Intelligence (10.4 Lecture)

Question 1

intelligence

Answer 1

almost universally human capability, the ability to think complexly/ abstractly, varies in strength & quality across individuals

Question 2

how is intelligence valued?

Answer 2

both as a personal resource and as a democratic resource (educated people make decisions)

Question 3

birth of IQ (study)

Answer 3

in paris, made school mandatory, philosopher binet tasked with helping poor kids who were behind. considered question, how does child perform compared to other children?

Question 4

mental age

Answer 4

ex. does student perform close to average 8 year old or average 10 year old

Question 5

chronological age

Answer 5

actual age

Question 6

ratio IQ

Answer 6

mental age/ chronological age x 100

Question 7

deviation IQ

Answer 7

your test score/ average test score x 100

Question 8

psych terms becoming derogatory

Answer 8

IQ range classified with different language (imbecile, idiot, etc.) but psych words have had to change bc people use as derogatory terms

Question 9

how was IQ tests used to inflict harm?

Answer 9

Terman introduced IQ tests in the US, viewed intelligence as innate and IQ to track the smartest people. advocate of eugenics, IQ test used to justify forced sterilization

Question 10

what is the impact of opportunities for enrichment on increasing intelligence

Answer 10

ex. kids adopted in more money have a greater increase in IQ that kids that were adopted into poorer families

Question 11

how enriching environments impact brain

Answer 11

greater brain weight & size, greater synapses per neuron, more neurons in hippocampus, greater availability of NT

Question 12

Rosenthal & Fode study of rats

Answer 12

breeded rats to be bright/ dull, brighter rats, overtime, performed better in maze. But once put in non-enriching environment, both performed poorly, and in an enriching environment both excelled, dull rats even doing better

Question 13

Harvard rat study

Answer 13

Half of students were given rats labeled “dull,” the other half were given rats labeled “bright.” Both rats were given equal time to practice going through the maze, but the “bright” rats (arbitrarily labeled) were more successful

Question 14

what does Harvard rat study say about belief

Answer 14

the belief in someone is somewhat of a self-fulfilling prophecy. study showed that when the students believed their rats were “bright” they liked their rats more and were more gentle and caring.

Question 15

how has someone’s belief in me impacted my success?

Answer 15

Mr. Mills’ belief in me and my capabilities has made me feel more capable because someone i know and trust feels that I have the capacity to succeed. It also helps me approach my setbacks with the view of it being an opportunity to try something new.

Question 16

“academic bloomers” study **

Answer 16

children took IQ test and teachers told that random 20% were bloomers. Led to a significant IQ boost the next year for those students. especially in 1st grade. SOMEONE BELIEVINGING IN YOU

Question 17

self fulfilling prophecy

Answer 17

pygmalian effect” something that starts off as a lie will gradually become true over time

Question 18

how does pygmalion effect work

Answer 18

our actions towards others –> other’s belief about us –> other’s actions –> our beliefs about ourselves –>

Question 19

how a mindset for growth impacts brain

Answer 19

mindsets impacts goals, perceptions and actions

Question 20

what are people’s perspectives on a growth mindset?

Answer 20

They want to learn, see effort as crucial, embrace challenges, and respond with perseverance to setbacks

Question 21

what are people’s perspectives on a fixed mindset?

Answer 21

want to “look” smart, see effort as evidence of lower ability, avoid challenges, and they respond to setbacks with helplessness

Question 22

how have I had a fixed mindset unknowingly?

Answer 22

on the class survey asking about intelligence, I said I am intelligent, but have to work hard to get something, which feeds into a fixed mindset that working hard to understand something means I have a lower ability

Question 23

Carol Dweck

Answer 23

established growht theory, hold implicity theory or “mindset” about intelligence (growth vs. fixed)

Question 24

two intelligences

Answer 24

Crystallied intelligence (Gc): knowledge a person has already acquired and the ability to access that knowledge. Fluid intelligence (Gf): ability to see complex relationships and solve new problems.

Question 25

fluid intelligence & working memory

Answer 25

thinking “workbench,” capacity varies and correlates with fluid intelligence (r ~ 0.7)

Question 26

dual n-back task study

Answer 26

square and sounds and different points, have different number of trials back to remember, with time, able to do well. Raven’s Advanced Progressive Matrices (Raven’s APM).

Question 27

matrices task impact on fluid intelligence

Answer 27

matrices tasks increase fluid intelligence

Question 28

stereotype threat

Answer 28

psychological burden that actions confirm something about a group (whether something is salient - active in mind, or relevant - to task in mind)

Question 29

ID’ing race study

Answer 29

different participants filled out race either before or after taking GRE. Greater difference in gender when asked to fill out identifiers before.

Question 30

relevance salience

Answer 30

doesn’t require people to believe something themselves, just that other people believe it. Actions different not bc lack in effort, but worry that fulfilling something causes you to fulfill that thing

Question 31

how to combat stereotype threat

Answer 31

explicit and implicit cues (inclusive spaces, people like you as leadership role models, critical mass)