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Individual differences > Intelligence > Flashcards

Intelligence Flashcards

1
Q

Intelligence

A

Learning

Adapting

Understanding

Processing

Performing

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2
Q

Definitions of intelligence

A

Abstract thinking ability (Termon 1921)

Capacity to learn from experience (Dearborn 1921)

The capacity to acquire capaity

Ability to adapt to the environment (Colvin 1921)

What intelligence test measure (Boring 1923 - a fucking idiot )

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3
Q

Latent construct

A

accepted to be a latent construct

  • we may not be sure or agree on what it is
  • we focus on the behavioural consequences of intelligence which is what we MEASURE and PREDICT
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4
Q

Predictive validity of intelligence

A

correlated with virtually everything in our lives:

  • grades
  • job success/salary
  • divorce, happiness
  • jail
  • longevity, health

25% of variation is accounted by IQ
-other factors are of course extremely important

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5
Q

what does intelligence predict

A

tests are good predictors

predict success better than grades

best predictor is a combination of intelligence tests and grades

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6
Q

best workplace performance predictor

A

bloom (1976) predicts the most variance in performance resulting from learning

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7
Q

Stanford Binet Test

A

Alfred Binet wanted an objective way to identify kids who needed more help at school

many abilities/tests
-drawing object, repeating digits, recognize coins, explain why statements did or did not make sense

score = mental age vs chronological age

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8
Q

Wechsler Adult Intelligence Scale (WAIS-3)

A

Verbal:
-Vocabulary, similarities, arithmetic, digit span, information, comprehension, letter-number sequencing

Performance
-Picture completion, digit symbol, block design, matrix reasoning, picture arrangement, symbol search, object assembly

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9
Q

Assumptions of intelligence testing

A

Reliability

  • Stability of measurement
  • Same score on different occasions
  • Different scores on different people

Validity

  • Measuring what is intended
  • Is it a problem we don’t know exactly what is measured
  • Predictive validity is key to intelligence measurement
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10
Q

General intelligence measures

A

if general is a set of various clusters that identify various types of ability then every intelligence test is in fact measuring general intelligence

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11
Q

theories and models of intelligence

A

Charles spearman (1863-1945) - General intelligence - G factor

Louis Thurston (1887-1955)
-primary abilities/ many different abilities

Raymond Cattel (1905-1998) FLuid vs CRystallized

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12
Q

Single vs multiple

A

Howard Gardner

Musical

Bodily-Kinesthetic

Interpersonal

Verbal-Linguistic

Logical-mathematical

Nauralistic

Intrapersonal

Visual-spatial

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13
Q

FLuid vs Crystallised

A

Fluid = mental processes rather than specific information

Crystallised = a persons knowledge base, increases with age

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14
Q

Neural correlates of intelligence

A

Mental speed/processing sped
-High correlation between IQ and reaction times

Working memory

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15
Q

brain size

A

body to cortex ratio predicts intelligence between species

between humans , correlation of,3 between size of frontal lobes and intelligence scores

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16
Q

genes and intelligence

A

twin studies show intelligence is highly heritable (50-70%)

-other factors such as birth weight, breastfeeding, birth order, exposure to language are also important

17
Q

intelligence across the lifespan

A

Ian Deary and colleagues at the university of edinburg retested 80-year-old-scots, using an intelligence test they had taken as 11-year olds. Across seven decades, score correlated .66

Using the same sample, these researchers also found that IQ correlates with LONGEVITY. Among girls scoring in the highest 25%, 70percent were alive at age 76, compared to only 45% of the girls who scored in the bottom 25%

18
Q

INtelligence across time

A

flyn affect - increasing by 3 points a decade

19
Q

spearman - two factor theory

A

general intelligence (g) is linked to many clusters that can be analyzed by factor analysis

  • people who do well on vocabulary tests do well on paragraph comprehension tests, a cluster than helps you define intelligence
  • other factors include: spatial ability factor or a reasoning ability factor

G factor is inate

20
Q

thurstone 7 mental abilities

A
  1. word fluency
  2. verbal comprehension
  3. spatial ability
  4. peceptual speed
  5. numerical ability
  6. inductive reasoning
  7. memory

the 7 mental abilities tend to cluster, suggesting some evidence of a g factor

21
Q

wechsler

A

defended non-intellective factors - variables that contribute to the overall score in intelligence but not made up of intelligence-related items (confidence, fear of failure, attitudes etc)

Not reliant on time to complete tasks

Point scale concept significantly changed the way testing was done by assigning credits or points to each item
-allowed for an analysis to be made of an individuals ability in a variety of content areas

Non verbal performance scale
-attempted to overcome biases that were cause by “language, culture and education.”

