Intelligence Flashcards
how to identify struggling students? (class question)
behaviours? memory, cognitive abilities, cooperation with other kids?
Alfred Binet (1905) & Theodore Simon
developed intelligence tests measuring āhigherā mental processes (memory, language, problem solving, judgments); āmental ageā
Stanford-Binet Intelligence Test
-mean score 100 (originally used IQ)
-scores based on deviation
-now provides subscores too
how to calculate Intelligence quotient
mental age/chronological age * 100
Wechsler Intelligence Scale for Children (WISC)
-general score + 5 subscores
-deviation for scores
-not based on language (e.g. patterns instead)
how to know iq test good?
reliability, validity, lack of bias
reliability
-split-half reliability (perform equally on both halves of test)
-test-retest reliability (consistent retest scores)
Validity
valid/accurate measure?
-content & construct validity (do content of questions relate to our idea of intelligence)
-predictive validity (does test predict what we think of intelligence)
content vs construct
specific questions vs overall structure of test
predictive validity example
does iq score predict grades/training/job performance/creativity etc.
lack of bias
-content-validity bias (are questions biased towards certain groups?)
-predictive-validity bias (across different groups, equally predictive of success?)
psychometric approach to intelligence
idea that intelligence can be operationalized (e.g. turned into tests to be measured)
general intelligence (g)
crystallized intelligence (facts), & fluid intelligence (ability to problem solve on the spot)
with old age, crystallized intelligence __
increases/grows
argument behind general intelligence (g)
those good at math are also good at language
Sternbergās Theory of Successful Intelligence
multiple types of intelligence (analytical, creative, practical)
Gardnerās Multiple Intelligences
musical, bodily-kinesthetic, people, verbal-linguistic, logical-mathematical, naturilistic, self, visual-spatial
contributions to iq scores
genetics (identical/fraternal twins), gene-environment correlations
gene-environment correlations
genes will often lead to environment that fits your gene tendencies; passive, evocative, active effects
passive effects
shared genes with parents & the environment they create compounds your genetic tendency e.g. like reading & words, parents drawn to that too and buy books for household; environment they create goes with your genes
evocative effects
child has a genetic tendency which may evoke an environment that fits with their genetic tendency e.g. talkative child talks with more people & create environment for themselves with lots of talking
active effects
childās genetic tendency will lead them to actively select an environment that fits with it e.g. like math, chooses extra math classes; further compounds their genetic tendencies
as identical twins age, their iq scores ___ with age, so they get ___ similar with age
increase; more
as fraternal twins age, their iq scores ___ with age, so they get ___ similar with age
decrease; less
how do gene-environment correlations contribute to fraternal twinsā iq scores becoming less similar?
gene tendencies of each child will lead each child to create different environments for themselves that may or may not raise iq scores
environment
schooling, family/home environment, socioeconomic status, time period
intelligence testing today
administered & scored by trained professionals, strict guidelines, continuously re-normed
what might some regions/schools use iq testing for?
learning disability diagnosis & access to supports, access to special ed. classes, access to giftedness programs/supports
where else might iq testing be used besides education?
court cases (e.g. death penalty in US until 2014)
what are iq scores correlated with
job performance, attitudes, health, mortality
what can iq be helpful for?
tool for research & policy decisions (e.g. lead & iq; poverty & iq, violence, breaks from school, pollution)
why might iq testing be thought of as dangerous
may not actually measure intelligence; test performance sensitive to motivation; bias in testing (oarsman : regatta); history of iq tests being used for eugenics; interpreting group differences in iq scores
Ravens Progressive Matrices
example of āculture-freeā testing (e.g. patterns)
why might it be impossible to fully untangle cultural bias from tests?
sitting down to take test, language, patterns
what might contribute to the way we see iq differences amongst groups?
social class differences, culturally biased tests, stereotype threat
stereotype threat
we belong to social groups associated with stereotypes related to intelligence; psychological burden that oneās performance/behaviour might confirm a negative stereotype about oneās group
what can stereotype result in? (3)
stress response, managing negative thoughts/emotions->self regulation, monitoring of performance; basically lots of cognitive resources used to confront stereotype threat
Ambady et al. (2001) ethnicity vs gender on math tests
people performed according to the stereotype they were primed on (Asian vs girl); except upper elementary children
Picho & Schmader (2018) gender stereotypes on math performance among Ugandan Adolescence
Stereotype threat only present when participants expected that the test giver held gendered expectations; perhaps differences in when stereotype threats kick in may depend on when we are aware of them
intelligence mindsets
entity theory (fixed mindset) vs incremental theory (growth mindset)
entity theory
fixed mindset; intelligence and talent are fixed at birth
incremental theory
growth mindset; intelligence and talent can go up or down
