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PSYC 213 > Intelligence > Flashcards

Intelligence Flashcards

1
Q

intelligence definition

A

Isn’t about memorization, but rather the ability to generalize memories, flexibly use knowledge (concepts) to solve new problems (problem-solving)

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2
Q

reasoning and intelligence

A

Intelligence relates to efficient & appropriate reasoning (ex. learning from experience)

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3
Q

variance of intelligence

A

It varies across individuals

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4
Q

IQ tests

A

have been designed to measure general intelligence differences, but other factors underlie differences on these tests aside from intelligence

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5
Q

Chat GPT

A

solves ambiguous decision-making and reasoning tasks similarly to humans

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6
Q

Chat GPT and Linda the feminist bank teller problem

A

It committed the conjunction fallacy, suggesting that it can reason beyond algorithms

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7
Q

what can AI do well?

A
  • Automated tasks
  • Routine tasks
  • Create content
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8
Q

what can’t AI do well?

A
  • Editing: the content it creates contains a lot of repetition
  • Write accurate news articles (provides fake news)
  • Cannot provide opinions or advice
  • Can’t create original puzzles
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9
Q

psychometrics

A

the study of psychological assessment

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10
Q

standardization

A

test scores are compared to pre-tested standardization or norm group

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11
Q

normal distribution/ curve

A

a symmetrical bell-shaped curve that describes test score distribution

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12
Q

mean & standard deviation of IQ scores

A
  • Mean= 100
  • SD= 15
  • Within two standard deviations of the mean, IQ scores are between 70 and 130
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13
Q

reliability

A

there is consistency across instances of testing

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14
Q

test-retest reliability

A

the similarity of scores across tests

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15
Q

test-retest reliability of IQ scores

A

IQ scores have high test-retest reliability

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16
Q

evidence for high test-retest reliability of IQ scores

A

score at age 6 correlates with scores at age 18

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17
Q

validity

A

the test is measuring what it is intended to measure

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18
Q

predictive validity of IQ scores

A

they predict performance on something requiring intelligence

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19
Q

IQ scores and job performance

A

Correlations of .5 with job performance

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20
Q

who is the start of IQ testing attributed to?

A

Francis Galton

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21
Q

Francis Galton’s intelligence testing

A
  • Founded the eugenics movement
  • Racially-motivated view of how to improve society
  • A dark start to intelligence testing
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22
Q

Alfred Binet

A
  • Developed a test in response to a request from the French government
  • Identified children that needed special education in school
  • Binet viewed intelligence as important for practical life, adapting to circumstances judging and reasoning well
  • Binet thought his test only measured academic output, not intelligence
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23
Q

The Simon-Binet Test

A
  • 30 questions of increasing difficulty
  • a child’s mental age was calculated by comparing the score/ 30 to the score of a group of children of the same chronological age (standardization)
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24
Q

The Stanford-Binet Test

A
  • Based on the Simon-Binet test
  • IQ ratio scores: (Mental Age (MA) / Chronological Age (CA)) * 100
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25
Q

interpretations of Stanford-Binet IQ ratio scores

A
  • If MA > CA, the ability is above the average of peers (gifted)
  • If MA < CA, the ability is below the average of peers (delayed)
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26
Q

Wechsler Tests

A
  • Separate intelligence scales for children and adults and separate scales to measure different types of intelligence (verbal and performance component)
  • Used 14 different tests to compute the total IQ score
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27
Q

criticism of Wechsler Tests

A

the verbal scale is culturally biased

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28
Q

Raven’s Progressive Matrices

A
  • Measures intelligence without the influence of language ability
  • Shown patterns with a missing section and asked to determine the missing piece from a set of options
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29
Q

advantage of Raven’s Progressive Matrices

A

relatively free from linguistic influences and thus free from cultural biases

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30
Q

working memory and intelligence

A
  • Working memory (WM) capacity shares at least half its statistical variance with general intelligence
  • WM can predict intelligence behaviours, including reasoning and adaptability
31
Q

working memory and social distancing

A

WM capacity predicted individual differences in social distancing compliance in the U.S.

