1
Q
Define intelligence
A
- The ability to understand complex ideas, adapt effectively to the environment, learn from experience, engage in various forms of reasoning, overcome obstacles
- Neisser et al
2
Q
Describe Plomin
A
- 20 yr longitudinal study comparing MZ and DZ twins to test how heritable intelligence was
- Found intelligence was 60% heritable but still believes it is changeable through use non-cognitive factors
- Believes genetics doesn’t determine if a person can do something or not, only how easy they find it e.g. when learning how to read a person with high genetic intelligence wouldn’t have to try much whereas a person with low intelligence would have to try hard, put more work in, take longer
- Plomin believes school system needs to change in order to suit these findings
3
Q
Describe Siegler and Richards
A
- Asked participants to describe ideal intelligence at 6 months, 2yrs, 10yrs and as an adult
- 6 months: ideal intelligent baby was thought to recognise people and objects, show signs of motor control, show levels of awareness and be able to make some verbalisations
- 2yrs: verbal ability, evidence of ability to learn, awareness of people, motor co-ordination, curiosity
10yrs: verbal ability, learning, problem solving, reasoning, creativity
Adults: greater capabilities in verbal abilities, learning, problem solving, reasoning, creativity - Found that many believe intelligence is fixed from a young age
- Intelligence doesn’t change much after early adulthood
4
Q
Describe Galton
A
- Galton believed intelligence was based on biology; one of first to believe that intelligence levels differ between people
- Stated people with high intelligence show the ability to respond to a large number of information experienced by the senses
- People with low intelligence demonstrate problems processing and dealing with information
5
Q
Describe Binet
A
- One of first people to create an intelligence test; did so so they could tell which children needed extra attention in school
- Tested 50 chidden and created a variety of assessments that started very easy and became harder as test went on
- Found could calculate people’s mental age using this method
- The Stanford-Binet Test measured things that were considered necessary for school success e.g. understanding/using language, memory, ability to follow instructions
6
Q
Describe Terman
A
- Introduced intelligence test n 1916; added 40 new items to make it suitable for American children
- Tested over 1000 children
- Believed test had be representational in order to test accurately
7
Q
Describe Stern
A
- In 1912 developed idea of intelligence quotient
- Noted mental age appeared to be constant when compared to actual age
- Formula for calculating mental age is IQ = mental age/chronological age x 100
8
Q
Describe IQ
A
- Score used to indicate person’s intelligence in relation to other’s the same age
- IQ tests measure an individual’s probate performance in school and other similar settings
- IQ tests measure performance but cannot explain performance
- Score of 100 is mean score (50% of scores are above and 50% of scores are below)
- Scores are distributed across a bell curve (normal distribution)
9
Q
Describe the Eugenics Movement
A
- Encouraged those with desirable traits to reproduce in order to pass on those traits
- Those with undesirable traits were encouraged to not reproduce, some where even sterilised so they were unable to
10
Q
Describe general intelligence
A
- Spearman set in place most influential ideas in relation to intelligence testing
- Concept based on mathematical research
- Noted that a person results on a specific ability, it was often a predictor of their ability in other areas and skills
11
Q
Describe Cattell and Horn
A
Crystallised Intelligence:
- Ability to apply knowledge to prior learning
- Dependent on gaining knowledge in school/life experiences
- Memory plays a large role
- General knowledge
- Strong link to education and culture
Fluid Intelligence:
- Logical thinking
- Problem-solving
- Knowledge is not taught
- No direct link to prior knowledge
- Includes deductive and inductive thinking
12
Q
Describe Sternberg’s Theory of Successful Intelligence
A
- Attempts to broaden the approach to definition and assessment of intelligence
- Three domains of intelligence:
1. Analytical - Analyisng, contrasting, evaluating information
- Problem-solving, reasoning, thinking critically
- Traditional intelligence tests
- Creative
- Using imagination
- Going beyond to create new ideas that are valuable and original - Practical
- Applying knowledge and skills to everyday life
- Ability to adapt to everyday life by drawing on existing knowledge
13
Q
Critiques of Sterberg
A
- General intelligence is more widely accepted
- More jargon than a well thought out theory
- Criticised for practical intelligence; false distinction between practical and analytical intelligence
14
Q
Describe Gardner’s Multiple Intelligences
A
- Proposed there are 8 different kinds of intelligence
- Each kind is independent from the others
- We are all intelligent but in different ways; everyone has strengths and weaknesses in each kind
- No kind of intelligence is better than the others
- Naturalitic
- Loves animals, plants, nature
- E.g. biologists, conservationists - Linguistic
- Excels in words and language
- E.g. poets, writer - Visual/Spatial
- Excels in shapes, designs, graphics, visualisation
- E.g. designer, engineer - Musical
- Excels in performing and composing musical pieces
- E.g. singer, composer - Interpersonal
- Ability to organise people, group activities, social relationships
- E.g. leaders, social workers - Intrapersonal
- Ability to understand inner feelings, have self-realisation, know about oneself
- E.g. philosopher, clergy - Logical
- Excels in maths, logical thinking
- E.g. bankers, accountants - Kinaestetic
- Excels in performing sports, body movements and physical activity
- E.g. athletes, actors
15
Q
Critiques of Gardner
A
- General intelligence is most widely accepted
- Argued that musical and kinaesthetic are more talents rather than intelligence
- Lack of empirical evidence; which is why general theory dominates
- Lack of tests to measure each kind of intelligence
- 8 intelligences are a mix of cognitive and non-cognitive abilities
16
Q
Describe modern intelligence testing
A
Includes:
- Items assessing math ability
- Items assessing vocabulary ability
- Problem-based analogies
- Problem-based spatial ability
- Standardised tests establish normal distribution of scores
17
Q
Describe reliability
A
- The ability to which a test produces consistent results
1. Split-half reliability = dividing the test in two and assessing how reliable scores are
2. Test-retest reliability = using same test on two different occasions to see if results are same
18
Q
How stable is IQ
A
- Research suggests IQ remains consistent from early childhood
The Flynn Effect:
- IQ tests always need to be restandardises to make sure the average score is always 100
- IQ scores been rising over last 50yrs
- Scores increase in children who view academic success as important, children who’s parents take interest in their education, children who have firm but moderate disciplinary procedures
- Increase is believed to be due to increased pre-school attendence and children being made to be ‘test-wise’
19
Q
What are the influences on intelligence
A
- Genetics
- Family environment
- Gender
- Genotype-Environment interaction
- Social environment
20
Q
Gender differences of intelligence
A
- Similar average IQ scores; boys more likely to have extreme scores
- Girls stronger in verbal fluency, writing and perceptional speed
- Boys tend to be stronger in science, maths, problem-solving, visual-spatial processing
21
Q
How does schooling effect intelligence
A
- School increases intelligence
- Children of low socio-economic status and chidden of high socio-economic status have similar intelligence and have similar academic success
22
Q
How does poverty effect intelligence
A
- The more time children spend in poverty, the lower their intelligence becomes
- Children from lower class tend to score 10-15 IQ points lower than children from middle class
- The greater the wealth gap is in a country, the greater the intelligence gap is
