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PPM <3 > Intelligence > Flashcards

Intelligence Flashcards

1
Q

What is the definition of intelligence?

A

A hypothetical mental ability that enables people to direct their thinking, adapt to their circumstances and learn from their experiences.

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2
Q

What is the theory of hereditary genius?

A

Francis Galton
Theory of Hereditary Genius (1869)
• Variation in ability within the population
• Variations are inherited
• Nature vs nurture
• First to use questionnaire assessments

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3
Q

Wha si the theory of typical intelligence of age?

A 
Alfred Binet and Theordore Simon
	• Identified typical intelligence for age
	• Intelligence scale (1905, 1908, 1911)
	• Developed age norms
	• 'mental age'

This was done after France opened schools to all children, so many weren’t able to read or write etc, so Binet and Simon were asked to develop assessment tools to be able to assess a child’s intelligence without them having to read or write so that they could put the children into classes. Try and see what you would expect a child to be able to achieve at each age group. Also enabled them to identify children that might be struggling and might need extra help - a way of supporting children in education and also developing an efficient education system.

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4
Q

What is general intelligence?

A

Charles Spearman (1904) notion of underlying general intelligence (g)
• Two factor theory of intelligence
• Special factors/abilities (s)
Performance on all tests comprise of g + s

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5
Q

What is crystallised intelligence?

A 
Raymond Catell (1971)
	• Crystallised intelligence (gs) - retain facts, develop experience and skills, a solid factual type of knowledge, eg vocabulary
	• Fluid intelligence (gf) - identify patterns, solve complex problems, see order in chaos
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6
Q

How did intelligence used to be explained?

A

Spearman used s factors to explain individual variability/variation. This was a very dominant theory and still is. It has developed over the years.

Catell supported the idea of an underlying level of g, and developed this further. He thought there were two types of intelligence - crystallised and fluid.

In 1960s cognitive intelligence started to be researched more widely - eg memory, perception, processing, problem solving. A shift in ways of assessing intelligence.

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7
Q

What is the theory of multiple intelligences?

A 
Modern theorie  - Howard Gardner (1993)
Multiple intelligences - potentials rather than a general underlying intelligence
	1. Linguistic
	2. Musical
	3. Logical/mathematical
	4. Spatial
	5. Bodily-kinesthetic
	6. Intrapersonal
	7. Interpersonal

No longer bound to these seven - there have been more forms of intelligence which have been added eg moral intelligence, environmental intelligence

….ski - social inteligence - look up
Peargy??? - developmental intelligence

We have a number of different potentials which give us access to different ways of thinking. The 7 given are distinctive and don’t necessarily have overlap.

Evidence provided for this is people who have brain damage are sometimes very impaired in some areas but completely fine in other eg maths vs language. Also in people who may be classified as retarded in one way but may have huge musical or artistic ability, or in individuals who have savant (?) syndrome but are hugely talented.

People withbodily/kinestheticintelligence are skilled at using theirbodyto convey feelings and ideas. They have good hand-eye coordination and are very aware of their bodies. Their fine and gross motor skills are more advanced than the average person’s.

The wordintrapersonalmeans “within the self”—so, “intrapersonal intelligence” is another term for self-awareness or introspection. People who have highintrapersonal intelligenceare aware of their emotions, motivations, beliefs, and goals.

Interpersonal intelligenceis the ability to understand and interact effectively with others. It involves effective verbal and nonverbal communication, the ability to note distinctions among others, sensitivity to the moods and temperaments of others, and the ability to entertainmultipleperspectives.

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8
Q

About intelligence tests

A
  • Valid and reliable psychological tests
  • Performance on intellectual tasks: correlates with performance on other tasks - is stable over time
  • Consistency between tests infers an underlying level of general intelligence - g factor

Different tests using different components. Find that people that score well in one test, tend to do well in others too.

Some of the most reliable tests in psychology.

Intelligence grows with age, but at around age 11 you can get a good idea of how ones intelligence is likely to sit for the rest of life.

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9
Q

What is IQ?

A

Intelligence Quotent - Index of intelligence derived from scoring intelligence tests (Stern 1912)

Originally calculated as:
(mental age/chronological age)x100

In modern times, calculated used percentile rankings which are the converted to equivalent IQ scores and projected onto a normal distribution curve

IQ is a scoring system, rather than a particular measure. Less broad than intelligence as a whole.

