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PSYCH 251 > Intelligence > Flashcards

Intelligence Flashcards

1
Q

Intelligence

A

ability to understand complex ideas, adapt effectively to the environment, learn from experience, engage in various forms of reasoning, and overcome obstacles through mental effort

element of TIME

CONTROVERSIAL

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2
Q

“g”

A

general intelligence

cognitive processes

influences our ability on all tasks

intelligence as a single trait

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3
Q

Spearman’s test

A

created factor analysis to measure “g”/general intelligence

evidence supports this

positively correlated with: grades, achievement tests, processing speeds, brain volume, general knowledge etc.

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4
Q

Cattell’s 2 types of intelligence

A

1) crystallized
2) fluid

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5
Q

Crystallized intelligence

A

factual knowledge about the world
e.g. arithmetic, state capitals

increases throughout life

related to verbal ability

dependent on fluid intelligence

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6
Q

Fluid intelligence

A

ability to think on the spot, understanding relations between concepts that haven’t been encountered before

peaks ~20-25

related to prefrontal cortex development

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7
Q

Link between crystallized and fluid intelligence and SES

A

middle and upper middle class - crystallized and fluid strongly correlated

low SES - fluid intelligence higher than crystallized in some kids

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8
Q

Thurstone’s Primary Mental Capabilities (7)

A

SKIP not in lecture

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9
Q

Carroll’s 3-stratum theory of intelligence

A

influences one below

1) Top - “g”/general intelligence

2) Middle - types of intelligence - e.g. fluid, crystallized, processing speed

3) Bottoms - tasks used to assess - e.g. reaction time for

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10
Q

Binet–Simon Intelligence Test

A

interpret proverbs, solve puzzles, define words, and sequence cartoon panels so that the jokes made sense

highly correlated with school grade at the time

asked by French government to come up with test to separate kids into publicly funded classes

1st applied psychologists**

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11
Q

Terman

A

U.S.

Standardization of administration (delivery of test) and norms

Published Stanford-Binet IQ test for ages 2-23

IQ=mental age/chronological age X 100
(applies to kid’s IQ only)

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12
Q

What does a measurement of intelligence have to be based on?

A

Observable behaviour

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13
Q

IQ (Intelligence Quotient)

A

quantitative measure of a child’s intelligence relative to that of other children of the same age

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14
Q

Average of an IQ test

A

100

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15
Q

SD of an IQ test

A

15

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16
Q

How stable is IQ?

A

One the MOST stable traits!

more stable after age 5 when children are able to sit through tests

correlation of IQ between age 5 and 15: 0.67

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17
Q

How to test IQ in infants

A

Habituation

time to habituate is better predictor of intelligence in infants

get bored faster = smarter

FLUID intelligence

no racial differences

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18
Q

Wechsler Intelligence Scale for Children

A

most popular intelligence test for children now

age 6+

consistent with Caroll’s 3-stratum framework

overall score and score for individual abilities

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19
Q

Wechsler Intelligence Scale for Children - General Abilities (5)

A

1) verbal comprehension
2) visual-spatial processing
3) working memory
4) fluid reasoning
5) processing speed

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20
Q

What does IQ predict?

A

strong predictor of: academic, economic, and career success

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21
Q

What is more predictive of success in the US?
a) IQ
b) Education

A

b) Education

IQ gatekeeper in the US

Determines which students gain access to training, which is a requirement for entry into lucrative jobs

22
Q

self-discipline

A

ability to inhibit actions, follow rules, and avoid impulsive reactions

23
Q

What is more predictive of grade changes in report cards?
a) IQ
b) self-discipline

A

b) self-discipline

24
Q

Heritability of Intelligence

A

Behavioral genetics studies relative effects

Most similar: identical twins raised together

Heritability quotient 0.5 (50% heritable, 50% from environment)

25
Family environment influences influences on intelligence (3 effects)
1) passive effect 2) evocative effect 3) active effect
26
Passive effect
arise when children are raised by their biological parents overlap between child’s genes and parents e.g. enjoy reading because growing up in household with lots of books because parents like to read
27
Evocative effect
emerge through children influencing others behaviours e.g. parents read more books to child interested in reading
28
Active effect
children choosing environments that they enjoy e.g. loves reading, will read a lot
29
Family environment has a great influence early in life but effect ______ over time
diminishes
30
______-income-shared environment accounts for more variances in IQ scores and academic achievements than genetics
Low more influenced by environment than genetic differences? US only reverse for middle-and-high income families
31
Over time into adulthood, what has an increasing effect on intelligence? a) genetics b) shared environment
a) genetics moderate influence in childhood large influence in adulthood why: 1) some genetic processes do not exert their effects until late childhood or adolescence 2) more choice over environment with age
32
Does school increase IQ scores in children?
Yes scores increase during school-year, but not over summer break
33
Flynn effect
consistent rise in average IQ scores that has occurred over the past 80 years in many countries NOT due to genetics due to changes in society - e.g. nutrition, income, values in society, technology
34
Does poverty decrease IQ?
Yes Has more of an impact in US - poor families are poorer
35
What has more of an influence on intelligence? a) specific risks b) number of risks
b) number of risks cumulative effect
36
Criticisms of intelligence testing
Industry Focus on outcome not process Doesn't consider things like motivation Disadvantages certain groups (poor, minority, ESL)
37
Do habituation tests in infants show any racial differences?
No
38
Culture-fair Tests
Trying to make tests more fair, gaps are closing
39
Stereotype Threat
thought to have an effect on minority’s test-taking ability due to anxiety and motivation
40
Dynamic Assessment
Each child completes test items in a preteaching phase, a postteaching phase, and a transfer phase, in which they have to generalize their learning to new problems
41
Is dynamic assessment a better measure?
evidence: after dynamic assessment Ethiopian and Israeli children’s scores were nearly equal
42
Phonological decoding
breaking words into parts e.g. word “dish” - if remove “duh”, what would you be left with MOST predictive of later reading** Child with dyslexia have trouble with this
43
Phonological recoding skills
ability to translate letters into sounds and to blend the sounds into words “sounding out”
44
Phonological awareness
recognition of individual sounds within words words made up of smaller units
45
Visually based retrieval
proceeding directly from the visual form of a word to its meaning
46
Chall - 5 Stages of Reading Development
Stage 0 (birth - 1st grade): acquire prerequisites for reading, letter of the alphabets, phonological awareness Stage 1 (1st - 2nd grade): phonological recoding skills Stage 2 (2nd - 3rd grade): reading simple material Stage 3 (4th-8th grade): reasonably complex written text, read to learn Stage 4 (8th-12th grades): acquire skill not only in understanding information presented from a single perspective but also in coordinating multiple perspectives
47
What is more difficult to learn? a) reading b) writing
b) writing
48
Are reading and writing correlated?
Yes, highly
49
Low-level goals of writing
forming letters, spelling words, correct punctuation
50
High-level goals of writing
making understandable, coherent, and providing enough information
51
Cultural influences on math
Asian countries - far greater proficiency cultural emphasis on math quality of math teachers and textbooks time spent on math in classrooms and homes Asian - think studying hard is more important American European - think a good teacher is more important

PSYCH 251 (7 decks)

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