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Intelligence Flashcards

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0
Q

Yang & Sternberg (97)

A

Emphasis on interpersonal competence in Taiwan.

Intelligence is cultural

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1
Q

Sternberg (81)

A

People see intelligence as:
Verbal intelligence
Problem-solving abilities
Social competence

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2
Q

Grigorenko

A

Initiative and handling real-life problems values in Kenya.

Intelligence is cultural.

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3
Q

Spearman (1904-27)

A 
General intelligence (g)
Uni-factorial
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4
Q

Horn & Cattell (66)

A

Hierarchical model: Fluid, crystallised, visualisation, retrieval, cognitive speed.

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5
Q

Carroll (93)

A

Crystallised - inductive & sequential reasoning
Fluid - lexical knowledge & foreign language abilities
Visual perception - visual imagery & perceptual integration

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6
Q

Thurstone (38)

A

Argued that there was different types of intelligence which were relatively independent of each other.
Numerical, verbal, reasoning, memory, perceptual, spatial, words.

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7
Q

Guildford (56)

A

Agreed with Thurstone but conceptualised intelligence as three axes, each with a different aspect, allowing for 180 aspects.

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8
Q

Gardner (99)

A

“A biopsychological potential to process information”
8 domains - linguistic, logical, spatial, musical, bodily, intrapersonal, interpersonal, natural.
Searchlight & laser-like intelligence

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9
Q

Feldman et al. (88)

A

Intelligence fair assessment aimed at 3-4 year olds. Tested each domain and found distinct intelligence profiles, supporting Gardner.

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10
Q

Colman (90)

A

Results from factor analysis are ambiguous and difficult to interpret - not clear evidence.

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11
Q

Visser et al. (06)

A

Tested Gardner’s MI and correlated using factor analysis;

  • HC between linguistic, logical, spatial, naturalistic and interpersonal
  • LC between above domains and others
  • Kinaesthetic did not correlate to any
  • HC on traditional cognitive domains suggests ‘g’ underlines those, but MI betweeen other. Support for hierarchical.
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12
Q

Sternberg (85)

A

Triarchic theory.
Argued for consideration of cognitive processes which are involved in intellectual activities.
Refers to cognitive processes as domains - meta, performance, acquisition, retention, transfer.

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13
Q

Searle (03)

A

Support for Gardner’s theory from teachers and educationalists.

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14
Q

Wechsler (39)

A

Developed a statistical definition of intelligence. Gave IQ tests to large samples and plotted their results, fell into normal distribution.

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15
Q

Colman (90)

A

Many items on Wechsler scales rely on verbal comprehension and measure knowledge and memory rather than pure thinking ability.

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16
Q

Searle (03)

A

Wechsler’s and Raven’s tests can be applied to a wide range of mental abilities irrespective of age, sex, culture or level of education.

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17
Q

Schmidt & Hunter (98)

A

Strong correlation job performance and scores on ability tests.

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18
Q

Hunter & Hunter (84)

A

Ability tests are the best predictor of how people will perform at work.

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18
Q

Searle (03)

A

Challenges normal distribution in IQ. Some generally unintelligent people at the bottom, but far fewer intelligent people at the top.

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18
Q

Searle (03)

A

Motivation helps make sense of the gap between intelligence and performance on tests.

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18
Q

Flynn (94)

A

Flynn effect; scores on fluid intelligence tests have increased by 15-25 points over the last generation. Small increases in crystallised.
Intelligence cannot have increased in that time - tests are invalid.

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18
Q

Pavlov (27)

A

Conditioning. Reflex affected by experience.
UCS - UCR
UCS + neutral stimulus - UCR
CS - CR

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19
Q

Thorndike (1911)

A

Observation of trial and error. Thorndike’s law of positive effect - any behaviour followed by a pleasurable outcome is more likely to be repeated.

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20
Q

Skinner (38)

A

Operant conditioning depended on relationship between Antecedents, Behaviours and Consequences.

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21
Q

Garcia & Koelling (66)

A

Just one pairing of a novel food with an emetic made rats avoid the food in the future, even if vomiting happened some time afterwards.