Was originally calculated by taking m

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10
Q

What are intelligence (IQ) tests typically subdivided into?

A

Typically subdivided into:

- Performance tasks: ie picture completion (fill in missing part of picture), block design (recreate pattern with blocks without instructions), matrix reasoning (number sin a grid or symbols and have to say which one is missing to complete the pattern), object assembly (like flat pack furniture, without instructions)
- Verbal tasks: ie verbal reasoning, comprehension, arithmetic, digit span (measure of memory), letter-number sequencing
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11
Q

About the bell shaped IQ curve…

A

95% of population lie wit +/- 2SDs of the mean (ie IQ 70 to 130)

68% (2/3) of the population have an IQ within 1SD of the mean. Average is considered to be within +/- 1SD of the mean (85-115)

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12
Q

What are the scores of intellectual ability?

A 
Very superior: >130
Superior: 120-129
High average: 110-119
Average: 90-109
Low average: 80-89
Borderline: 70-79
----------------------------------------
*learning disability: <70 *
Mild: 55-70
Moderate: 40-54
Severe: 25-39
Profound: <25
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13
Q

About intellectual ability/disability

A

Often concerned with people who are in the borderline range, as access to services and support then people get this if have an IQ score of less than 70. Others very borderline may not be able to have these services.

Tests often carried out by educational psychologists as there is a lot riding on them.

Double edge sword - good because can get help needed, but also can be a stigma attached to having a learning disability.

Tests get less robust at the very top end and very bottom end. Those with IQ of 130+ are generally considered to be gifted.

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14
Q

What are some common IQ tests?

A 
Wechsler scales
Raven's progressive matrices
Cattle's culture fair IQ tests
National adult reading test (NART)
Dementia rating scale
Bayley scales of infant and toddler development
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15
Q

What are the Wechsler scales?

A

WAIS (those who cant sit through the whole thing, eg someone who is ill), WASI (adult), WISC (children between 6-10), WPPSI (preschool and primary 2.5-7) - sit in a room with an examiner and go through these tests, age dependent, use diff version depending on the age of the person, 11 types of tests, 6 verbal and 5 performance

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16
Q

What are Reaven’s progressive matrices?

A

non-verbal, series of progressively more difficult matrices looking for patterns and symbols, timed, can have many people doing it at onc

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17
Q

What are Cattle’s culture fair IQ tests?

A

Tries to account for different culture and reduces the confounding factors

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18
Q

What is the national adult reading test (NART)?

A

strong correlations between reading and intelligence, person given a list of words to read one at a time, tricky words, asked to read and pronounce those words correctly, useful as provides reliable estimate for peoples intelligence premorbidly, reading and pronouncing is one of the skills that stays longest with illness, can’t use if damage to language area of brain or in dyslexia

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19
Q

What is the dementia rating scale?

A

way of monitoring progress of people with confusion, and monitoring fluctuations in their IQ

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20
Q

What are the bayley scales of infant and toddler development?

A

in young children, basic tests, looking at developmental milestones, seeing how a child’s cognitive ability is developing

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21
Q

What are the clinical uses of IQ tests?

A

• Diagnosing and quantifying the extent of learning disability
• Diagnosing and characterising specific learning difficulties
- Examples: dyslexia, ADHD, dyscalculia, dysgraphia
• Assessing intellectual impairment following trauma
- Examples: head injury, stroke, poisoning, oxygen deprivation - suffocation, drowning, choking
• Assessing intellectual impairment associated with medical problems or disease processes, and monitoring these.
- Examples: alzheimers disease, dementias, multiple sclerosis, psychosis
• Assessing intellectual capabilities in genetic or developmental disorders
- Examples: downs syndrome
• Other uses: assessing the suitability for particular occupations or educational opportunities

Learning disabilities usually diagnosed in early life by an educational psychologist. Difficult understanding and retaining skills. If diagnosed this is a permanent thing. Often caused by things before or during birth. Sometimes something that happens during the first few years of life. Often the causes are unknown. Affects 1/50 people in the UK. Helps identify where people are struggling and helping them to develop ways to dealing with this.

22
Q

What are some extraneous influences on IQ test scores?

A
  • Familiarity with the particular concepts and materials used (doesn’t increase your IQ, just speed of processing the questions)
  • Motivation to do well
  • Distraction
  • The way the test is administered
  • Sensory problems
  • Cultural issues - language, difference in world view

The people who devise these tests say they are testing innate ability but it is clear from results that coaching and practice does make a difference.

