INTELLIGENCE Flashcards
Intelligence is the general mental ability to:
- acquire knowledge
- think and reason effectively
- deal adaptively with the environment
Sir Francis Galton- Hereditary Genius (1869)
- intelligence is hereditary
- first to quantify intelligence
- family trees
- nervous system: high pitched sounds/ colour perception
- sensory processes are not mental processes
- environment and life opportunities?
Alfred Binet- Concept of mental age (1904)
- commissioned by Ministry of Education
- standardised interview based test
*does not allow for comparison
William Stern- IQ (1912)
IQ= mental age/chronological age x 100
*less useful for adults
Modern IQ Testing
- standardisation (M=100, SD=15)
- normal distribution
- 130+ genius
- <70 learning disability (mild, moderate, severe and profound)
Stanford Binet
-Lewis Terman- mid 1920s
- too reliant on verbal skills
- single IQ score doesn’t give understanding
- revised version scores 5 different cognitive abilities
Wechsler Scale (WAIS/WISC)
-WAIS-IV (2008) is the latest version
-4 index scales
-verbal comprehension index
-working memory index
-perceptual reasoning index
-processing speed index
=full scale IQ (FSIQ)
Wechsler Scale (WAIS/WISC)-verbal comprehension index
- similarities
- vocab
- information
- comprehension
Wechsler Scale (WAIS/WISC)- working memory index
- digit span
- arithmetic
- letter-number sequencing
Wechsler Scale (WAIS/WISC)- perceptual reasoning index
- block design
- matrix reasoning
- visual puzzles
- figure weighs
- picture completion
Wechsler Scale (WAIS/WISC)-processing speed index
- symbol search
- coding
- cancellation
Raven’s Progressive Matrices (RPM) 1938
*WAIS was criticised for being reliant on skills developed in Western culture
- assesses non verbal reasoning with increasingly difficult patterns -more culturally fair
- correlated positively with traditional IQ tests
How to manage cross-cultural challenges in intelligence tests?
- create culturally specific tests
- create culturally independent reasoning problems
Two Factor Theory - Charles Spearman (1927)
g= eternal intelligence
- positive manifold
- using factor analysis
- high loading tests:RPM
s=specific intelligence
Two Factor Theory - Charles Spearman (1927)
Factor Analysis
extract underlying latent factors or components based on correlations between measured variables or items
e.g.
vocab and grammar under language
arithmetic and geometry under math
Primary Mental Abilities -Thurstone (1938)
- space
- verbal comprehension
- word fluency
- number facility
- perceptual speed
- rate memory
- reasoning
*practical for teachers to identify specific areas
Crystallised and Fluid Intelligence
Cattell (1971) and Horn (1985)
Crystallised Intelligence
- previously acquired info, knowledge, skills
- long term memory required
- does not decline with age
Crystallised and Fluid Intelligence
Cattell (1971) and Horn (1985)
Fluid Intelligence
- problems that can be solved by past
- working memory required
- declines with age
Three Stratum Theory - Carroll (1993)
3-General- g factor
2- Broad- 8 factors-primary mental abilities and fluid and crystallised intelligence
1-narrow- specific tasks of cognitive ability
IQ and life outcomes
Academic performance
- reading, writing, meths skills
- secondary (r=.6) and university (r= .3 -.5) grades
IQ and life outcomes
Life success r=.5
- job performance on complex tasks (better predictor that job experience)
- income
- occupational prestige
IQ and life outcomes
Health
- longevity
- development of other physical organs
- lifestyle choices
- access to better environment and support
Uses of intelligence tests
- educational psychology
- application/ admission tests
- job selection
- clinical settings
- personal development
- research
- legal system
Intelligence and Genes
Segal and Russell (1991)-twin study
-using WISC
-treatment is different
-MZ, r= .84-.88
DZ, r= .54-.60
Intelligence and Genes
Plamin et al (1997)-adoption study
-children’s IQ more similar to biological vs adoptive parents
Intelligence and Genes
Haworth et al (2010)-cross cultural twin study
- 11,000 twins from USA, Australia, Netherlands, UK
- genetic influence increases overtime
Intelligence and the brain
McDaniel (2005) Pietschnig (2015)
- brain volume r=.3-.4
- meta analysis of MRI studies
Intelligence and the brain
Jung and Haier (2007)
-frontal and parietal cortices
Intelligence and the brain
Narr et al (2007) Basten et al (2015)
-amount of grey matter
Intelligence and the environment [accounts for 30-50% of variance in intelligence]
Bouchard et al (1981,1990)
30% of IQ variance in children can be explained by shared environment.
Intelligence and the environment [accounts for 30-50% of variance in intelligence]
Schiff et al (1982,1986)
- socioeconomic status
- adoption into middle-upper class
- WISC competed at 10
- IQ correlates with families SES r=.4 (Lubinski,2004)
Intelligence and early interventions
Head start
- compensate for limited learning environments
- half a day at ate 4
=not a great outcome
*was not intense enough
Intelligence and early interventions
Abecedarian Programme
-more intensive 6months-5 years
=increase in intelligence in this group compare to controls
Confounding variables
- persistence
- motivation
- interest
- self efficacy
- test anxiety
25-30% variance in academic an job performance explained by IQ.
Definition is too narrow:
- manual practical problems
- creative problems
- physical problems
- interpersonal problems
Multiple Intelligences
Gardener (2003)
Goleman (1995)
emotional intelligence accounts for more variance when predicting life success
Mayer and Salovey (2004)- emotional intelligence test
- perceiving emotions: ability too recognise emotions in oneself and others
- using emotions: using emotion to communicate in cognitive processes
- understanding emotions: understand info and meaning
- managing emotions: open to feelings and modulate to promote growth
Emotional intelligence and predictors
Emotional intelligence and higher life satisfaction and subjective wellbeing. r=.4-.5
Emotional intelligence a strong predictor of wellbeing than IQ (mediated by SES).
