intelligence and moral development

Question 1

state theories of intelligence.

Answer 1

• factor analytic approach
• information-processing approach
• multiple intelligence

Question 2

why can intelligence have variability?

Answer 2

due to ethnocentrism of tests, IQ is biased against minorities.

Question 3

define intelligence.

Answer 3

capacity of a person to understand the world and meets its demands or a general reasoning capacity useful in problem-solving tasks of all kinds.

Question 4

define total intelligence.

Answer 4

repertoire of behavioural responses that an individual has attained at any given point, or general property or quality of brain.

Question 5

what does ‘g’ stand for?

Answer 5

general intelligence.

Question 6

what is the difference between fluid and crystallised intelligence?

Answer 6

fluid intelligence involves basic reasoning ability that can be applied to a wide range of problems, whereas crystallised intelligence involves factual knowledge about the word, that is not biologically based.

Question 7

state the three stratums from the three-stratum theory.

Answer 7

one - narrow abilities
two - broad abilities
three - ‘g’.

Question 8

how is someones IQ calculated and compared to the populations?

Answer 8

mental age (raw score) / chronological age (expected score) X 100.

Question 9

give implications of IQ tests.

Answer 9

• identify children who are likely to struggle with mainstream education, and make decisions about support for that child.
• predict academic and occupational attainment.

Question 10

name issues with internal validity in IQ testing.

Answer 10

• simplistic - narrowed down to a single score

- culturally biased

Question 11

name ethical issues of IQ testing.

Answer 11

• potential for error
• env changes
• impact self-concept
• prejudice/ stereotype threat

Question 12

what percentage of variance is academic achievement accounted for my intelligence.

Answer 12

25%.

Question 13

within family variations (non-shared) have a greater/ smaller impact than between family variations when homes lacking in intellectual stimulation are regarded.

Answer 13

greater.

Question 14

school has a greater/smaller influence over word arithmetic than figure analogies.

Answer 14

greater.

Question 15

on average, how many points lower do children living in SES score compared to middle-class children?

Answer 15

10 - 15 points lower.

Question 16

give evidence for a cumulative risk of intelligence.

Answer 16

children with 7 or 8 risk factors had an IQ over 30 points lower than children with no risk factors.

Question 17

define the Flynn effect.

Answer 17

rise of 3 pts per 10 years in IQ scores across a population.

Question 18

true of false: in equal societies there is higher gain in low SES children due to a shift in abstract problem solving, than in unequal societies.

Answer 18

true.

Question 19

define development of morals

Answer 19

how children come to think about rights and obligations involving themselves and other people.

Question 20

define moral realism.

Answer 20

judging actions based on consequences and not the child’s intentions.

Question 21

describe the difference between heteronomous morality and autonomous morality.

Answer 21

heteronomous is the morality or constraint (5-10 years), whereas autonomous morality is the morality of cooperation (10 years+).

Question 22

what did kolhberg assess from moral dilemmas?

Answer 22

why children chose the answer they did - moral reasoning.

Question 23

state the six stages of kohlbergs more reasoning, (pre, conventional, post).

Answer 23

• punishment and obedience
• instrumental
• good-boy, good-girl
• social order
• social contract
• ethical principle

Question 24

state theories of moral dev.

Answer 24

• sociobiological
• psychoanalytic
• social learning perspectives

Question 25

give limitations of Piaget.

Answer 25

• underestimated abilities in young children (understanding of intention, reasoning about authority figures)
• task demands
• lack of clarity about exactly what is developing.

Question 26

give evidence for gender bias in moral dev.

Answer 26

girls tend to be focused on care, whereas men more focused on justice.

Question 27

give evidence for cultural differences.

Answer 27

• 84% of Indians favoured the interpersonal obligation, compared to 39% of Americans.

Question 28

describe the difference between moral and social-conventional domains.

Answer 28

moral includes violations of others rights and so leads to damage of others welfare, requires reparation to victim, social conventional includes violations of social norms or conventions and so leads to disrupted social order and social attention/ridicule, requires restoration of social order.

Question 29

severity of domains depends on…

Answer 29

• how serious
• who sees it
• rules against it
• whether adult says you can do it

Question 30

how can early family experience shape morals?

Answer 30

• affective interpersonal relationships

- parent responses

Question 31

which violation is more likely to elicit self-focused attention…

Answer 31

social conventional

- moral violations focus on consequences of victim.

Question 32

personal deviations from the norm was more …. , whereas violation of others rights was more …

Answer 32

… self-directed , … other-directed