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Psych 105 > Intelligence > Flashcards

Intelligence Flashcards

1
Q

Study of intellect

A

Psychometric approach

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2
Q

Nature of intelligent thinking

A

Cognitive process approaches

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3
Q

Beyond mental competencies

A

Broader conceptions of intelligence

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4
Q

The ability to acquire knowledge?

A

Intelligence

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5
Q

Franics Galton?

A

Proposed that mental ability is inherited

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6
Q

Binet’s assumptions?

A

Mental ability develops with age

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7
Q

David Wechsler proposed?

A

Intelligence is a set of verbal and non-verbal skills

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8
Q

Reducing large amount of data to smaller number of clusters or factors

A

Factor analysis

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9
Q

Intelligence performance governed by 7 specific abilities

A

Thurstone’s primary abilities

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10
Q

Space

A

Reasoning about visual scenes

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11
Q

Verbal comprehension

A

Understanding verbal statements

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12
Q

Word fluency

A

Producing verbal statements

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13
Q

Number facility

A

Dealing with numbers

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14
Q

Perceptual speed

A

Recognizing visual patterns

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15
Q

Rote memory

A

Memorizing

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16
Q

Reasoning

A

Dealing with novel problems

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17
Q

The three levels of cognitive skills (Carroll’s Three Stratum Model)

A

General
Broad
Narrow

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18
Q

Three specific components

A
  • Metacomponents
  • Performance components
  • Knowledge acquisition components
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19
Q

The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) Branches

A

Branch 1: perceiving emotions
Branch 2: Using emotions to facilitate thought
Branch 3: Understanding emotions
Branch 4: Managing emotions

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20
Q

Stronger emotional bonds
Greater success
Less depression

A

Adaptive advantages in managing emotions

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21
Q

Designed to discover how much someone knows

A

Achievement tests

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22
Q

Measure potential for future learning and performance

A

Aptitude tests

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23
Q

Psychometric standards?

A

Test-retest reliability
Internal consistency
Interjudge reliability

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24
Q

Administer measure to same participants twice and correlate scores

A

Test-retest reliability

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25
Q

All of the items of the test should measure the same thing

A

Internal consistency

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26
Q

Consistency of measurement when different people score the same test

A

Interjudge reliability

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27
Q

Does a test measure what it is supposed to measure?

A

Construct

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28
Q

Do items measure knowledge or skills that comprise the construct?

A

Content

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29
Q

How well does test score predict criterion measures?

A

Criterion-related

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30
Q

Standardization

A

Development of norms

Controlled procedures

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31
Q

Development of norms

A

Provide basis for interpreting individual score - give it meaning

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32
Q

Controlled procedures

A

Control for extraneous factors

Explicit instructions & procedures

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33
Q

Males?

A

greater information processing

6.5 times as much grey matter

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34
Q

Females?

A

greater connectivity

10 times amount of white mater

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35
Q

Quarter to a third of variability

A

Is attributed to shared environmental factors

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36
Q

Children removed from deprived environment show increase in IQ of?

A

10-12 points

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37
Q

Underestimates true intellectual ability

A

Outcome bias

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38
Q

Predicts outcome measures for some groups but not others

A

Predictive bias

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39
Q

Nature-nurture?

A

Differences between ethnic groups are narrowing

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40
Q

Environmental factors are important

A

Analogy for genes and environment

41
Q

Stern’s intelligence Quotient

A

IQ basically

42
Q

IQ formula

A

Mental age/ Chronological age x 100

43
Q

Stanford-Binet vs Wechsler

A

Binet/Stanford was mostly verbal with IQ score

Wechsler was a series of subtests which included verbal as well as performance tests

44
Q

What are the major approaches to the study of intelligence

A

Psychometric

Cognitive processes approach

45
Q

Intelligence performance was governed by

A

General Intelligence and Specific abilities

46
Q

Apply previously learned knowledge into current problems

A

Crystallized Intelligence

47
Q

Fluid intelligence

A

Deal with novel situations without prior knowledge

48
Q

Crystallized intelligence will _______ with aging

A

Not decline

49
Q

Fluid intelligence will _______ with aging

A

decrease

50
Q

The lengths of the arrows from stratum 3 to stratum 2 represent?

A

The contribution of the g factor to each stratum 2 ability

51
Q

Triarchic Theory of Intelligence

A

Part of cognitive process approach

52
Q

What does the triarchic theory (sternberg) address?

