et al., 2010 multiple intelligences study?

A

Some independence from MI from classic measure.
2 types of general intelligence - but correlated.
MI tasks load on to g factor.
MI (concept and assessment) tests need validating.

Personality and Individual Differences (6 decks)

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