22
Q

guilford - structure of intellect

A

intelligence viewed as comprising operations, contents and products

each dimension is independent

total 150 components

23
Q

sternberg - triarchic theory

A

3 intelligences

  • analytical
  • creative
  • practical

these facets may be less independent than sternberg originally though, could be further evidence of a g factor

24
Q

carroll - three stratum theory

A

three-layered model where each layer accounts for the variations in the correlations with the previous layer

  1. g factor
  2. broad abilities :
    - crystallized
    - general memory
    - visual perception
    - auditory perception
    - retrieval ability
    - cognitive speed
    - processing speed
  3. specific factors under broad abilities
25
Q

stratum 22

A

Carroll

Broad abilities : “basic constitutional and long standing characteristics of individuals that can govern or influence a great variety of behaviours in a given domain

26
Q

Stratum 1

A

narrow abilities ‘represent greater specializations of abilities, often in quite specific ways that reflect the effects of experience and learning, or the adoption of particular strategies of performance

the broadest or most general level of ability is represented by stratum 3
- it included broad (2) and narrow (1) abilities

27
Q

carroll vs cattell horn

A

similarities

  • both include multiple broad abilities with similar descriptions
  • classification of narrow abilities

differences

  1. cattell horn does not include g
  2. cattell-horn: Gq is comprised of quantitative knowlege and reasoning
    - carroll: quantitative reasoning as a narrow ability consumed by Gf
  3. cattell horn included broad reading/writing factor
    - carroll: reading/writing as narrow abilities consumed by Gc
  4. the models differ in terms of their treatment of certain narrow memory abilities
28
Q

intelligence in different cultures

A

Industrialised North Americans tend to associate intelligence with speedy answers

Rural members of the baganda tribe in uganda think of intelligence as alow, careful, active, straight forwards

In the mashona tribe in zimbabwe, the intelligent person exercises prudence and caution, especially in social interaction

for the kipsigis of kenya, their word for intelligence includes social responsibility

29
Q

what has affected how we think of intelligence

A

technology

brain research

anthropology

re-examining and re-interpreting of findings

30
Q

sternberg

criticism

A

triarchic theory

  1. analytical intelligence
  2. creative intelligence
  3. practical intelligence

criticism:
accused f lacking empirical support

sternberg claims that traditional intelligence tests do not measure practical intelligence
-Gottfredson (2006) disagrees given that g factor results show correlation with income, jail etc . practical intelligence

31
Q

Howard Gardner

A
  • General intelligence tested based on IQ testing is limited
  • Proposes 8 intelligences:
    1. verbal/linguistic
    2. logical-mathematical
    3. visual/spatial
    4. bodily/kinesthetic
    5. musical/rhythmic
    6. interpersonal
    7. intrapersonal
    8. naturalist
  • His theory intends to account for broader potential in both children and adults

Culturally, there’s an imbalance between linguistic/logical-math intelligence and other types of intelligence

32
Q

gardners definition of intel

A

a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture

the human mind is better thought of as a series of relatively seperate faculties, with only loose and non-predictable relations with one another, than a single, all purpose machine that persorms steadily at a certain horsepower, independent of content and context

33
Q

learnable intelligence Goodrich, Perkins

A

yeh

34
Q

criticisms of gardners MI theory

A

ability / aptitude not intelligence

no tests for MI

lacks empirical support

MI correlates to a degree, with g factor

35
Q

General intelligence recap

A

Initially aimed at predicted school cuccess (Binet)
Formula : (mental age/chronological age)100= IQ
-Quantifiable
-One dimension of mental ability; everyone can be scored and compared
-Excludes certain abilities that were not considered as “intelligence” but that are neccessary to live a successful life (dexterity)

In time, general intelligence theories evolved and some authors started suggesting that despite you could isolate and measure various abilities, and those abilities would cluster into a g factor

Usually called the psychometric approach

36
Q

Summary

A

INtelligence is a difficult concept to describe

There are several theories that attempted thhis, and they offer different conceptualisations of the construct

There are biologica factors to do with intelligence, at the neural and genetic level

Intelligence is highly hereditary but also susceptible to environmental contribution

  • Some types more than others
  • Intelligence rather stable through the lifespan
  • However, not stable through history !

Individual differences (3 decks)

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