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MSc Psychology: Individual Differences > Intelligence > Flashcards

Intelligence Flashcards

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1
Q

Who proposed that intelligence is not given by the senses, but acquired through them

1/ Aristotle
2/ Socrates
3/ Plato
4/ Binet

A

3/ Plato

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2
Q

Who proposed that Intellect takes the form of the psyche, it is biological and separates humans from animals

1/ Aristotle
2/ Socrates
3/ Plato
4/ Binet

A

1/ Aristotle

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3
Q

According to Aristotle, intellect is comprised of 2 parts. Pick 2 answers

1/ Innate intellect (cognitive capacity that someone is born with)
2/ Active intellect (organisation of information from the senses)
3/ Latent intellect (cognitive capacity that is developed, usually in childhood and adolescence)
4/ Passive intellect (Information from the senses)

A

2/ Active intellect (organisation of information from the senses)
4/ Passive intellect (Information from the senses)

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4
Q

In relation in intelligence, Galton proposed that

1/ It is learnt and developed through interacting with the environment
2/ It is significantly affected by hereditary factors
3/ Only males are capable of abstract thought
4/ Phrenology was the key to understanding it

A

2/ It is significantly affected by hereditary factors

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5
Q

Galton used

1/ An idiographic approach
2/ A nomothetic approach
3/ A lexical approach
4/ Factor analysis

A

2/ A nomothetic approach

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6
Q

Which of these did Galton use to measure intelligence

1/ Reaction times
2/ Keenness of sight and hearing
3/ Ability to distinguish colours
4/ Eye judgement
5/ All of the above
A

5/ All of the above

Most of these measure have been discarded, but reaction time is still used today.

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7
Q

Who is associated with the Anthropomorphic Lab at the International Health Exhibition

1/ Binet
2/ Galton
3/ Terman
4/ Yerkes

A

2/ Galton

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8
Q

Who is credited with creating the first intelligence test?

1/ Binet
2/ Galton
3/ Terman
4/ Yerkes

A

1/ Binet

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9
Q

Who did Binet collaborate with to create the Binet-Simon scale?

1/ Theodore Simon
2/ Paul Simon
3/ Pierre Simon
4/ Alvin Simon

A

1/ Theodore Simon

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10
Q

Which of the following statements is true of the Binet-Simon Scale?

1/ Designed to identify primary school children who’s lack of success or ability may lead to the requirement of special educational help
2/ The test was standardised around ages, meaning it was possible to determine a child’s ‘mental age’ (so someone who is 7, but can only pass the test designed for a 6 year old, would be given a mental age of 6)
3/ The test comprised a series of 30 short tasks related to everyday activity
4/ All of the above

A

4/ All of the above

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11
Q

Who is responsible for converting the Binet-Simon Scale to the Stanford-Binet Test in America?

1/ Theodore Simon
2/ George Stanford
3/ Lewis Terman
4/ Robert Yerkes

A

3/ Lewis Terman

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12
Q

Who is responsible for developing the idea of intelligence quotient (IQ)

1/ Theodore Simon
2/ Alfred Binet
3/ Lewis Terman
4/ William Stern

A

4/ William Stern

He found that the ratio of chronological age vs mental age in the Binet-Simon scale appeared very stable across time

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13
Q

The formula Stern used to determine IQ was

1/ (mental age / chronological age) x 100
2/ (chronological age / mental age) x 100
3/ (mental age x chronological age) / 100
4/ (chronological age x mental age) / 100

A

1/ (mental age / chronological age) x 100

so an 8 year old (chronological age) who scores what a 6 year old ‘should’ score (mental age)…

(6/8) x 100 = 75

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14
Q

Which key features distinguish the Standford-Binet Test from the Binet-Simon Scale?

1/ The adoption of the IQ formula allowed children to be compared across ages (rather than within ages)
2/ It is regarded to have adopted a far more representative sample for standardisation
3/ It featured less mathematic and geometric perception problems
4/ Answers 1 & 3
5/ Answers 1 & 2

A

5/ Answers 1 & 2

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15
Q

Who was appointed head of the Committee on the Psychological Examination of Recruits (responsible for implementing the use of IQ in WW1 military recruitment)?

1/ Theodore Simon
2/ Alfred Binet
3/ Lewis Terman
4/ Robert Yerkes

A

4/ Robert Yerkes

It was used to determine appropriate recruits for specific tasks.

Terman was also on the committee

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16
Q

Why did the Committee on the Psychological Examination of Recruits develop the Army Alpha and Army Beta tests rather than using the Stanford-Binet Test?

