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Social, personality and abnormal year 2 > Intelligence lecture 2 > Flashcards

Intelligence lecture 2 Flashcards

Theories and measures

1
Q

What did Spearman find when testing intelligent-related test scores for UK school children from 1904 to 1921? What did he theorise to explain this?

A

A positive relation between the scores
There is a general intelligence factor - he called ‘g’

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2
Q

What is in Spearman’s 2 factor model and what is within each factor?

A
  • Specific abilities - vocabulary, maths, spatial
  • General intelligence - g, the underlying performance on all specific abilities
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3
Q

What tests did Spearman’s g lead to the creation of? (3)

A

WAIS
WISC
Raven’s matrices

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4
Q

What did David Wechsler (~1939) develop (2) and what were they based on?

A

The Wechsler Adult Intelligence Scale (WAIS) and the Wechsler Scale for Children (WISC)
Based on Spearman’s work

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5
Q

How is intelligence calculated and standardised on the WAIS?

A

(Actual test score/expected score of that age) x 100 then standardised
The mean score of the standardised scores is zero (normally distributed)

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6
Q

What are some of the subtests making up the WAIS? (6)

A
  • Vocabulary
  • Similarities
  • Block design
  • Matric reasoning
  • Digit span
  • Symbol search
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7
Q

Why is the WAIS seen to measure g?

A

G influences performance of the specific abilities and these abilities are each measured by some tests in the WAIS - altogether it makes G

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8
Q

How is the WAIS different to previous tests?

A

Compared the scores to means rather than age to involve deviation IQ - avoids proportional change across age groups as you are instead compared to the expected score for your age that is standardised

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9
Q

What does John Raven (~1938) focus on when designing his test?

A

The idea that g is an abstract ability

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10
Q

How does Raven’s progressive matrices differ from other tests? Why does he do this?

A

It uses images rather than language in order to be a test free from cultural differences

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11
Q

What are 3 uses of intelligence tests?

A

Education - e.g. SEN
Research - e.g. associations with intelligence, group differences
Clinical settings - e.g. brain injuries

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12
Q

What did L.L Thurston argue? (2)

A
  • Spearman’s work hadn’t shown that ‘g’ was influencing the different tests, only that they correlated
  • ‘g’ results from seven ‘primary mental abilities’ rather than lies behind them
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13
Q

What are Thurston’s 7 primary abilites?

A

Associative memory
Number
Perceptual speed
Reasoning
Space
Verbal comprehension
Word fluency

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14
Q

What did Raymond Cattell propose?

A

Fluid and crystallised intelligence

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15
Q

What is Fluid intelligence (Gf)?

A

The ability to solve abstract relational problems that have not been explicitly taught and are free from cultural influences.

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16
Q

What is Crystallised intelligence (Gc)?

A

The ability to solve problems that depend on knowledge acquired in school or through other experiences

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17
Q

Which kinds of intelligence do the WAIS and Raven’s each measure better?

A

WAIS = crystallised
Raven’s = fluid

18
Q

What are the 3 groups of elemental abilities suggested by J.P. Guildford?

A
  • Operations: Mental processing - evaluation, memory, cognition
  • Content: Mental material we possess that operations are performed on - visual, auditory, semantic, behavioural, symbolic
  • Products: how information is stored, processed and used to make connections - units, classes, relations, systems
19
Q

What is an issue with Guildford’s structure of intellect theory?

A

Opens up the ideas of what intelligence is, but may be too complex to provide a definitive theory and little support when theory has been tested

20
Q

What did Philip Vernon (1950;1956) argue?

A

Intelligence is made up of various groups of abilities that can be described at various levels
From specific, to groups to general

21
Q

What are the levels on Vernon’s hierarchy?

A
  • G
  • Two major groups - verbal/educational and spatial/mechanical
  • Minor groups, divided from the major groups
  • Specific factors
22
Q

What are 2 hierarchical theories, other than Vernon’s?