23
Q

What are internal; influences on IQ test scores?

A
  • Emotional state - anxiety, depression, bereavement
  • Physical illness
  • Mental illness - psychosis, schizophrenias
24
Q

What are the gender differences in IQ scores?

A
  • Test scoring designed to reduce any sex differences
  • Mean 100 - artefact of test construction
  • Males better at performance (visual spatial), females better at verbal tasks
  • Greater variation in males scores- more spread out - more males at extreme ends. Females scores tend to cluster around the mean.
25
Q

What are the changes in IQ one the lifespan?

A

Intelligence scores rise quickly and significantly up to the age of 11. IQ peaks around the age of 20-25.

Older people sometimes have a slight decline. See some decrease in fluid intelligence to do with problem solving etc, but this is probably related to processing time. Don’t tend to see any decrease in crystallised intelligence.

26
Q

How does an intelligence test predict stability in educational performance?

A
  • Research conducted by Smith et al 2001
  • 24000 students aged 11-12 years sat the Cognitive Abilities Test (CAT)
  • Four years later their national examinations (GCSEs) were recorded
  • Correlation between CAT and total GCSE performance score was 0.74
27
Q

What was found in the Scottish Mental Survey?

A
  • June 1st 1932 all children born in 1921 in scotland simultaneously sat an IQ test (n=87,497) age 11 years
  • Re-tested at around age 80
  • Stability in scoring
  • Rank scores at age 11 and 80 years very similar - low, medium, high

Lower IQ scores at age 11 were associated with:

  • Mortality - shorter life span
  • More likely to develop lung cancer
  • More likely to experience psychiatric illness and/or dementia

Wanted to know what peoples cognitive abilities were before they developed cardiovascular disease and how this affected them after their diagnosis. See whether there is any relation between disease process and cognitive abilities.

Test results got left unused and then were found later in life. The children were then followed up in their 80s and retested. Found that peoples intelligence rankings tended to stay similar throughout their lives. Also found some relationships with health - those with higher scores were likely to live longer and les likely to develop physical and mental illness.

28
Q

Nature vs nurture - intelligence

A
  • Hereditability - how much of a trait’s variation in a population can be attributed to genes
  • Heritability for intelligence in UK ranges between 40 to 70%
  • “The more successful we are at equalising environments, the more genes account for the differences between us.” - Prof Robert Plomin (2007)

Non genetic factors - socioeconomic class, nutrition, poverty

The more equal the environment, open and standard access to education, the more our diets improve etc, the more we standardise these factors then the differences seen between individuals in intelligence must then be due to genes.

29
Q

What IQ data was found from twin studies?

A

An example of an American twins study. Tend to show similar things - we see that people who have very similar identical genetic profiles with the same environment you see a very high correlation in IQ at about 9 which is as high as it will get.

These are people with same environmental influences growing up and same genetics.

For identical twins reared apart we see correlation of around 7, and this is still very high. There is a difference that might be put down to environment but there is still a strong correlation that may be put to genetics.

Non-identical twins also still have a high correlation.

Impact of genetics diminishes are people become less genetically similar.

Weaknesses of twin studies: studies looking at twins reared apart have probably been adopted so may have shared same environment at one point, the adoption environment itself is very regulated so those who adopt are likely to have similarities as it is a standardised process (socio-economic. Educational background, families who really want them).

Twin studies also used to have fairly small sample groups but this is less true now as they have been running for quite a long time.

30
Q

What are some environmental influences on intelligence?

A
  • Socio economic status - education (years and type), nutrition, access to resources
  • Poor childhood nutrition - introduction of breakfast clubs, free school dinners etc
  • Exposure to environmental toxins
  • Exposure to certain drugs in utero (alcohol, cocaine)
  • Lack of exposure to an intellectually stimulating environment in childhood
  • Neurological injury/disease (zika, cytomegalovirus)
  • Genetic disorders affecting brain development (due to environmental toxins - Chernobyl, Fukushima)
31
Q

How does socioeconomic status affect intelligence?

