Intelligence

Question 1

Validity in an experiment

Answer 1

To measure what it’s supposed to measure

Question 2

Construct validity

Answer 2

Correlates with outcomes that the theory says

it should predict

Question 3

Criterion validity, or empirical validity

Answer 3

Correlation between test scores and external factors

Question 4

What is intelligence? (4)

Answer 4

1. Ability to solve problems
2. Understand/learn complex material
3. Adapt to the environment
4. Mental quickness

Question 5

Give 3 important events/people in the history of intelligence tests

Answer 5

• France, 1904-1911: universal elementary education
• Alfred Binet (physician)
• Wechsler (WAIS- over 16, & WISC-6 to 16) performance and verbal testing

Question 6

What does IQ mean?

Answer 6

Intelligence quotient

Question 7

How do you calculate IQ and what is the average?

Answer 7

Mental age (MA) vs. chronological age (CA)
IQ score = (MA / CA) x 100

Average = 100
Also explain stigma behind IIQ points. (15)

Question 8

What is norming?

Answer 8

Raw score vs. standardised score. Process of constructing norms or the typical performance of a group of individuals

Eg: Age norming (6th birthday move from 120 → 100)

Question 9

What do standardised testing results include?

Answer 9

Standardised sample – random population

Normal distribution/bell curve

Question 10

What is IQ associated with?

How much does intelligence actually contribute to this?

Answer 10

GPA in high school and college, job success, salary, stable marriages/illegitimate children, staying out of jail, longevity (how long you live)

But intelligence only contributes 25%, other factors are environment, personality and culture

Question 11

Dependent vs independent variable

Answer 11

Dependent: The outcome

Independent: What you vary

Question 12

Are studies in intelligence correlational?

Answer 12

Yes, almost always.

Question 13

What is the “Flynn effect”?

Answer 13

Strong evidence that the environment has a powerful impact on intelligence, because genetics could not account for the fast raw score increase in IQ over the past years. (though 100 remains the average)

Question 14

In which fields did we gain raw scores?

Answer 14

Small gains: Vocabulary, general knowledge, arithmetics

Large gains: Abstract thinking tasks.

Question 15

How would abstract thinking be biased?

Answer 15

Cultural bias (different cultures value different things, make different connections)

Question 16

IQ cutoff for mental retardation

Answer 16

70

Question 17

Name 3 ways intelligence has been categorised

Name 2 methods of evaluating subtests

Answer 17

Spearman: g is general intelligence, broken down into 4 s: specific intelligence

Cattell & Horn: Fluid intelligence (new task) and crystallised intelligence (known info) developing in lifespan

Gardner: Theory of multiple intelligences.

Psychometric analysis of subtests, and correlation among subtests

Question 18

Explain Gardner’s theory more in depth

Answer 18

Profile of 9 different intelligences: Linguistic, spatial, musical, logical-mathematical, bodily-kinesthetic, intrapersonal, interpersonal, naturalist, existential.

Rating of intelligence in each. (Circle with different parts filled out) Hard to measure. Poor correlation with achievements, so not very much used.

Question 19

Name the underlying mechanisms of intelligence (3)

Answer 19

• Mental speed/quickness of thought. High corellation between IQ and reaction speed
• Working memory
• Cortical thickness and the working of a few parietal areas

Question 20

When does one have a general learning disability?

What are the causes?

Give the 4 stages of severity for learning disabilities

Answer 20

2 SD below average IQ or more.

Genetic diseases, poison during pregnancy (FAS)

69-50: Mild
49-35: Moderate
34-20: Severe
<20: Profound

Question 21

Is there lower IQ in minorities?

Answer 21

Minorities do not have lower IQ, there is hardly any genetic difference between the races. But biased tests and stereotype threat make it seem as if there was an IQ difference.

Question 22

Outline the Milgram experiment

Answer 22

Subject has to shock the person when they get the answer wrong. Shock increases. See how they respond to authority.