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Psyc 2014 > Intelligence 2 > Flashcards

Intelligence 2 Flashcards

1
Q

What are the two research types of emotional intelligence?

A
  • trait emotional intelligence (Goleman’s EI, Bar-On’s EQ-I; Schutte’s self-report scale)
  • performance- based emotional intelligence (The Mayer- Salovey- Caruso Emotional Intelligence Scale).
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2
Q

What are characteristics of Trait EI?

A
  • self-report
  • high correlations with personality
  • quick, easy, vastly out number ability models
  • psychometrically sound
  • can be faked easiloy
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3
Q

What are characteristics of Ability EI?

A
  • expensive. time consuming
  • few tests
  • ability scales: right/wrong answers
  • tend not to correlated with personality measures
  • depends on knowledge so can’t be faked.
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4
Q

What does Bar- On’ test measure?

A
  • intra-personal abilitieis
  • inter-personal abilities
  • adaptation
  • stress- management
  • general mood
    (all self-report)
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5
Q

How does Daniel Goleman test emotional competence?

A
  • four clusters: (on self other) self awareness, self - management, social awareness, social skills
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6
Q

What is a problem with emotional intelligence in relation to prior empirical evidence?

A
  • items overlap with neuroticism and extraversion (high correlations)
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7
Q

What are the factors of the Mayer- Salovey- Caruso model?

A

Branch 1: emotion perception (understand others)
Branch 2: emotion assimilation(use emotions to faciliate thought)
Branch 3: emotional understanding (label emotion)
Branch 4: emotion management
(PAUM)

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8
Q

What are some problems with EI ability testing?

A
  • the problem of the correct answer

- all correlations with G

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9
Q

How are ability tests scored?

A
  1. consensus scoring (depends on the group)
  2. expert scoring
  3. target scoring (whoever wrote the test scores)
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10
Q

What are some other approaches to Emotional intelligence?

A
  • Paul Ekman’s Work on FACIAL EXPRESSIONS

- Klaus Scherer’s Work on acoustics of emotional expression (Vocal Affect Recognition)

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11
Q

What is the relationship between PERSONALITY and abilities measurement of EI?

A
  • ppl who are AGREEABLE tend to be better in EMOTIONAL MANAGEMENT
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12
Q

What is the relationship between abilities measurement and Gf/Gc

A
  • strongest relationship is between UNDERSTANDING and crystallized intelligence (MEDIUM TO LARGE)
  • but all are positive manifolds
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13
Q

What did Lynn & Irving find in their meta-analysis on differences between men and women in intelligence?

A
  • no differences for < 15 years but gradually men >females into adulthood.
  • effect size d=0.3 (i.e. small advantage to males)
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14
Q

What are the sex differences in intelligence from a historical perspective?

A
  • Terman & Wechsler girls > boys
  • Spearman & Cattell:no sex differences
  • Court, Jensen, MacKintosh: no sex differences (Raven’s)
  • Lynn & Irwing: males>females
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15
Q

Describe IQ differences in female and males

A
  • males> females: 5 IQ points in Raven’s Progressive Matrices (Flyn & Irving, 2004) (03.SD)
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16
Q

What is a reason for IQ differences?

A
  • Progressive Matrices largely measures spatial abilities which men are superior in
  • also convenience samples (e.g. men)
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17
Q

What are evolutionary perspectives on sex differences?

A
  • “male- foraging” hypothesis
  • the “range” hypothesis: seek out polygamous relations, larger environmental range- higher spatial abilities
  • warfare
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18
Q

What are some explanations for sex differences as a cause of testosterone?

A
  • route learning: testosterone levels in males (not females) positively correlated with male-biased route-learning strategies
  • testosterone levels in males predicted performance in mental rotation tasks (i.e. spatial abilities)
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19
Q

What is the brain functioning hypothesis explanation for sex differences?

A
  • tasks are solved more efficiently when solved in one section of the brain
  • lateralisation (i.e. men use less glucose than women, more efficiently)
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20
Q

What is a problem with IQ and stereotypes?

A
  • toy choice (early development of stereotypes)
  • self-reported abilities (men tend to report higher intelligence than women)
  • stereotype threat
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21
Q

What are some environmental explanations of IQ differences?

