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Individual Differences > Intelligence > Flashcards

Intelligence Flashcards

1
Q

What intelligence predicts

A
  • general learning ability key for everyday success
  • odds of dropping out of school
  • going to prison
  • living in poverty
  • unemployment/divorce
  • death
  • job occupation
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2
Q

Why intelligence is relevant

A
  • being victimised
  • self control (regulate impulse,emotions and beh)
  • ideology and voting intentions
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3
Q

Intelligence in the country

A
  • GDP; faster rates of economic growth
  • overall health
  • higher levels of democratisation
  • less corruption
  • welfare growth
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4
Q

History of IQ: Galton

A
  • observed differences in & wanted to develop a method for measuring intelligence
  • intertwined with the development of psychometrics
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5
Q

History of IQ: Binet

A
  • originally asked to find way of identifying differences in children’s academic success at primary school
  • for tailored intervention
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6
Q

Binet-Simon scale (1905)

A
  • 30 tasks testing skills used everyday by increasing complexity:
  • shaking hands
  • following lighted match with the eyes
  • naming parts of the body
  • word definitions
  • digit recall
  • tests reflected age bands – corresponding attainment
  • comparison of performance
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7
Q

General intelligence (“g”)- Spearman (1904)

A
  • used FA – tests produced results highly correlated

Two factors:
- Specific abilities (“s”)
eg: vocab, mathematical or spatial abilities
- General intelligence (“g”)
underlines performance across all tasks

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8
Q

Development in the early 1900’s

A

Stanford-Binet test (1916) –
- need for standardized testing
- similar tests of cognition at increasing complexity
- 1000 children tested

Stern (1912):
- mental age & chronological age – consistent ratio – Intelligence Quotient (IQ)
- 100 as the average IQ

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9
Q

Thurstone’s “g” (1938)

A
  • “g” results from seven primary mental abilities:
  • Associative memory
  • Number (maths)
  • Perceptual speed – observations from visual stimuli
  • Reasoning (inductive and deductive reasoning)
  • Spatial visualisation
  • Verbal comprehension
  • Word fluency
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10
Q

The Wechsler intelligence tests (1939 onwards )

A
  • Wechsler Adult Intelligence Scale (WAIS) across 2000 adults, 16-75 years old
  • Wechsler Scale for Children (WISC) – 5-16 years old
  • measured different aspects such as verbal & performance tasks
  • IQ – actual test score / expected score for that age x 100
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11
Q

Standardisation of the Wechsler tests

A
  • determines expected score for particular age so people can be compared:
  • average score calculated obtained through stratified sampling
  • transform range of scores and variations among population to a standardized form
  • used 100 as starting point
  • use normal distribution curve
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12
Q

Issues with the Raven’s PMs

A
  • might load on a different induction intelligence factor or separate spatial ability factor (Carroll, 1993)
  • flynn effect strongest on raven’s progressive matrices
  • factor analytic results can be highly variable
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13
Q

Cattell-Horn (1966)

A

Crystallised intelligence (Gc):
- acquired knowledge & skills like factual knowledge
- test of vocab, comprehension and general knowledge
- acquired through life
- tested using the Wechsler test

Fluid intelligence (Gf):
- ability to solve abstract relational problems
- acquisition of new info, understanding new relationships, patterns & analogies in stimuli
-present from birth and stabilises in adulthood
- raven’s progressive matrices

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14
Q

Carroll (1993)

A
  • Three-Stratum Model of Human Cognitive Abilities
  • Factor analysis of data sets gathered between 1927 & 1987

Stratum 1: 69 specific cognitive abilities/intelligences

Stratum 2: 8 broad factors arising from Stratum 1 eg:
- fluid intelligence
- general memory & learning

Stratum 3: General level of intelligence

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15
Q

Gardner: Multiple intelligences

A
  • biopsychological potential can be influenced by experience, culture, and motivational factors
  • ability to solve problems and produce products that are culturally valued

Frames of Mind (1983)- assessed potential areas of intelligence on:
- potential isolation by brain damage
- evolutionary history and evolutionary plausibility

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16
Q

Multiple intelligences: Linguistic

A
  • sensitivity to spoken & written language
  • use language to achieve goals
  • verbal comprehensions and word fluency different
17
Q

Multiple intelligences: Logical- mathematical

A
  • ability to carry out mathematical operations logically and analytically
  • conduct scientific investigations
  • corresponding feature of other intelligence theories demonstrate high “g” loading
18
Q

Multiple intelligences: Spatial

A
  • ability to recognize large & small visual patterns
  • spatial visualization and spatial scanning are distinct domains
19
Q