A
  • IQ scores of 7-year-old twins. Many living near or below the poverty level
  • Impoverished families - 60% of the variance in IQ was accounted for by the shared environment, and the contribution of genes was close to zero
  • Affluent families - the result was almost exactly the reverse

Good evidence not support the idea that there are strong environmental influences on intelligence

32
Q

What is the effect of prolonged childhood malnutrition on intelligence?

A

Pre-schoolers in 2 Guatamalan villages (where undernourishment is common) were given ad lib access to a protein dietary supplement for several years then years later, many of these children scored significantly higher on school related achievement tests than comparable controls.

Another study:
Study included 241 children. Examines effect of dietary patterns in infancy on cognitive function. Duet was assessed at 6 months and 12 months during weaning period.

At age 4 years, children who’s diet in infancy was characterised by high consumption of fruit, vegetables and home prepared foods has higher full-scale IQ, verbal IQ and better memory performance.
Southampton women’s survey - Gale CR et al (2009)

33
Q

How does exposure to environmental toxins effect intelligence?

A

Study:
Blood lead levels of children growing up near a smelting plant were substantially and negatively correlated with intelligence tests throughout childhood.

Those with higher levels of lead in blood at birth had Iqs up to 7.2 points lower than comparisons.

McMichael et al 1988
Baghurst et al 1992

34
Q

Exposure to certain drugs in utero and their effect on intelligence

A

Study:
Mothers who confsumer even small does of alcohol dialy (the equivalent of 3 table spoons) during pregnancy had children who scored 5 points lower than contorls at the age of 4
Streissguth et al 1989

Study:
2year olds whose mothers used cocaine in pregnancy scored 6 points lower than unexposed peers on IQ tests. They were also twice as likely as peers to have IQ <70
Singer et al 2004 JAMA 291 (20): 2448-2456

35
Q

What is the flynn effect?

A

Intelligence has been increasing with time

Tests have changed with intelligence over time. Things that might explain the rise in intelligence scores include technology, access to resources, opportunities, internet

36
Q

What is higher childhood IQ associated with?

A
  • Fewer adult hospital admissions for injuries/assault
    • More likely to become vegetarian (???)
    • Less likely to some
    • Less likely to become obese
    • Lower morbidity and mortality
      PTSD, severe depression and schizophrenia are less prevalent in higher IQ bands
37
Q

What is lower IQ associated with?

A
  • Lower socio-economic status
    • Increased change of hospitalisation due to violent assault
    • Incarceration
    • Early death
38
Q

What is the definition of emotional intelligence?

A

An ability to accurately recognise the meanings of emotions and their relationships, to reason and problem solve on the basis of them. Emotional intelligence is involve din the capacity to perceive emotion, assimilate emotion related feelings, understand the information of those emotions and manage them.

39
Q

What are the criteria for true intelligence?

A
  • Conceptual - mental performance rather than preferred ways of behaving
    • Correlational - describe a set of closely related abilities
    • Develop with age and experience
      Mayer and Salovey 1997
40
Q

About emotional intelligence

A
  • Term first used in 1960s
    • 1983 Howard Gardener published theory: Multiple intelligences - inter/intra personal intelligence
    • 1985 Wayne Payne’s referred to EI in his PhD thesis - a study of emotion: developing emotional intelligence
    • 1995 Reuven Bar-On - introduces the concept of an ‘EQ” (‘Emotional Quotient”) to measure ‘emotional and social competence’
    • 1989 Stanley Greenspan put forward a model to describe EI
    • 1989 Peter Salovey and John Mayer published their model
    • 1995 Daniel Goleman publishes book: emotional intelligence - why is can matter more than IQ
41
Q

What is the are the concepts of emotional intelligence (EI)?

A

2 distinct unrelated conceptualisation of EI:

ABILITY EI

- Ability to monitor and distinguish emotions and feelings of self and others
- Operationalised using maximum performance tests, such as IQ tests

TRAIT EI

- Based on lower level personality
- Operationalised using self report personality questionnaires
42
Q

What are the 3 models of emotional intelligence?

A
  • Ability model
  • Mixed model
  • Trait model
43
Q

What is the ability model of emotional intelligence?

A

Peter Salovey and John Mayer (1990, 1995) - Yale David Caruso

The capacity to reason about emotions and emotional information, and of emotions to enhance thinking.

The ability to accurately perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions so as to promote emotional and intellectual growth.

Measure: a series of tasks designed to assess ability to perceive, identify, understand and work with emotion.