A
  • Three-Striatum Model of Human Cognitive Abilities (Carroll, 1993)
  • Cattle-Horn-Carroll Theory (McGrew, 1997)
23
Q

What are the types of intelligence included in Howard Gardner’s Multiple Intelligences? (8)

A

Musical
Kinesthetic
Interpersonal
Linguistic
Mathematical
Naturalistic
Intrapersonal
Visual

24
Q

What were Howard Gardner’s main arguments? (4)

A
  • Disputes that intelligence is a sensory system
  • Disagrees that intelligence is the same as a learning process
  • Intelligence needs to be assessed through activities, not traditional tests
  • Western education is tailored to certain abilities and not others
25
Q

What does the multiple intelligences theory propose?

A

Each intelligence is in a different section of the brain and works independently
(This isn’t empirically supported though)

26
Q

What did Law and Zentner (2012) develop?

A

A profile of musical perception skills (PROMS)
An objective performance test

27
Q

What does the PROMS test and what does it try to do?

A

9 musical perceptual capacities
Tries to overcome comparison between ‘musicians’ and ‘non-musicians’ - anyone can do it

28
Q

What are some issues with multiple intelligences?

A
  • Lack of empirical evidence and validity (Waterhouse, 2006)
  • Some argue that the use of intelligence tests created around the idea of ‘g’ support the idea of a single general intelligence (Gottfredson, 2004)
  • Some argue that multiple intelligences relate to specific abilities or lower levels of hierarchical models (Visser et al., 2006)
29
Q

What does Sternberg’s triarchic theory view intelligence as?

A

The ability to achieve success within a socio-cultural context

30
Q

What are the 3 parts of Sternberg’s triarchic theory?

A
  • Analytical intelligence - Componential Sub-theory: The mental mechanisms that underlie successful intelligence
  • Creative intelligence - Experiential Sub-theory: The role of experience in mobilising cognitive mechanisms to meet environmental demands
  • Practical intelligence - Contextual Sub-theory: The way in which people use these mechanisms to demonstrate intelligent behaviour
31
Q

What happened to the intelligence of Scottish children tested in 1932 and in 1998?

A

There was a slight age-related increase
It was quite stable (r .60)

32
Q

What is the Flynn effect?

A

IQ tests need to be re-normalised periodically in order to hold the average score at 100 - IQ seems to increase across generations (by about 10 IQ points

33
Q

How much variance is there still to account for after taking genes into account for the Flynn effect?

A

20-40%

34
Q

What are some potential environmental influences on the Flynn effect? (5)

A

Nutrition
Better/different education
Test-Oriented
Different child rearing practises
Technology, greater access to information

35
Q

What did Batterjee et al. (2013) find when looking at intelligence change over time in Saudi Arabia? What do they attribute this to?

A

Scores were higher for children of the same age in 2010 than in 1977, although the gap gets smaller towards age 15 (highest on the graph)
Attribute to economic development

36
Q

What did Wicherts et al (2004) investigate? What would be expected if the tests worked?

A

Factorial invariance between cohorts
Wouldn’t expect the coefficients to change drastically across cohorts if they are testing the same construct

37
Q

How many different IQ tests did Wicherts et al (2004) compare scores of?

A

3

38
Q

What did Wicherts et al (2004) find about factorial invarience across the samples? What would this suggest?

A

Some of the measures were not factorially invariant - so the increase with time/age could actually be to do with the measures themselves, not intelligence changing

39
Q

How much do school grades, Final level of education, Job performance and Personality correlate with IQ? (r values)

A

School Grades: r=.60
Final level of education (Years of school, PhD): r=.50
Job Performance: r=.50
Personality: r=.20

40
Q

What are people with a lower IQ more likely to be? (4)

A

Unemployed
Living in poverty
High school drop outs
Lower in income

41
Q

When Lewis Terman followed-up on supremely intelligent children (mean 150 IQ), what did he find?

A

They did well generally but not as well as their very high IQ would predict
They had above average levels of satisfaction with life and wellbeing

42
Q

What did Duckworth and Seligman (2005) find when comparing IQ and discipline measures and their impact on final grades?

A

Self-discipline accounted for twice as much variance in final grades than IQ scores

Social, personality and abnormal year 2 (16 decks)

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