A

Psychological processes involved in intelligent behavior

Diverse forms that intelligence can take

53
Q

Metacomponents?

A

Plan and regulate task behaviour

54
Q

Execute strategies specified by meta components

A

Performance components

55
Q

Encode and storing information

A

Knowledge acquisition components

56
Q

Gardner’s Multiple Intelligence

A

8 relatively independent intelligences

57
Q

Linguistic Intelligence?

A

Ability to use language (think writers)

58
Q

Logical Mathematical Intelligence

A

The ability to reason mathematically and logically

59
Q

Visuospatial Intelligence

A

Ability to solve spatial problems (think architecture)

60
Q

Musical intelligence

A

Ability to perceive pitch and rhythm and to understand and produce music

61
Q

Bodily-kinesthetic intelligence

A

Ability to control body movements and skillfully manipulate objects (dancers, athletes, surgeons)

62
Q

Interpersonal intelligence

A

Ability to understand and relate well to others

63
Q

Intrapersonal intelligence

A

Ability to understand oneself

64
Q

Naturalistic intelligence

A

Ability to understand phenomena in the natural world (zoologists and meteorologist)

65
Q

Existential Intelligence

A

Philosophy oriented ability to ponder questions about the meaning of one’s existence, life and death

66
Q 
Reading others emotions accurately
Respond to them appropriately
Motivate oneself
Aware of one's own emotions
Regulate and control one's own emotional repsonses
A

Emotional intelligence

67
Q

Emotional Intelligence leads to?

A
  • Stronger emotional bonds
  • greater success
  • Less depression
68
Q

Achievement tests

A

designed to discover how much someone knows

69
Q

Aptitude tests

A

Measure potential for future learning and performance

70
Q

Achievement pros

A

Metric of future performance

71
Q

Achievement cons?

A

Assumes same opportunities for learning

72
Q

Aptitude pros?

A

Depends less on prior knowledge

73
Q

Aptitude cons?

A

Difficult to construct tests independent of prior knowledge

74
Q

Reliability

A

Test-retest reliability
Internal consistency
Inter judge Reliability

75
Q

Test-retest reliability

A

Administer measure to same participants twice and correlate scores

76
Q

Internal consistency

A

All of the items of the test should measure the same thing

77
Q

Interjudge reliability

A

Consistency of measurement when different people score the same test

78
Q

Validity

A

Accuracy

79
Q

Does a test measure what it is supposed to

measure?

A

Construct

80
Q

Do items measure knowledge or skills that

comprise the construct?

A

Content

81
Q

How well does test score predict criterion

measures?

A

Criterion Related

82
Q

Flynn Effect

A

IQ scores increasing over time as a result of nutrition or environment or technological advances

83
Q

Use problems not tied to knowledge base of culture

Create measures tailored to kinds of knowledge valued in particular culture

A

Assessing intelligence in Non-Western Cultures

84
Q

Raven
Progressive
Matrice measures

A

Fluid intelligence

85
Q

What controls intellectual activities

A

The brain

86
Q

Which brain parts have seen notable increase due to evolution

A

Cerebral cortex and frontal lobes

87
Q

Is brain size related to intelligence in humans

A

No, efficiency is key

88
Q

Males have

A

Greater information processing and 6.5 times as much grey matter

89
Q

Females have

A

Greater connectivity and 10 times the amount of white matter

90
Q

Strong genetic component

A

No intelligence gene

91
Q

Quarter to a third of variability attributed to?

A

Shared environmental factors

92
Q

Children removed from deprived environments show increase in IQ of?

A

10-12 pts

93
Q

Outcome bias

A

Underestimating intellectual ability

94
Q

Predictive bias

A

Predicting outcome measures for some but not others

95
Q 
Better at
perceptual speed
Verbal fluency
Mathematical calculation
Fine motor coordination
A

Females

96
Q

Spatial tasks
Throwing, catching
Mathematical Reasoning

A

Males

97
Q

What is considered gifted

A

130+ IQ (10% of population)

98
Q

Eminence

A

-Highly developed mental abilities but also specific abilities related to ones field
Creative problem solving
Motivation/dedication

99
Q

Cognitively disabled

A

3-5% of population
Mildly disabled can enter school
Problems with reading, writing, memory,
mathematical computation

Psych 105 (5 decks)

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