A
  • toy choice
  • subject choice
  • males can explore more freely (different activities)
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22
Q

What are two specific differences in male/female abilities?

A
  • males> females: ‘g’ factor, spatial ability

- females> males: spelling and lanugage (moderate)

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23
Q

Two sources of evidence that sex differences are environmental in origin

A
  • toy choice (boys play with trucks: mechanical rotation; females: dolls- conversational)
  • subject choice (less likely to chose maths/science bc masculine)
  • activities (men can explore more freely)
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24
Q

What did Morton say about differences in intelligence across groups?

A
  • research on ohysical measurements and intelligence suppoted norms of the time
  • based on craniology
  • large methodological flaws, which biases results (i.e. all Caucasians male, most Ethiopians female).
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25
Q

What were the basic premises of Jensen, Eysenck and the black-white differences in IQ?

A
  1. there are genetic components to intelligence
  2. there are mean differences between black and white populations
  3. these differences are genetic rather than environment in origin
26
Q

What did the Bell Curve (Murray & Herrstein) say

A

DISCUSSED:IQ predicts life success, is genetic, differences in race, group difference in IQ is genetic
IQ and race- iq differs between raes and is lower for immigrants–> have more children, more social problems and less successful
- accused of being Eugenicists/racists

27
Q

What is a significant debate against Herrstein & Murray’s claim that IQ predicts success in life?

A
  • OTHER factors also predict success e.g. conscientiousness
  • “Terman’s termites” IQ>135 indicative of greater education, income etc; but no differences in SOCIAL INDICATORS E.G. alcoholism
28
Q

What is a claim against H & M premise that IQ is genetic?

A
  • yes, genetic but BELL CURVE is based on ASVAB which measures crystallized intelligence.
29
Q

What is a cliam against H & M premise that group differences in IQ are genetic?

A
  • not valid reasoning, are unrealted to the possbility of training or improvement
30
Q

What were the general findings of Lynn and Vanhanen’s estimates for IQ differences across different countries,

A
  • differences between countries have a genetic basis; differences in IQ CAUSE the differences in wealth between nations
31
Q

What are some of the criticisms of this research?

A
  • measured IQs are over different time periods
  • unsophisticated statistics (sime correlations, don’t account for structural factors)
  • causal direction is unclear
  • cause of WGD not necessarily cause of BGD
  • neglect of motivation, structual factors, educational availabilities etc.
32
Q

What is the Flynn effect?

A
  • increasing IQ test scores over time

- each generation gets higher average scores than the one before (~ 3 pts/ decade)

33
Q

What are two consequences of the Flynn effect for intelligence research and test score interpretation?

A
  • suggests that IQ scores can’t be purely genetics to explain an effect this size, there must be some environmental effects causing this
34
Q

Which types of tests show the strongest and weakest Flynn effects?

A
  • Gf has the largest effect on test scores (Raven’s progressive matrices) compared to Crystallised intelligence which was much weaker
35
Q

Which populations show the strongest and weakest Flynn effects?

A
  • populations that were already developed before the 1950’s have asymptoted
  • populations which are continuing to develop e.g. Caribean Islands are continuing to increase.
36
Q

What did Cahan and Cohen suggest as a result of effects of schooling?

A
  • schooling had a major impact on intelligence - test scores as a fn of age
  • school showed a different impact on different types of tests: higher for Gc than for Gf
37
Q

Evidence for effects of schooling?

A
  • “summer drop-off”

- children who attend regular schooling score higher on IQ tests than those who delay starting school

38
Q

What did “late- starters” show in relation to intelligence?

A

LOWER:

  • homework completion
  • literacy/numeracy performance
  • school enjoyment
  • positive educational intentions
39
Q

What is an explanation for the increases in IQ levels?

A
  • technological revolution

- changes in child-rearing

40
Q

What are some benefits for the “head- start” program?

A
  • less likely to repeat a grade
  • more likely to graduate highschool and go to college
  • less likely to need “special education”
41
Q

What were the general findings of the “head start” program?

A
  • intial gains in IQ not sustained BUT other major gains in life.
42
Q

What were the findings of nutritional differences in intelligence?