1/ Because most prospective recruits were illiterate
2/ Because the Standford-Binet Test was designed for children
3/ Because they needed a way to test many people simultaneously under the supervision of a single examiner
4/ Because the Standford-Binet Test ignored the importance of alpha male intellect versus beta male intellect

A

3/ Because they needed a way to test many people simultaneously under the supervision of a single examiner

The alpha test was for literate recruits, whereas the beta was for illiterate recruits and those with a poor level of English language

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17
Q

Who is credited with introducing the idea of general intelligence (G / G-Factor )?

1/ Charles Spearman
2/ Alfred Binet
3/ Lewis Terman
4/ Robert Yerkes

A

1/ Charles Spearman

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18
Q

What method did Spearman use in his development of general intelligence?

1/ Linear regression
2/ Factor analysis
3/ Spearman’s rho
4/ Pearson’s r

A

2/ Factor analysis

He noticed that scores in different test tasks were correlated, so may be actually testing the same thing

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19
Q

What did Spearman call the phenomenon of correlated scores on tests of differing nature?

1/ The Positive Manifold
2/ Phantom G
3/ IQ
4/ Spearman’s Rho

A

1/ The Positive Manifold

Spearman suggested that “G” was responsible for the positive manifold

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20
Q

“G” is the second factor of intelligence as proposed by Spearman. What is the first?

1/ “S” (specific abilities)
2/ “S” (special abilities)
3/ ‘S” (spatial abilities)
4/ “S” (subordinate abilities)

A

1/ “S” (specific abilities)

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21
Q

Which intelligence test did Weschler publish in 1939?

1/ Wechsler Adult Intelligence Scale (WAIS)
2/ Wechsler Intelligence Scale for Children (WISC)
3/ Wechsler–Bellevue Intelligence Scale
4/ Wechsler-Spearman Intelligence Scale

A

3/ Wechsler–Bellevue Intelligence Scale

The Wechsler Adult Intelligence Scale (WAIS) was published in 1955 as a revision of the above (as was the WISC for children)

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22
Q

How were/are Weschler’s test administered?

1/ Many participants, one tester
2/ Many participants, a panel of testers
3/ One participant, one tester
4/ One participant, a panel of testers

A

3/ One participant, one tester

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23
Q

The various categories in Weschler’s WAIS/WISC are arranged across which 2 criteria?

1/ Abstract & practical
2/ Verbal & performance
3/ General & specific
4/ Alpha & beta

A

2/ Verbal & performance

24
Q

Weschler introduced the idea of deviation IQ. Considering Weschler’s tests are designed for all ages, how was Stern’s formula modified to achieve this?

1/ (Actual test score x expected score for that age) / 100
2/ (Actual test score / expected score for that age) x 100
3/ (Actual test score / expected score for that age) / 100
4/ (Actual test score x expected score for that age) x 100

A

2/ (Actual test score / expected score for that age) x 100

25
Q

What does “deviation IQ” mean?

1/ Deviance of individuals is calculated, with higher deviance expressed as a higher score
2/ A theory that provides a fundamentally different approach to intelligence testing from more traditional notions of IQ
3/ Intelligence is calculated as a number that is valued with reference to the 100 mean
4/ An inverse measure of intelligence, where the higher the score, the lower the intelligence of the individual

A

3/ Intelligence is calculated as a number that is valued with reference to the 100 mean

26
Q

What statistical tool did Weschler use to classify scores on his intelligence tests?

1/ Linear regression
2/ Factor Analysis
3/ Spearman’s Rho
4/ The normal distribution

A

4/ The normal distribution

68% of the population will fall within 1 standard deviation from the mean (+/- = 115/85)
95% of the population will fall within 2 standard deviations of the mean (130/70)
These SD groups dictate the classification (1SD = normal, between 1 SD & 2 SD is considered low/high, a score that is outside 2 SDs is considered very low or very high.

27
Q

Who was responsible for Progressive Matrices (published in 1939)?

1/ John Crowe
2/ John C. R. Aven
3/ John Craven
4/ John C. Raven

A

4/ John C. Raven

28
Q

Although significantly different from Wechsler’s model, Raven’s Progressive Matrices are still rooted in the rationale based on what?

1/ Spearman’s theory of “G”
2/ Spearman’s Rho
3/ The Stanford-Binet Test
4/ Linear regression

A

1/ Spearman’s theory of “G”

29
Q

What kind of tasks are absent from Raven’s Progressive Matrices?

1/ Perception tasks
2/ Geometric tasks
3/ Language based tasks
4/ Tasks designed to emphasis object relationships

A

3/ Language based tasks

30
Q

Raven’s Progressice Matrices still produce a score that is mapped to the standard distribution for that age in order to obtain an IQ deviation score.