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22
Q

Garcia et al. (77)

A

Gave coyotes mutton laced with an emetic, later turned away when given opportunity to attack sheep.

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23
Q

Seligman (70)

A

Some animals might learn some things more easily than others - ‘preparedness’. Animals may be prepared to learn some associations but not others, can’t generalise results from conditioning.

24
Q

Kohler (25)

A

Chimpanzees do not use trial and error, but studied the situation and showed the appropriate response - insight learning.

25
Q

Tolman & Honzik (30)

A

Reinforced rats learned to run to the end of the maze faster.
When the other group were reinforced 11 days in, they learned to run to the end quicker than group reinforced from start. Showed talent learning of the maze, not explained by operant conditioning.

26
Q

Pearce (2008)

A

3 characteristics of non-human intelligence; adaptability, learning and information processing.
However, evidence of social learning/ToM as well.

28
Q

Pearce (2008)

A

Animals can learn from copying rather than trial and error, avoiding danger.
Foraging, predators and imitation.

30
Q

Galef (1988)

A

Rat in isolation and fed distinctive food. Paired with another rat. Second rat then put in isolation and offered choice of food. Always chose the food that the one before had chosen. Odour detection (Pearce 2008)

32
Q

Galef et al. (2005)

A

Animals can acquire 4+ flavour preferences simultaneously. Not just one food at a time.

34
Q

Mineka & cook (1988)

A

Lab reared monkey shown reaction of wild monkey to a snake will react in the same way in the same situation. Variant of classical conditioning (observational conditioning).

35
Q

Hinde & Fisher (51)

A

Tits tearing the foil on milk bottles in one place in 1921, but across Britain by 1940 - imitation.
Sherry & Galef (84) showed it to be reinforcement.

36
Q

Kawai (65)

A

Monkey washed a sweet potato in the sea, tasted better, soon all the monkeys in the troop did it. Not seen in any other place.
Nagell et al. (93) argued it was through stimulus enhancement, not imitation.

37
Q

Marshall-Pescini & Whiten (08)

A

Nut-cracking observed in some chimpanzees is a socially transmitted tradition. Could be acquired in a few days and showed evidence of social learning.

38
Q

Pearce (08)

A

Two things to investigate whether primates have ToM:

  • Deception
  • Knowledge attribution
39
Q

Woodruff & Premack (79)

A
  • Food under one of two containers
  • Cooperative and Competitive trainer stood next to each container
  • Chimpanzee got right one; got food from cooperative, not competitive
  • Wrong one; food from competitive, not cooperative.
  • Some learned to deceive and get food on both conditions, but took many trials so could be operant conditioning and discrimination.
40
Q

Povinelli et al. (90)

A
  • Chimpanzee saw T1 put food under a cup.
  • T2 came in and pointed at wrong cup, T1 right.
  • Chimps learnt to point to right cup - attribution of knowledge.
  • Hundreds of trials before consistent; rewarded for right cup, operant conditioning.
41
Q

Byrne & Whiten (88)

A

Intelligence in primates is not adaption to environmental factors but to the needs of complex social interaction.
Juvenile baboon screams, mother chases away other one and leaves baby with food - Machiavellian intelligence.
However, could be conditioned response to past experience.

42
Q

Pearce (08)

A

Chimpanzees initially treat reflections as others but learn that they are not; pick their teeth, inspect anal-genital area. Indicates self-recognition.
May have shown this behaviour when mirror wasn’t there, coincidental.

43
Q

Povinelli et al. (97)

A

Measured how many times Chimpanzee touched eyebrow and ear in front of mirror. Put dye on ear on eyebrow and found they touched those areas more over 30 minutes.

44
Q

Plotnik et al. (06)

A

When in front of mirrors. Elephants touch areas of their body with their trunk that have been marked.

45
Q

Heyes (98)

A

Evidence from mirror studies does not warrant self-recognition. If it has a body concept it can discriminate between stimuli from its body and the outside. Leaned to correlate mirror information with stimuli from its own body.

