Intelligence Flashcards
intelligence
capacity to be a general problem solver,
solving wide variety of problems with pattern recognition, analagous transfer and reasoning
IQ
intelligence quotient, measure of ones intelligence
mental age/chronolical age x 100
makes comparison easier
self enhancement bias
tendency to judge ones performance better than average without any means to prove/justify it .
ex. half of the population is statistically below average, yet most grade themselves above average.
flynn effect + reasons why
on average IQ tests were increasing over time, showing that people back then were less intelligent.
- better nutrition and healthcare in these times
- better eduction + more knowledge and abstract thinking
- increasing complexity of out environemnt .
have necessitated adaptations in the use of ones working mem and attention = inc in IQ scores
reliability in tests, ex
a reliable test = produces the same results over repeated testing.
validity in tests + types
validity = tests represent reality
content validity = a test relates to the behaviour under study/assessment
predictive = a test predicts future outcome/perfromeance related to what its assessing.
limiting the ranges = erases relationship between variables
bias
detects peromanace differences based on cultural experiences
Galton
tried to equate physical measure of the body w mental measurement.
thought intelligence was a product of heredity
but, no variables were correlated w INT or w e/o
Normal curve, bell curve, Gaussian distribution
distribution of measurements usually follow this
frequency distribution = frequency of scores dec as scores get further from mean.
the x value of the peak = mean, median and mode
standard deviation
measures the spread of distribution of the scores
Binet and Simon
less physiological measure, more behavioural and environmental
tests of attention, memory, reasoning, common sense.
3 basic abilities = direction, adaptation and criticism.
d = ability to know what to do and how to do it
a = create Strats fro implementing knowledge and monitoring progress
c = step back and find errors
mental age
if a 4 yo, could solve problems that an average 4 yo could solve, his mental age = 4. if he could solve problems an average 6 yo could his was 6.
deviation IQ
made to correct a problem
INT levels off at around 16 so using Stern’s formula made adults seem dumber that they really are
now. the calculations represents the persons score compared to the average performance of others at their age.
performacce tests
instead of vocab or cultural knowledge, we test ability to read bn the lines
info processing flowchart
atkinsons and shiffrin
sensory info from environment = becomes sensory memory
if paying attention = becomes ST memory
if not = forgotten
maintenance rehearsal = keeps in STM
not = forgotten due to interference or decay,
elaborative rehearsal = stored in LTM
retrieval = to ST
forgotten = interference or decay
use and misuse
use =
test children to see who needs extra help
misuse =
support eugenics and segregation + social darwinism
eugenics
preventing less desirable people from having children and passing inferior DNA
diff races and socioeconomic classes
have diffs in intelligence and the gov should encourage superior races to reproduce but prevent the lower races and classes
so that human beings can control their evolution dn direct it towards improving humanity
social darwanism
what eugenics is based on
applies theory of evolution to different classes/races.
took it as strong survive and weak perish.
assumed = one group os superior to another = not part of Darwins theory.
thought white europeans in upper classes were most intelligent.
thought less intelligent people should be pushed to menial jobs and lower status and be sterilized.
intelligence testing across groups
tests were affected by language (ability to comprehend the question) and cultural knowledge (presents a bias).
made by white people that benefits white people
developed by people from N/E Europe, so N/E Europeans scored higher results than S/W europeans
failure to consider alternative explanations for data = failure to look for confounding variables
but even if there are differences in IQ among races, it shouldn’t legitimize or justify racism.
situational factors that affects inteligence
systemic/structural differences bn environment of test takers
adequate nutrition, quality of att to careers, access to books in house.
if privelagd = better education and vocab
2 variables = of can we conlude that there are racial diffs in IQ
stereotype theory and how we conceptualize intelligence
sterotype threat
when people are taking tests they feel pressure not to provide evidence supporting negative stereotypes about the group that they belong to.
they feel a threat if they fail to answer the questions correctly, = inc anxiety and divides attention. = degrade performance
Carol Dweck’s work
how a persons level of intelligence is a parrot that persons self identify = affect persons behaviour choices
fixed = unchangeable = if I fail I can’t get better = avoid challenges
growth. can improve = if I fail I can try harder
mindset
mental structure of representations and attitudes that affect how one evaluates information and repsonds to situations.
