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Social, personality and abnormal year 2 > Intelligence lecture 3 > Flashcards

Intelligence lecture 3 Flashcards

Heritability

1
Q

What ideas did Francis Galton first introduce?

A
  • the idea of nature Vs nurture
  • considered heritability in relation to Darwin’s work
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2
Q

What did Galton find in relation to eminence? What is an alternative explanation other than genetics?

A

The number of eminent relatives for an eminent person was greater to 1st degree relatives than 2nd degree relatives and 3rd degree
Could be to do with the shared environment

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3
Q

What research ideas did Galton suggest?

A

Twin and adoption studies

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4
Q

What is genetic heritability?

A

Considering how much of any phenotype such as intelligence is passed from parent to child

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5
Q

How is genetic heritability measured?

A

Considering the variability found between parents and child (so how much they differ) and considered in terms of the proportion of shared variance (how much they are the same). Presented as a %

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6
Q

If a parent and child are quite different, what will the proportion of shared variance and the variability be?

A

Shared variance = low
Variability = high

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7
Q

If a parent and child are quite similar, what will the proportion of shared variance and the variability be?

A

Shared variance = high
Variability = low

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8
Q

What are the two approaches for measuring heritability in intelligence?

A

Behavioural approaches
DNA/physiological approaches

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9
Q

How is genetic heritability expressed?

A

In terms of shared variance

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10
Q

How do behavioural generic approaches measure?

A

Observations
Interviews
Questionnaires
Intelligence test measures

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11
Q

What percentage similarly is there for a person taking an intelligence test twice?

A

87%

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12
Q

Does being raised together affect the similarity in intelligence test scores between siblings?

A

Yes - raised together = more similarly
47% together, 24% apart
Twins together = 86%, apart = 76%

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13
Q

What do Eysenck (1979) and Bell Curve estimate is the heritability of intelligence?

A

69%
74%

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14
Q

What does the Genome-Wide Association Study do?

A

Considers the entire set of DNA of a large group of people – searching for small variations
Search for Single Nucleotide Polymorphisms (SNP or ‘Snips’)

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15
Q

What did Deary et al. (2012) find in relation to the genetic contribution to the stability of intelligence across the life span?

A

There is stability but it is estimated to be only 38%

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16
Q

What did Deary (2012) find in a meta analysis of the genetic contribution to intelligence?

A

It varied across the lifespan and across cultures

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17
Q

What measures did Davies et al (2011) consider when looking into the heritability of intelligence genetically?

A

Genome wide data looking for SNPs
Phenotype data - cognitive traits related to intelligence

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18
Q

What did Davies et al (2011) find when looking at heritability of intelligence using SNPs?

A

40-50% of the variation in human intelligence is associated with common SNPs

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19
Q

What did Deary, Cox & Hill (2021) find when looking into literature on the heritability of intelligence through direct DNA testing?

A

Of studies that used genome–wide methods, heritability estimates of the more recent studies sit at around 20-30%

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20
Q

What are 4 things to keep in mind when looking at heritability with an interactive rather than additive model?

A
  • Conceptions of heritability and the environment
  • Different types of genetic variance
  • Assortative mating
  • The representativeness of twin and adoption studies
21
Q

What does the old idea of the role of genes and environment being additive mean? (as a sum)

A

genes + environment = phenotype

22
Q

Which 2 concepts does heritability need to be considered in the context of? What do these mean?

A
  • Abstract concepts - theoretical concepts - Estimates do not tell us about specific genes or environmental variables
  • Population concepts - estimates refer to a group of people (a population) - it cannot tell us about an individual
23
Q

What are the 3 different types of genetic variance?

A
  • Additive
  • Dominant - e.g. dominant and recessive
  • Epistatic - how genes interact with each other
24
Q

What do the 3 types of genetic variance add up to make?

A

Broad heritability

25
Q

Why is variation in traits between mating couples not random? What is an issue of this assumption?

A

People pick people who are similar to them - more similar in genetics than chance
May under or overestimate heritability in the general population

26
Q

What are 3 biological influences of the environment on intelligence?

A

Nutrition - better = higher intelligence
Lead
Prenatal - e.g. smoking, alcohol

27
Q

What are the differences in family environment that could influence intelligence? (6)

A
  • Shared and non shared environments
  • Within family factors (interactions)
  • Outside family factors (larger impact)
  • SES
  • Birth order
  • Family size
28
Q

What happens to intelligence as birth order and family size increase, according to Belmont and Marolla (1973)?