True
False

A

True

31
Q

Thurstone’s alternative concept in place of Spearman’s “G” was based on how many primary abilities?

1/ 1
2/ 3
3/ 5
4/ 7

A

4/ 7

1/ Associative memory - ability for rote (learning through routine or repetition) memory
2/ Number - ability to carry out mathematical operations accurately
3/ Perception speed - ability to perceive details, anomalies, and similarities in visual stimuli
4/ Reasoning - ability in inductive and deductive reasoning
5/ Space (spatial visualisations) - ability to transform spatial figures mentally
6/ Verbal comprehension - ability in reading, comprehension, and verbal analogies
7/ Word fluency - ability to generate and use effectively a large number of words and letters

32
Q

That is a genotype?

1/ The set of observable characteristics of an individual resulting from the interaction of its genes with the environment.
2/ An idea, behaviour, or style that spreads by means of imitation from person to person
3/ Changes in organisms caused by modification of gene expression rather than alteration of the genetic code itself
4/ The part of the genetic makeup of a cell, and therefore of any individual, which determines one of its characteristics

A

4/ The part of the genetic makeup of a cell, and therefore of any individual, which determines one of its characteristics

33
Q

What is a phenotype?

1/ The set of observable characteristics of an individual resulting from the interaction of its genotype with the environment.
2/ An idea, behaviour, or style that spreads by means of imitation from person to person
3/ Changes in organisms caused by modification of gene expression rather than alteration of the genetic code itself
4/ The part of the genetic makeup of a cell, and therefore of any individual, which determines one of its characteristics

A

1/ The set of observable characteristics of an individual resulting from the interaction of its genotype with the environment.

34
Q

What does IQ stand for?

1/ Intelligence Quota
2/ Intelligence Quotient
3/ Intellectual Questions
4/ Intellectual Quota

A

2/ Intelligence Quotient

35
Q

Who wrote “The Bell Curve”?

1/ Francis Galton & Charles Darwin
2/ Douglas Murray & Hans Eysenck
3/ Alfred Binet & Théodore Simon
4/ Charles Murray & Richard Herrnstein

A

4/ Charles Murray & Richard Herrnstein

36
Q

Which of the following is not a psychometric model of intelligence?

1/ Two-Factor Model (Spearman, 1923)
2/ Stanford-Binet Test (Terman, 1916)
3/ Primary Mental Abilities (Thurstone, 1938)
4/ Fluid/Crystallised Intelligence (Cattell, 1963)

A

2/ Stanford-Binet Test (Terman, 1916)

37
Q

According to Cattell (1963), “fluid intelligence” (Gf) is

1/ The ability to solve new problems, use logic in new situations, and identify patterns.
2/ The ability to respond quickly and accurately to stimuli
3/ The ability to consider problems over time, and produce superior responses through cognitive processing
4/ The ability to use learned knowledge and experience

A

1/ The ability to solve new problems, use logic in new situations, and identify patterns.

38
Q

According to Cattell (1963), “crystalised intelligence” (Gc) is

1/ The ability to solve new problems, use logic in new situations, and identify patterns.
2/ The ability to respond quickly and accurately to stimuli
3/ The ability to consider problems over time, and produce superior responses through cognitive processing
4/ The ability to use learned knowledge and experience

A

4/ The ability to use learned knowledge and experience

39
Q

The neural efficiency hypothesis suggests that

1/ Brighter individuals show more brain activity when doing the same cognitive task as less bright people
2/ Brighter individuals show less brain activity when doing the same cognitive task as less bright people
3/ Brighter individuals can withstand a greater volume of neural decay over time without displaying cognitive decline than less bright people
4/ Brighter individuals can withstand a lesser volume of neural decay over time without displaying cognitive decline that less bright people

A

2/ Brighter individuals show less brain activity when doing the same cognitive task as less bright people

40
Q

Who proposed the “multiple intelligences model”?

1/ Howard Gardner
2/ Charles Spearman
3/ Lewis Terman
4/ Robert Sternberg

A

1/ Howard Gardner

41
Q

According to Gardner’s multiple intelligences model, how many criteria must an intelligence modality meet in order to be included in the model?

1/ 3
2/ 5
3/ 7
4/ 8

A

4/ 8

1/ Potential for brain isolation by brain damage
2/ Place in evolutionary history
3/ Presence of core operations
4/ Susceptibility to encoding (symbolic expression)
5/ A distinct developmental progression
6/ The existence of savants, prodigies and other exceptional people
7/ Support from experimental psychology
8/ Support from psychometric findings

42
Q

According to Gardner’s multiple intelligences model, how many intelligence modalities meet the 8 criteria to be included in the model?

