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WINTER 2023 > Intelligence > Flashcards

Intelligence Flashcards

1
Q

intelligence

A
  • the ability to generalize memories, flexibly use knowledge to solve new problems
  • less about stockpiling information, but creativity and imagination
  • efficient and appropriate reasoning (learning from past experience, adapting to the environment to act with purpose)
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2
Q

ChatGPT and the conjunction fallacy

A

giving it the Linda problem = it makes the conjunction fallacy, so it uses heuristics like humans (beyond rules and algorithms)
but this is a famous problem which it could’ve encountered in training

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3
Q

What can AI do/not do?

A

can do: automated tasks, routine activities, create content
cannot: edit (repetition), write accurate news articles, provide opinions/advice, create original puzzles

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4
Q

psychometrics and standardization

A

the study of psychological assessment - standardization comes from psychometrics (scores are calculated by comparing them to previous scores and are normally distributed)

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5
Q

IQ test scores

A

mean of 100, SD of 15 (95% of scores between 2SDs - 70-130)

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6
Q

reliability

A

consistency in scores from one test to another (test-retest reliability), same person takes in twice = they should get similar scores

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7
Q

validity and predictive validity

A

test is measuring what it is intended to measure
predictive: tests predict something that is considered intelligent behaviour (IQ score should correlate with academic/job performance

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8
Q

Francis Galton

A

start of intelligence testing looking at reaction time to stimuli to assess intelligence, but was eugenics-motivated

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9
Q

Alfred Binet

A

test designed to identify children having learning difficulties (not assessing intelligence, only academic output)
he thought intelligence couldn’t be measured because it was about practical life

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10
Q

Simon-Binet test

A

30 questions of increasing difficulty, not designed to test intelligence, gave an outcome of mental age compared to other students

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11
Q

Stanford-Binet test

A

based off Simon-Binet, viewed intelligence as the ability to grasp the significance of concepts, goes up to adulthood (more difficult questions)
gave an intelligence quotient (IQ) ratio = (mental age (test) / chronological age) x 100 (if both are equal = 100, mental > chronological, then you’re gifted, mental < chronological, you’re delayed)

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12
Q

Wechsler tests

A

separates scales for children and adults AND separate scales to measure different types of intelligence

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13
Q

Wechsler test scales

A

Wechsler intelligence scale for children (WISC)
Weschler adult intelligence scale (WAIS)
Full-scale IQ (FSIQ)
Verbal IQ (VIQ) - abstract thinking, association
Performance IQ (PIQ) - nonverbal, picture completion, what is missing
culturally biased (language ability affects your score)

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14
Q

Raven’s progressive matrices

A

measuring IQ without language ability, not culturally biased
pattern completion using shapes most cultures are familiar with

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15
Q

working memory theory of intelligence

A

capacity of WM shares half its variance with other measures of intelligence (highly correlated)
WM predicts intelligent behaviour (academic performance), reasoning, adaptability (social distancing)

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16
Q

genetics and IQ

A

strong predictor of IQ scores (50-70% variability)
looking at identical and fraternal twins raised in same/different environments - shared genetics are a better predictor of IQ correlation between twins than environment

17
Q

what factors also affect IQ scores

A

more affluent people spend more time developing their children’s academic progress
males have higher estimates of their own IQ than females (differences in approaching the test)
familiarity with task

18
Q

Flynn effect

A

steady rise in IQ scores (3pts per decade)

19
Q

factors accounting for the Flynn effect

A

education: increase in educational opportunities
complexity: more focus on abstract and critical thinking, especially in wealthy countries
health: more focus on health = better brain health, diets and exercise

20
Q

Spearman’s two-factor theory

A

found that tests of cognitive ability correlated with each other = one underlying factor driving performance on these tests = general intelligence (g factor)
we also have s factors - specific abilities
g factor differs across people but is stable within a person, determined by genetics
s factors differ within and across people (you can train them), related to opportunity, education

