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Intro Psychology 2 > Intelligence > Flashcards

Intelligence Flashcards

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1
Q

* Mental age*

A

Stern’s Intelligence Quotient
• Ratio of mental age to chronological age • IQ = Mental Age / Chronological Age x 100

Juan is 8 years old and has a mental age of 10. What is Juan’s IQ?
2. Juan is 8 years old and has an IQ of 125. What is Juan’s mental age?
3. Juan has a mental age of 10 and an IQ of 125. How old is Juan?

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2
Q

Binet’s assumptions (1899)

A

Binet (1899) ’s Assumptions
• Mental abilities develop with age
• Rate at which people gain mental competence is characteristic of the person and is constant over time

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3
Q

General Intelligence (Spearman, 1932)

A

A common skill set, the g factor, underlies all of our intelligent behaviour, from navigating the sea to excelling in school
• Using factor analysis, Spearman found (“highly”) positive correlations among different specific abilities.

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4
Q

General Intelligence from Evolutionary Perspective
(Kanazawa, 2004)

A

There should be an evolved general intelligence
• The g factor correlates with the ability to solve various novel problems in academic and many vocational situations
• But g factor does not much correlate with the ability in evolutionarily familiar situations

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5
Q

Theories of multiple intelligences

A 
Fill in
Spearman
Thurstone 7
Gardener** 8+1
Sterberg** 3
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6
Q

Thurstone 7 primary mental abilities

A
  1. Space: Reasoning about visual scenes
  2. Verbal comprehension: Understanding verbal statements
  3. Word fluency: Producing verbal statements
  4. Number facility: Dealing with numbers
  5. Perceptual speed: Recognizing visual patterns
  6. rote Memory: Memorizing
  7. Reasoning: Dealing with novel problems
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7
Q

*** Gardners 8+1 intelligences

A

Fill in

Criticisms include:
Linguistic, logical-mathematical, and visuospatial intelligence can be measured by existing tests, but the other are not.
• Musical and bodily-kinesthetic abilities are better regarded as talents rather than intelligence
• Interpersonal and intrapersonal abilities are part of EQ rather than IQ

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8
Q

Sternberg’s Triarchic Theory of Intelligence

A

• (Cognitive Approach) Information processing & cognitive processes
involved in intelligence have 3 components: • Metacomponents
• Performance components
• Knowledge-acquisition components
• Sternberg’s theory divides the cognitive processes that underlie intelligent behaviour into three specific components

Sternberg’s theory divides the cognitive processes that underlie intelligent behaviour into three specific components.

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9
Q

Emotional intelligence

A

The abilities
• to read others’ emotions accurately
• to respond to them appropriately
• to motivate oneself
• to be aware of one’s own emotions
• to regulate and control one’s own emotional responses
• Adaptive functions:
1. Stronger emotional bonds 2. Greater success
3. Less depression

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10
Q

4 branches of emotional intelligence

A

• The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) includes specific tasks to measure each branch
1. Perceiving emotions

  1. Using emotions
  2. Understanding emotions
  3. Managing***
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11
Q

Psychometric approach

A

Aim: identify different dimensions of intelligence→create subset questions for an intelligence test
• Method: Factor Analysis
• Reduces large amount of data to smaller number of clusters • Identifies clusters or factors
• Researchers determine meaning of factors

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12
Q

Factor Analysis: Carroll’s Three-Stratum Model

A

• Is based on a reanalysis of more than 400 data sets
• Identify 8 factors (Stratum II) that contribute to the g factor
• The lengths of the arrows from Stratum III to represent the contribution of the g factor to each Stratum II factor

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13
Q

**Intelligence and aging (2 factors)

A

Crystallized intelligence
• Apply previously learned knowledge to current problems
•⬆️or intact with aging •

Fluid intelligence
• Deal with novel situations without any previous knowledge
⬇️ with aging

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14
Q

Intelligence tests

A

Stanford Binet

Weschler

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15
Q

Stanford Binet test

A

Stanford-Binet Test
• Alfred Binet developed the first intelligence test to assess the mental skills of French school children
• Lewis Terman (1916) revised Binet’s tests – verbal + non-verbal tests
• The Stanford-Binet measures five factors of cognitive ability: Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual-Spatial Processing, and Working Memory

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16
Q

Weschler scales

A

• Wechsler developed intelligence tests for adults and children that measured both nonverbal and verbal intellectual skills:
• The Wechsler Adult Intelligence Scale (WAIS, 1939)
• Wechsler Intelligence Scale for Children (WISC, 1955)
• Wechsler Preschool and Primary Scale of Intelligence
(WPPSI, 1967)

17
Q

Achievement Tests

A

• Designed to discover how much someone knows • Pro: Metric of future performance
• Con: assumes same opportunities for learning

18
Q

• Aptitude Tests

A

• Measure potential for future learning and performance
• Pro: depends less on prior knowledge
• Con: difficult to construct tests independent of prior knowledge

19
Q

Psychometric Standards for Intelligence Tests

A

• Reliability
• Consistency of measurement.
• Validity
• How well a test actually measures what it is designed to
measure.
• Standardization
• a. The development of norms.
• b. Rigorously controlled testing procedures.

20
Q

Types of test reliability

A
  1. Test-retest reliability
  2. Internal consistency
  3. Interjudge reliability
  4. Are scores on the measure stable over time?
  5. Do all of the items on the measure seem to be measuring the same thing, as indicated by high correlations among them?
  6. Do different raters or scorers agree on their scoring or observations?
21
Q

Types of test validity

A
  1. Construct validity
  2. Content validity
  3. Criterion- related validity
  4. To what extent is the test actually measuring the construct of interest (e.g., intelligence)?
  5. Do the questions or test items relate to all aspects of the construct being measured?
  6. Do scores on the test predict some present or future behaviour or outcome assumed to be affected by the construct being measured?
22
Q

Standardization

A

Memorize bell curve of intelligence

23
Q

Static testing vs dynamic testing

A

Static testing
All testees are responding to similar questions in a similar setting to ensure that test scores solely reflect abilities.
• Dynamic testing
Following up a standard testing session, examiners provide guided feedback on how to improve performance and observe how the respondent utilizes the information.
Applications?

24
Q

Sex differences in intelligence

A

Females better on tests of
• Perceptual speed
• Verbal fluency
• mathematical calculation • Fine motor coordination
• Males better on tests of
• Spatial tasks
• Throwing and catching objects • Mathematical reasoning

Intro Psychology 2 (3 decks)

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