MEIS (Multifactor Emotional Intelligence Scale), (MSCEIT) Mayer-Salovey-Caruse Emotional Intelligence Test

44
Q

What are the four branches of emotional intelligence?

A
  1. Perceiving emotions: understanding nonverbal signals and facial expressions
  2. Reasoning with emotions: using emotions to promote thinking and reactivity. Emotions help prioritise what we pay attention and react to
  3. Understanding emotions: interpret meaning from emotions
  4. Managing emotions effectively: regulating emotions, responding appropriately and responding to the emotions of others
45
Q

What is social and emotional learning (SEL)?

A

Evidence for SEL school programmes such as RULER and PATHS:

- Better academic performance
- Improves school climate
- Increases students emotional intelligence and social skills
- Decreases anxiety and depression
- Students are less likely to bully other students
- Students have better leadership skills and attentions
- Teacher shave better relationship wit students, less burn out, better relationships with admin, more positive about teaching
46
Q

What are criticisms of the ability model of emotional intelligence?

A
  • Problems with concept - is this just a convenient way of re-describing a collection of traits measured in other ways?
  • Ability EI measures might be measuring personality in addition to general intelligence
  • Problems with measurement and validity
  • Self report - socially desirable responding (SDR) faking goof
  • Tests knowledge of emotions but not necessarily the ability to perform tasks that are related to that knowledge
  • May only measure conformity - base don method of consensus-based assessment
47
Q

What are the social and emotional learning (SEL) 5 competencies?

A
  • Recognising emotions in self an others
  • Understanding the causes and consequences of emotions
  • Labelling emotions appropriately
  • Regulating emotions effectively
48
Q

What is the mixed model of emotional intelligence?

A

1985 Reuven Bar-On - uses term EQ in doctoral thesis

Measures 5 factors - the ability to:

1. Be aware of emotions, understand and express them
2. Understand how others feel and interact with them
3. To manage and control emotions
4. To manage change, adapt to and solve personal/interpersonal problems
5. To generate positive affect to enhance self-motivation, in order to facilitate emotionally and socially intelligent behaviour.

Self report measures:
1997 published Bar-On Emotional Quotient Inventory (EQ-i)
2012 EQ-I 2.0 released - recommended for use in UK schools

Combines abilities such as perceiving, assimilating, understanding and managing emotions but also motivation, non-ability dispositions and traits, global and personal and social functioning self regard, independence, problem solving, reality testing.

1995 Daniel Goleman published book: Emotional Intelligence

Popularised EI - leadership and performance

Measures:

- 1999 Emotional Competency Inventory (ECI)
- 2007 Emotional and Social Competency Inventory (ESCI)
49
Q

What are Goleman’s 5 competencies in the mixed model of emotional intelligence?

A
  1. Self-awareness - knowing own emotions, strengths, weaknesses, drives, values and goals. Recognises impact on others while using gut feelings to guide decisions.
  2. Self-regulation - controlling/redirecting disruptive emotions and impulses, and adapting to chaning circumstances
  3. Social skills - managing relationships to move people in the desired direction
  4. Empathy - considering other people’s feelings
  5. Motivation - being driven to achieve for the sake of achievement
50
Q

What is the trait model of emotional intelligence?

A
  • Konstantinos V Petrides (2007) UCL
  • Defined as an individuals self-perceptions of their emotional abilities. The purpose of EI encompasses behavioural dispositions and self-perceived abilities.
  • Equates to trait emotional self- efficacy - same construct
  • A distinct compound construct and a constellation of emotional self-perceptions located at the lower levels of personality hierarchies. Trait EI should be investigated within a personality structure.
  • Concerns emotion-related dispositions and self-perceptions, it is best measured via self-report
  • Measured using Trait Emotional Intelligence Questionnaire (TEIQue)
51
Q

What are higher trait emotional intelligence scores associated with?

A

• lower risk for mental disorders, such as depression and anxiety.
• higher extraversion, social competence and enhanced emotion regulation abilities
• using problem-focused rather than avoidance coping strategies
• appraising situations as challenging rather than threatening
• a recurring resilience in response to life stressors
• being more creative
• Thinking and acting in ways that encourage positive and discourage negative emotional experiences
(Mikolajczak, Bodarwé et al. 2010; Petrides, Pita et al. 2007; Mikolajczak, Luminet et al. 2007: Mikolajczak, Petrides et al. 2009)

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