Multiple intelligences: Interpersonal

A
  • ability to understand intentions, motivations, needs, and desires of others
  • depends on how it is measured
  • potentially related to cognitive ability or personality
  • understanding of verbal & non-verbal cues
20
Q

Multiple intelligences: Intrapersonal

A
  • ability to understand & have effective working model of oneself
  • potentially self-concept clarity/self esteem (Campbell, 1990)
21
Q

Multiple intelligences: Naturalist

A
  • ability to recognize & classify objects
  • ability to categorise objects according to similarities & differences
  • logical reasoning needed
22
Q

Context for the development of multiple intelligences

A
  • challenged the accepted explanatory power of “g”
  • intelligence domains can overlap
  • correlations between facets of tests are down to tests relying on logical/mathematical, & linguistic abilities
  • concern about the “verbal lens”
  • logical ability present in all types of cognitive ability
  • multiple intelligences positively received by educators & parents
23
Q

Assessment of multiple intelligences

A
  • notion of “intelligence fair”
  • Gardner: assessments should reflect individual’s success in completing culturally valued tasks than intelligence tests
  • 2006 – still no standardized testing for MI, and nothing offered by Gardner
24
Q

Evolution theories (Woodley 2010)

A
  • domain general trait
  • evolved to cope with diverse range of inputs & processes
  • independent, highly generalized & overarching, context free meta-representational capacity
  • taps into range of subordinate domain general learning mechanisms
  • then taps wider array of domain specific modules
  • hierarchy allows for adaptive solving of underspecified but evolutionarily irregularly occurring problems in Environment of Evolutionary Adaptedness
25
Q

Evolution theories: (Kanazawa, 2004)

A
  • adaptation in own right evolved in response to specific need to cope with evolutionary novelty in the environment of evolutionary adaptedness
  • accidently come to assume greater contemporary social significance owing to the novel nature of modern complex environments
26
Q

Debates about intelligence tests (Haier, 2016)

A
  • some say aren’t fair and depend on education, social class or other factors

Low test scores happen because person doesn’t know the answers in the test:
- never taught it
- never learned it on own
- learned but forgot

27
Q

Debates about intelligence tests: high test scores

A

High scores happen because:
- good memory
- good test-taking skills
- good learning

28
Q

Debates about intelligence tests

A
  • test bias
  • test failure over or under predicts
  • IQ test scores predict academic success
29
Q

Problems with IQ tests

A
  • not on a ratio scale – no true zero such as height
  • IQ 140 not twice as intelligent as IQ of 70
  • IQ test scores are an estimate of intelligence
    -don’t know yet how to quantify intelligence
  • if your score goes up on test doesn’t mean your intelligence has gone up
30
Q

The myth of 10,000 hours

A
  • can lead to success to anything if you put your mind to it
  • nor research support
  • talent or intelligence required first
31
Q

The Flynn effect (Williams, 2003)

A
  • increases in worldwide IQ observed from WW2 onwards:

South Korea & Japanese same rate between 1970 & 1990
Chinese – 4.53 points over 22 years
South Africa – stronger increase in Afrikaans
British children – 6-18 months (1949-1985)

32
Q

The Flynn Effect: where are gains made?

A
  • lower end of the spectrum – better nutrition, health care, & education
  • but consistent opposite findings
  • difficult to pinpoint reason why there are gains
33
Q

How does the Flynn Effect arise: Education

A
  • effect seen in preschool children so education doesn’t apply
  • academic performance declines at same time as Flynn Effect gains
  • Swedish study showed education strongest predictor for gains in both crystallised and fluid intelligence (Ronnlund & Nilsson, 2008; 2009)
34
Q

How does the Flynn Effect arise: Height

A
  • both height and IQ – increased by one SD over 50 years
35
Q

How does the Flynn Effect arise: Head size

A
  • correlates with “g” (proxy with brain size) ( Rushton & Ankey, 1996)
  • more neurons; higher levels of myelination
36
Q

How does the Flynn Effect arise: Not Nutrition

A
  • neither vitamins or supplements have impact (Neisser, 1998)
  • nutrition won’t decline in countries that seen a decline in FE (height unaffected)
  • height gains associated with upper half of intelligence range
37
Q

How does the Flynn Effect arise: Decreasing family size

A
  • maternal IQ correlates negatively with fertility
  • low IQ people statistically more children than high IQ people
  • decrease family size -> less children with low IQ
38
Q

How does the Flynn Effect arise: Child rearing practices

A
  • unlikely because of variety of practices (cultural variation)
  • shared environment no impact on intelligence in adulthood

Individual Differences (9 decks)

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