32
Q

intelligence and twin studies

A

Studies with fraternal or identical twins raised in the same or different environments. Shared genetics is a better predictor of IQ correlations among twins than the environment

33
Q

intelligence and genetics

A

Genetics accounts for 50-70% of variability in intelligence

34
Q

disadvantage of IQ scores

A

Helpful to identify children who need help but can be used to exclude marginalized communities

35
Q

factors that affect performance on IQ tests

A
  • Socioeconomics
  • Gender differences in self-estimated intelligence
  • Culture
36
Q

socioeconomics and IQ scores

A

higher SES -> higher IQ

37
Q

gender differences in self-estimated intelligence

A

people who identify as male have higher estimates of their own IQ

38
Q

culture and IQ scores

A

familiarity with tasks and stimuli can affect performance

39
Q

the flynn effect

A

The steady rise in IQ scores overtime

40
Q

rate of IQ increases in the U.S.

A

Americans’ IQ scores increased 3 points per decade over 100 years

41
Q

education and IQ scores

A

As educational opportunities increase, so do IQ scores

42
Q

complexity and the flynn effect

A

over time, more focus on abstract thinking and critical thinking, especially in wealthier countries

43
Q

health and the flynn effect

A

there is a greater focus on health, which improves brain function and enhances IQ test scores

44
Q

Spearman’s Two-Factor Theory of Intelligence

A

Suggested that higher correlations are driven by a common reliance on a single factor: general intelligence (g)

45
Q

two components of Spearman’s Two-Factor Theory of Intelligence

A

General intelligence (g factor) and Specific abilities (s factors)

46
Q

General intelligence (g factor)

A

varies across people but is stable within a person. Genetic basis

47
Q

Specific abilities (s factors)

A

performance on tasks, affected by education and environment and vary within a person

48
Q

Fluid intelligence

A
  • similar to g
  • The capacity to acquire new knowledge and engage in flexible thinking
  • Tests of reasoning
  • Genetic basis
49
Q

Crystalized intelligence

A
  • similar to s
  • Knowledge and learning that has been acquired throughout the lifetime
  • Affected by personality, education, and culture
  • Motivated learning
50
Q

Cattell and Horn Theory

A

divides intelligence into fluid and crystallized intelligence

51
Q

crystallized and fluid intelligence overtime

A

Crystallized intelligence increases with age, but fluid intelligence decreases

52
Q

why does fluid intelligence decrease?

A

Might be due to the atrophy of the PFC with age

53
Q

Savant syndrome

A
  • a person who is otherwise limited in mental ability but has an exceptional specific ability
  • Can be congenital or acquired (new skills after brain injury)
54
Q

Savant syndrome provides evidence for

A

multiple forms of intelligence

55
Q

acquired savants

A

People who acquire specific skills from brain injury

56
Q

Tony Cicoria

A

after being struck by lightning, a man developed exceptional piano skills

57
Q

Orlando Serell

A

ability to perform calendar calculations

58
Q

explanation for Savant syndrome

A

To compensate for damage, other areas of the brain will be rewired, which induces savant-like capabilities

59
Q

Gardner’s Theory of Multiple Intelligences

A
  • There are 9 different types of intelligence that relate to different ways of learning
  • These types are supported by different brain areas
60
Q

Sternberg’s Theory of Intelligence

A
  • A process view that states that intelligence is not a system or structure
  • Intelligence is the capacity to automate information processes and use them in appropriate settings
61
Q

Sternberg’s Intellectual Components

A
  1. Meta-component
  2. Performance component
  3. Knowledge acquisition component
62
Q

meta-component

A

higher order processes for planning and decision-making. Making decisions about how to solve a problem

63
Q

performance component

A

processes for executing a task

64
Q

knowledge-acquisition component

A

processes to learn and store new information

65
Q

triarchic theory

A

Components interact with certain materials/ tasks that are relevant to a given situation

66
Q

three components of the triarchic theory

A

Analytic intelligence
Practical intelligence
Creative intelligence

67
Q

analytic intelligence

A

mental steps or components used to solve problems

68
Q

practical intelligence

A

the ability to apply information to daily ambiguous situations. Emphasizes contextual information

69
Q

creative intelligence

A

the ability to think in new ways and apply information flexibility. Emphasizes experimental information. Linked to insight problem-solving

70
Q

emotion and thinking

A

Emotions affects how we process information and think

71
Q

positive mood and thinking

A

A positive mood promotes a general assimilative thinking style and leads to greater susceptibility and misinformation

72
Q

negative mood and thinking

A

A negative mood promotes specific focused thinking style and lowers susceptibility to misinformation

73
Q

global vs. local processing

A

Global processing -> happier moods

PSYC 213 (14 decks)

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