21
Q

Cattell and Horn theory

A

fluid intelligence: capacity to acquire new information and engage in flexible thinking, genetic basis - similar to g factor
Crystallized intelligence: knowledge and learning that has been acquired over a lifetime, affected by personality, education, culture (motivated learning), storehouse of information - similar to s factors

22
Q

how do fluid and crystallized intelligence change over time

A

tests that measure knowledge (semantic) are stable over time - crystallized remains stable, may increase
fluid intelligence decreases with time (PFC atrophies, an important region for fluid)

23
Q

which term refers to the things you have learned, and may increase over your lifetime?
(a) crystallized intelligence
(b) adaptable intelligence
(c) fluid intelligence
(d) acquired intelligence

A

A

24
Q

savant syndrome

A

a person otherwise limited in cognitive ability has an exceptional specific ability (like artistic or mathematical skills)
indicates that there are more than one form of intelligence supported by different cognitive processes

25
Q

acquired savants

A

people who acquire specific skills from brain injury - neuroplasticity (brain re-wires other regions to account for damage)

26
Q

Gardner’s theory of multiple intelligences

A

various areas of intelligence, everyone has strengths and weaknesses, so we should adjust learning accordingly

27
Q

Sternberg’s theory of intelligence

A

process view; intelligence is not a system or structure, but the capacity to automatize information processes and use them in appropriate settings (when and how we’re intelligent)

28
Q

Sternberg’s intellectual components

A
  • meta-component: higher order processes for planning and decision-making (how to solve a problem)
  • performance component: processes for executing a task
  • knowledge acquisition component: learning and storing new information
  • the differences in which scenarios we use these components are what lead to intelligent behaviour (but everyone has them)
29
Q

triarchic theory of types of intelligence

A
  • components interact with certain materials/tasks that are relevant to the situation
  • analytic: conventional intelligence (g) - solving logical problems, decision-making
  • practical - applying information in daily ambiguous situations (emphasizes contextual information), adapting to environment, can restructure problems in given contexts
  • creative - thinking in new ways, flexibly apply information, seeing links others can’t, using 3 components to synthesize information from many areas to apply it, linked to insight
30
Q

emotional intelligence

A

not part of the triarchic theory
understanding and managing your own emotions in a positive way (emotions and cognitive processes interact)

31
Q

types of thinking and mood

A

positive mood = broad thinking (affects how we encode and treat information), general assimilative thinking
negative mood = narrowing into one specific aspect
also works the other way; when asked to focus on an entire image (global processing), Ps rated their mood as happier vs. asked to focus on a specific area (local processing)

32
Q

susceptibility to misinformation linked to mood

A

happier mood = assimilating false details into memory, increasing tendency to endorse false information
negative mood = may increase our ability to discriminate between correct and misleading information
maybe due to amygdala processing which is linked to the hippocampus

33
Q

which of the following is most correct?
(a) people in a high aroused mood incorporate new information into an old memory
(b) people in a negative mood incorporate new information into an old memory
(c) people in a positive mood incorporate new information into an old memory
(d) people in a low aroused mood incorporate new information into an old memory

A

C

34
Q

what is memory integration?

A

combining prior knowledge and episodic memory via the medial prefrontal cortex (to activate schemas) and the hippocampus (episodic memories) when making a new memory
mPFC activates related knowledge to the current situation while the new memory is being made = you get an integrated, generalized memory structure
allows us to make inferences - thinking flexibly

35
Q

how to refer to the brain

A

up: dorsal, down: ventral
back: caudal/posterior, front: rostral/anterior

36
Q

source monitoring

A

remembering the when and where accurately
the misattribution effect is a failure in source monitoring

37
Q

schema theory *knowledge

A

knowledge is organized in schemata (memory affected by this)
evidence from method of repeated reproduction which demonstrates that memory is reconstructive

38
Q

progression of Alzheimer’s

A
  1. episodic memory loss (medial temporal lobe)
  2. object recognition, poor sense of direction, reading problems (lateral temporal and parietal)
  3. poor judgment, impulsivity, short attention (frontal lobe)
  4. loss of language, motor skills, function problems (widespread atrophy)

WINTER 2023 (14 decks)

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