1/ 3
2/ 5
3/ 7
4/ 8

A

4/ 8

1/ Musical-rhythmic,
2/ Visual-spatial,
3/ Verbal-linguistic,
4 Logical-mathematical,
5/ Bodily-kinesthetic,
6/ Interpersonal,
7/ Intrapersonal,
8/ Naturalistic
43
Q

Who is responsible for the Triarchic Theory of intelligence?

1/ Howard Gardner
2/ Charles Spearman
3/ Lewis Terman
4/ Robert Sternberg

A

4/ Robert Sternberg

44
Q

What kind of approach does Sternberg’s Triarchic Theory use?

1/ Psychometric
2/ Idiographic
3/ Cognitive
4/ Phrenology

A

3/ Cognitive

It was one of the first theories of intelligence to go against the psychometric approach

45
Q

What are the three components of Sternberg’s Triarchic model?

1/ Metacomponents, performance components, and knowledge-acquisition components.
2/ Metacomponents, predictive components, and knowledge-acquisition components.
3/ Metacomponents, direct components, and knowledge-acquisition components.
4/ Metacomponents, performance components, and general components.

A

1/ Metacomponents, performance components, and knowledge-acquisition components.

46
Q

How many types of giftedness does Sternberg recognise in his Triarchic model?

1/ 3
2/ 5
3/ 7
4/ 8

A

1/ 3

Analytical giftedness (problem solving), synthetic giftedness (creativity, intuition, and a study of the arts), and practical giftedness (the ability to apply synthetic and analytic skills to everyday situations)

47
Q

Which 4 proposed abilities are associated with emotional intelligence?

1/ Perceiving, reflecting, understanding, and managing emotions
2/ Perceiving, empathising, understanding, and managing emotions
3/ Perceiving, using, understanding, and managing emotions
4/ Sympathising, empathising, understanding, and managing emotions

A

3/ Perceiving, using, understanding, and managing emotions

48
Q

What is factor analysis?

1/ A statistical method of predicting future correlations between 2 factors or tasks
2/ A measure of correlation between 2 factors or tasks
3/ A statistical procedure for identifying common factors that underlie performance across a set of tasks
4/ A statistical way of measuring the affect of situational factors on deviation IQ

A

3/ A statistical procedure for identifying common factors that underlie performance across a set of tasks

49
Q

Spearman proposed the concept of “S-factor” to explain what?

1/ The positive manifold
2/ The correlation between various different test scores
3/ The variance within generally correlated scores in various different tests
4/ The variance between various different test scores across age groups, gender, and race

A

3/ The variance within generally correlated scores in various different tests

50
Q

Who proposed the “Primary Mental Abilities” model?

1/ Howard Gardner
2/ Charles Spearman
3/ Lewis Terman
4/ Louis Thurstone

A

4/ Louis Thurstone

51
Q

Who proposed the “Verbal-Perceptual” model?

1/ Howard Gardner
2/ Philip Vernon
3/ Lewis Terman
4/ Louis Thurstone

A

2/ Philip Vernon

52
Q

In Vernon’s Verbal-Perceptual model, g-factor is split into 2 component parts. What is meant by the v:ed factor?

1/ Verbal-varied factor
2/ Verbal-environmentally driven factor
3/ Verbal-educational factor
4/ Verbal-essential drive factor

A

3/ Verbal-educational factor

53
Q

In Vernon’s Verbal-Perceptual model, g-factor is split into 2 component parts. What is meant by the k:m factor?

1/ Performance-manual skill factor
2/ Perceptual-mechanical skill factor
3/ Kinetic-mechanical skill factor
4/ Kinetic-manual skill factor

A

2/ Perceptual-mechanical skill factor

spatial, practical, and mechanical abilities

54
Q

Who did Gardner work with when developing his model of multiple intelligences?

1/ Healthy children and healthy adults
2/ Brain damaged children and brain damaged adults
3/ Healthy children and brain damaged adults
4/ Brain damaged children and healthy adults

A

3/ Healthy children and brain damaged adults

55
Q

What evidence did Gardner site for the taxonomy of faculties used in his model of multiple intelligences?

1/ Psychometric data analysed using factor analysis
2/ Idiographic data drawn from multiple case studies
3/ Physiological data associating different faculties with different brain regions
4/ Large data sets drawn from multiple sources (test scores, educational achievement, physical tests etc)

A

3/ Physiological data associating different faculties with different brain regions

56
Q

Regarding “G-factor”, Gardner….

1/ Dismissed the idea
2/ Felt that traditional IQ tests did not test for all intelligences
3/ Felt that it was a basically correct, but incomplete theory
4/ 1 & 3
5/ 1 & 2

A

5/ 1 & 2

MSc Psychology: Individual Differences (5 decks)

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