46
Q

Pinker (97)

A

Large brain means large oxygen consumption (20%). Advantages of a large brain must outweigh the disadvantages.

47
Q

Walker et al. (06)

A

Foraging range is correlated with brain size.

48
Q

Dubar (92)

A

Brain size in primates and some other animals is correlated with size of social group.

49
Q

Seyfarth & Cheney (2002)

A

Alliances with powerful members of the group are more advantageous.

50
Q

Pinker (97)

A

Manipulation - chimpanzees will lead other to a box with a snake in so they flee, leaving them to eat in peace.

51
Q

Reader & Laland (2002)

A

Frequency of social learning, innovation and tool use related to brain size in non-human animals. All three correlated with frontal lobe size - may be a mistake to consider factors in brain evolution separately.

52
Q

Plomin (2004)

A

Three methods of working out genetic element of intelligence:

  • Family studies
  • Adoption studies
  • Twin studies
53
Q

Burt, Kamin and Jensen (43-74)

A

Burt was first to investigate intelligence using twin studies, correlation in MZ; 0.77 in 43, 0771 in 55, 0771 in 66. Consistency is unusual.
Kamin and Jensen both questioned his work. Burt admitted two assistant helped him falsify sample sizes. Fletcher (91) found evidence of these assistants.

54
Q

Rushton (94)

A

Genetic intelligence suggests some groups are more intelligent than others, many of Burt’s critics were politically motivated.

55
Q

Ridley (99)

A 
Meta-analysis on all family, twin and adoption studies up to that point:
- MZ together; 0.86
- MZ apart; 0.76
- DZ together; 0.55
- Siblings together; 0.47
-Siblings apart; 0.24 
Support Burt's results.
56
Q

Chipeur et al. (90)

A

Heritability of intelligence said to be 40-80%, with 50% as generally accepted figure.

57
Q

Maltby et al. (2007)

A

Adoptive children, particularly twins, tend to be put in similar environments. Contributes to similar correlations between MZ twins reared apart and together.

58
Q

Mortensen et al. (05)

A

Children of mothers who smoked 20+ cigarettes a day during pregnancy did badly on IQ tests between 18-19. Education and socio-economic factors controlled for.

59
Q

Moltby et al. (07)

A

Alcohol during pregnancy is associated with poor IQ and general cognitive deficits.

60
Q

Neisser et al. (97)

A

Alcohol can lead to foetal alcohol syndrome (FAS) - low birth weight, mild brain damage and reduced IQ.

61
Q

Oddy et al. (2004)

A

Babies breast-fed for more than 6 months had better verbal intelligence at 8 than those who were not.

62
Q

Benton & Roberts (88)

A

Children given dietary supplement containing vitamins and minerals for 8 months showed non-verbal IQ increase of 111-120, compared to placebo who showed increase of 4 or less.

63
Q

Schoenthaler et al. (2000)

A

Dietary supplements only make a difference in those who have a poor diet to start with.

64
Q

Neisser (98)

A

Flynn effect in 22 countries, why?
- More intelligent; unlikely as increase is too quick to be genetic, must be environmental.
- Nutrition and socio-economic status; 10 point difference in IQ between professional and unskilled occupations (Mackintosh, 98)
- Familiarity with tests; teaching becomes geared to tests, but should apply to verbal as well as non-verbal.
Cognitive stimulation; increase in visual media could stimulate non-verbal cognitive skills and lead to better scores.

65
Q

Locurta (91)

A

Head Start programme - children showed initial increase in IQ but disappeared after 2-3 years. Less likely to need additional help and more likely to graduate in the LT.

66
Q

Schweinhart et al. (93)

A

Perry Preschool Project - extra support to 3-4 y.o. children over 2 years. Increased IQ at age 5 (95 compared to 83), higher proportion graduated, higher earnings and lower involvement in crime.

67
Q

Glick (75)

A

Intelligence is cultural - many value it everyday, not testing.
Kpelle people given piles of jumble and asked to sort them; sorted according to functional relationship (food and knife).
When asked how a fool would sort them they produced 4 discrete piles of clothes, utensils, tools and foods.

Psychology (4 decks)

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