A
  • iodine differences: (compared iodine deficiencies vs. mothers that took iodine during pregnancy)
  • vitamin supplements: improved in one study but no replications
    CONCLUSIONS: likely to improve when ppl are defincient in it.
43
Q

What were the findings on breastfeeding?

A
  • Anderson et al.: breastfed children higher for health and underwt (CONFOUND - social class & IQ)
  • meta-analysis 2: small effect.
44
Q

What are the theorized effects of birth order and intelligence on IQ?

A
  • clear relationship between birth order and intelligence, such that those first born are most intelligent
45
Q

Describe the study showing that these effects are due to social rank rather than biological factors.

A

Kristense & Bierkedal (2007) demonstrated that those born second in families where the first order child has died, had just as high IQs as first borns –> birth order effects are about social rank not biological factors.

46
Q

What are the differences in findings when birth order is studied between families versus within families?

A

the NLSY examined WITHIN FAMILY effects, which showed no differences within the same family, suggesting that birth order effects may be due to other confounding variable.

47
Q

Name and describe 2 major theories accounting for birth order differences in IQ.

A
  • resource dilution model: first born gets most resources

- confluence model: first borns have more time with their parents

48
Q

What are some confounds of the Belarus study?

A
  • more skin/skin contact, more attentional resources etc.
49
Q

What were the findings of the Scottish Mental Surveys?

A
  • intelligence is an enduring trait (less stability before 6-8 yrs)
50
Q

What was the original purpose of the Moray House test?

A
  • selection into high school
51
Q

What is the difference between stability and change in test scores?

A
  • stability:rank order of ppl stays the same (correlations btw time 1 and 2)
  • change: absolute level of a trait differs (correlations- changes btw time 1 and 2).
    NB: test scores may remain consistent (ie. rank order stays the same) even as levels change
52
Q

What were findings were changes in the Wechsler- Bellevue and WAIS scales over time?

A

WECHSLER:- HUGE differences for performance IQ
- after 25 decline on both verbal and IQ point
WAIS:

53
Q

What are the differences in Gf/Gc theory abilities across age?

A
  • large increases in all intelligence untill 18-20, then Gf goes down significantly in 20s, Gc goes up and decreases in 60s
54
Q

Why shouldn’t we be worried about age differences in intelligence?

A
  • older ppl use domain specific knowledge, increasing across the lifetime
  • role of expertise
55
Q

What is test bias?

A

Refers to construct irrelevant components that result in systematically higher or lower test scores for identifiable groups of examinees.
i.e. two ppl getting different scores on the item and or test despite same abilities

56
Q

Give an example of test bias in an intelligence testing context and a personality testing context

A
  • INTELLIGENCE TEST BIAS: Army Alpha and Beta intelligence bias contained culturally bias questions e.g. missing picture questions relied on understanding of sports like tennis
  • PERSONALITY TESTING: depression items can be biased against elderly and different cultures.
57
Q

When this test is used to select people for medical school, which group is the test biased against? Give a very brief explanation as to why the test shows bias.

A

This test will be biased against High SES groups as test scores under-predict probability of completing medical school for High SES groups. High SES individuals with the same test scores as Low SES individuals will show better performance.

58
Q

Name four major applications for personality, intelligence and psychometric tests

A
  • Selection
  • Diagnosis
  • Counselling
  • Policy
59
Q

Give a detailed example for at least two of these applications in an Australian context.

A

SELECTIVE HIGH SCHOOLS: optional testing of final-year primary school students for entry into 1 of 21 selective high schools in NSW(reading,maths, general ability and writing)
OPPORTUNITY CLASS in government schools in NSW: optional testings for entrance into selective classes in grades 5 and 6 in primary school - tests reading, maths, general ability.

60
Q

Describe the empirical evidence for intelligence and personality as a predictor of work performance and of academic achievement.

A

Early estimates that intelligence tests correlate ~0.35 to 0.45 with job performance BUT can also result in adverse job selection

  • best estimate that intelligence predicts school achievement
  • intelligence is more important in early yrs, whereas conscientiousness is always important
61
Q

What is the correlation between intelligence and school achievement

A
  • g and academic achievement r=0.40 to 0.7 in various review papers, best estimate is that intelligence predicts school achievement

Psyc 2014 (12 decks)

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