A

Intelligence scores decrease

29
Q

What did Rodgers et al. (2000) find when looking into the relationship between family size and intelligence?

A

No direct relationship

30
Q

What are 3 theories relating to how birth order affects intelligence?

A
  • Admixture Hypothesis (Rogers, 2001)
  • Resource Dilution Model (Galton, 1874; Blake, 1981; Downey, 2001) - fewer children = more resources each - earlier children experience more time with more resources
  • Confluence Model (Galton, 1874; Zajonc, 1976; Zajonc & Markus, 1975) - other factors e.g. looking after younger siblings
31
Q

How does education relate to intelligence?

A

IQ can predict educational outcomes but time in education can contribute to intelligence

32
Q

What is decontextualisation? Why can this be seen as a sign of intelligence?

A

The ability to disconnect from a situation, think about it abstractly and generalise from it
It is an important skill for Western industrial, capitalist societies

33
Q

What is quantification? What is an example?

A

The ability to discover or express the quantity of something
Intelligence research seeks to quantify intelligence

34
Q

What is reification?

A

Regarding abstract ideas (like intelligence) as concrete or material

35
Q

What is biologisation?

A

The prominence of biological and evolutionary theories over the last century

36
Q

What is the problem with research into evolutionary theories?

A

They are concerned with million-year time frames but studies are over a relatively short period of time

37
Q

What 6 assumptions did Herrnstein and Murray base their arguments on in The Bell Curve (1994)?

A
  • There is such a thing as a general factor of intelligence upon which humans differ
  • IQ tests are designed to measure ‘g’ and are mostly accurate
  • IQ scores match general ideas of what intelligence is (implicit theories)
  • IQ scores are stable, although not perfectly so
  • Properly administered IQ tests are not demonstrably biased against social, ethnic, economic or racial groups.
  • Cognitive ability is substantially heritable, apparently no less than 40-80%.
38
Q

What 4 ideas do Herrnstein and Murray propose in The Bell Curve (1994)?

A
  • The cognitive elite
  • Socioeconomic variables and IQ - intelligence is more important than SES for predicting economic and social welfare.
  • The relationship between race and intelligence - higher IQ of Asian-Americans and lower IQ of African-American in comparison to white Americans.
  • The implications for social policy
39
Q

What are the implications for social policy suggested in The Bell Curve (1994)? (4)

A
  • More lower IQ people are born as women with lower IQ have more children
  • Immigrants contribute to a general lowering IQ
  • This will increase societal problems associated with low IQ - e.g. crime
  • Groups associated with low IQ are part of social problems (e.g. certain races)
40
Q

What do Herrnstein & Murray suggest are the best ways to tackle the problems highlighted in The Bell Curve (1994)? (2)

A
  • Not to use affirmative action as measures such as these have led to a decrease in intelligence within education and the workplace
  • Resources should be shifted from supporting underprivileged populations to supporting the ‘cognitive elite’
41
Q

What are flaws with the assumption that g exists and differs? (2)

A
  • Research wasn’t very clear at the time
  • There was no expert consensus yet
42
Q

What is a flaw with the assumption that IQ tests measure g and are accurate?

A

There is debate over this - in terms of g’s origins and its testing and development

43
Q

What is a flaw with the assumption that IQ scores match implicit theories of intelligence?

A

Western ideas that differ across cultures and sub-cultures

44
Q

What is a flaw with the assumption that IQ tests are not biased?

A

The tests may not be bias but the theories behind them could be

45
Q

What is a flaw in the assumption that cognitive ability is substantially heritable? (3)

A
  • There is a large estimate range
  • Difficult to use to explain group differences
  • Based on less robust research methods available at the time
46
Q

What are 3 flaws in the stats and evidence used in The Bell Curve?

A
  • Correlation is not causation
  • Measure validity is low - self-report measures with no additional checks
  • Problematic research studies - may omit data that doesn’t fit their narrative
47
Q

What did The Bell Curve prompt the American Psychological Association to do?

A

Put together a taskforce to get an expert consensus on intelligence

48
Q

What did the APA taskforce conclude about intelligence?

A

While the average IQ scores between African Americans and White Americans may differ, there is no definite evidence to suggest this is due to genetics. It is more likely to be cultural

Social, personality and abnormal year 2 (16 decks)

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