Intelligence and Academic Achievement Flashcards
G (general intelligence)?
Cognitive processes that influence the ability to think and learn on all intellectual tasks
Tasks on intelligence tests are positively correlated
Fluid intelligence? + change with age
Ability to think on the spot, example drawing inferences and understanding relations between concepts that have not been encountered previously. Closely related to addition of novel tasks, speed of information processing, working-memory functioning, and ability to control attention.
Peaks around age 20 and slowly declines thereafter.
Crystallised intelligence? + change with age
Factual knowledge, such as word meanings, state capitals, math etc. Reflects long-term memory for prior experiences and is closely related to verbal ability.
Increases steadily whole life.
Stability of IQ?
- From age 5 correlations of IQ tests are strong
- The closer in age the tests are given the stronger the correlation (e.g. ages 5 and 7 scores are more positively correlated than ages 5 and 9 scores)
- Scores are not constant for individuals over time
What increases stability of IQ?
- Stability increases when:
- A child believes academic performance is valuable
- A child’s parents take interest in their success
- A child’s parents use firm but modest discipline (Authoritative)
Primary mental abilities?
7 abilities proposed by Thurstone as crucial to intelligence
Word fluency, verbal meaning, reasoning, spatial visualisation, numbering, memory, perceptual -> school testing things
Three-stratum theory of intelligence?
Carroll’s model that places g at the top of the intelligence hierarchy, eight moderately general abilities in the middle, and many specific processes at the bottom
Wechsler Intelligence Scale for Children (WISC)?
Widely used test designed to measure the intelligence of children 6 years and older
IQ (intelligence quotient)?
A Quantitative measure of a child’s intelligence relative to that of other children of the same age
Normal distribution?
Pattern of data in which scores fall symmetrically around a mean value, with most scores falling close to the mean and fewer and fewer scores farther from it
Standard deviation (SD)?
Measure of the variability of savouries in a distribution; 68% fall within 1 SD of the mean, and 95% fall within the 2 SD of the mean
What is most closely related to a child’s later occupational success?
A child’s IQ score is more closely related to the child’s later occupational success than is the socio-economic status, the school, or any other variable that has been studied.
Self-discipline?
Ability to inhibit actions, follow rules, and avoid impulsive reactions
- 3 effects of genotype-environment interactions/relations?
Passive effects
Evocative effects
Active effects
- Passive Effects?
The overlap between their patents’ genes (and therefore interest) and their own, not because anything the child does. Example, kids whose genotype predispose them to readily are likely to have access to a lot of books because their parents like reading as well.
- Evocative effects?
Children’s influence on other people’s behaviour. Example, parents will read more to a child that is interested than a child who is uninterested.
- Active effects?
Children choosing environments they enjoy. Example, a high school student who loves reading will read a lot, regardless of other they were read to when young.
What can explain why children’s IQ become more closely related over time to their biological parents, even if they’re adopted and never seen their biological parents?
The evocative and active effects
With age, children increasingly shape their own environments in ways that reflect their personalities and tastes.
- The Immediate Environment effect on IQ - Family?
- Emotional and verbal responsiveness of primary caregiver
- Avoidance of excessive restrictions and punishment
- Provisions of appropriate play material
- Maternal* involvement with child, support
- Opportunities for variety of daily stimulation, try new things and challenges