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AP Psychology (Class) > Intelligence: Modules 60 & 61 > Flashcards

Intelligence: Modules 60 & 61 Flashcards

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1
Q

Intelligence

A

-Mental ability consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations

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2
Q

Intelligence Test

A

-A method for assessing an individual’s mental altitudes and comparing them with those of others, using numerical scores

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3
Q

Charles Spearman

A
  • General intelligence/ g factor
  • Helped develop factor analysis
  • Those who score high in one area, score higher than average in other areas
    • Common skill set= g factor
      • Underlies all intelligent behavior
  • General mental capacity expressed by a single intelligence score (controversial)
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4
Q

General Intelligence (G)

A

-A general intelligence factor that’s according to Spearman and others, underlies specific mental abilities and is therefore measured by every task on an intelligence test

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5
Q

Factor Analysis

A
  • A statistical procedure that identifies clusters of related items (factors) on a test
  • Used to identify different dimensions of performance that underly a person’s total score
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6
Q

Thurstone

A
  • Opponent to Spearman
  • 56 different tests to people, identified 7 clusters of primary mental abilities
    • Word fluency, Comprehension, spatial ability, perceptual speed, numerical ability, inductive reasoning, memory
  • Did not rank people on a single scale
  • Saw that people who excelled in one area excelled in others (evidence of g factor)
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7
Q

Kanazawa

A
  • General intelligence evolved as a form of intelligence that helps people solve novel problems
  • General intelligence scores correlate with individual’s skills in evolutionarily familiar situations ( marrying, parenting, forming close friendships)
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8
Q

Gardner’s Eight Intelligences

A
  • Intelligence= multiple abilities that come in different packages
  • Studied savant syndrome
    • Evidence of multiple intelligence abilities
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9
Q

Savant Syndrome

A
  • A condition in which a person otherwise is limited in mental ability has an exceptional specific skill (computation, drawing)
    • Score low on intelligence tests
  • Ex: Kim Peek
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10
Q

Kim Peek

A
  • Savant with memorization ability
    • 9,000 books (Bible & Shakespeare)
    • 8-10 seconds–> memorize page
  • Could not button his own shirts
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11
Q

Grit

A

-In psychology, passion and perseverance in pursuit of long-term goals

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12
Q

Sternberg

A
  • Triarchic Theory of Intelligence
  • Worked w/ College Board to predict collegiate success
  • Intelligence is more than just traditional academic smarts, but not as fractured as Gardner proposes
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13
Q

Triarchic Theory of Intelligence

A
  • Analytical Intelligence
    • Assessed by traditional intelligence tests
    • Academic problem solving
    • Predicts school grades and vocational success *convergent thinking
  • Creative Intelligence
    • Reacting adaptively to novel situations and generating novel ideas
    • Inventions (divergent thinking)
  • Practical Intelligence
    • Everyday tasks
    • Sternberg and Wagner= have a test for this
    • Some divergent thinking
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14
Q

Gardner and Sternberg Agreements

A
  • Multiple abilities–> life success

- Differing varieties of giftedness add spice to life and challenges for education

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15
Q

Social Intelligence

A
  • Know-how involved in successfully comprehending social situations
  • 1st proposed by Thorndike
  • Aspect of social intelligence= emotional intelligence
    • Mayer, Salovey, Caruso
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16
Q

Emotional Intelligence

A
  1. Perceiving emotions
    • In faces, music, stories
  2. Understanding emotions
    • Predict them, how they change and blend
  3. Managing emotions
    • Express them in varied situations
  4. Using emotions to enable adaptive/ creative thinking
    - Unconscious processing
    - Emotionally in tune with others
    - Succeed in marriage, parenting, career
    - Effected by brain damage
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17
Q

Brain Size and Complexity

A
  • +.33 correlation between brain size and intelligence
  • Frontal and parietal lobes= associated with intelligence
  • Ample gray and white matter= efficient communication between brain centers
  • Einstein’s brain= 15% larger in lower parietal lobe region
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18
Q

Brain Function

A
  • People contemplate a variety of questions found on intelligence tests–> frontal lobe activity
  • Left brain activity for verbal questions
  • Smart people use less energy in problem solving
  • Verbal intelligence scores= predictable from speed at which info is drawn from memory
    • Quick-witted: speed of perception and neural processing
  • Correlation between intelligence score and speed of taking in perceptual info
    • +.3 to +.5
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19
Q

Reification

A
  • Abstract concept, not a thing
  • Socially constructed
    • Means different things to different people
  • Intelligence when it is approached as tangible, it’s not
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20
Q

Cattell

A
  • Two types of intelligence
    • Crystalized
    • Fluid
  • General intelligence is made up of cognitive ability and acquired knowledge
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21
Q

Gardner’s Eight Intelligence’s list

A
  1. Intrapersonal: understanding yourself & wants
  2. Interpersonal: sensing people’s feelings and motivations
  3. Linguistic: right words to express what we mean
  4. Logical-Mathematical: quantifying things, hypotheses and proving them
  5. Naturalist: Understanding living things/ nature
  6. Spacial: Visualizing world in 3D
  7. Bodily-Kinesthetic: Coordinating body w/ mind
  8. Musical: discerning sounds, pitches, tone, rhythms, timbre
    * 9. Existential
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22
Q

Origins of Intelligence Testing

A
  • Galton
  • Binet
  • Terman
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23
Q

Galton

A
  • Created eugenics
  • Founded Psychometrics-Measure of human abilities (intelligent, strength)
    • Thought science had obligation to create best society possible
      • Get rid of dumb people
      • Intel= inherited, selective mating
  • Encouraged people of high quality to mate
  • Discouraged people of low quality to mate
    • Forced sterilization
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24
Q

Binet

A
  • 1904: Hired by French school system
    • Created a way to identify “special needs” for extra attention, kids who were on track, and who are on a better track
  • Binet-Simon scales
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25
Q

Binet-Simon Scales

A
  • 1st modern intelligence test
  • Determined mental age
  • Children
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26
Q

Mental Age

A

-Chronological age that most typically corresponds to a given level of performance

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27
Q

Terman

A
  • Fan of eugenics
  • Stanford-Binet: widely used American revision of Binet’s original test
    • Applicable to adults
    • Language-based: Problem if of different culture or language)
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28
Q

Intelligence Quotient

A
  • IQ
  • Created by Stern
  • (Mental age/ chronological age) X 100
  • Average score: 100
    • People can fall above or below average
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29
Q

Modern Tests of Mental Abilities

A
  • Achievement Test
  • Aptitude Test
  • WAIS (Wechsler Adult Intelligence Scale)
30
Q

Achievement Test

A
  • Designed to test what a person has learned

- Ex: mid-year exam

31
Q

Aptitude Test

A
  • Designed to predict a person’s future performance

- Ex: SAT

32
Q

WAIS

A
  • Wechsler Adult Intelligence Scale
  • Most widely used adult intelligence test (16+)
  • Verbal and performance scales
  • 1939: developed because he was dissatisfied with Stanford-Binet test
  • Administered individually w/ trained person
  • Activities= strength
33
Q

David Wechsler

A
  • Bellevue Hospital, NY- lots of inmates w/o formal education (chief psychologist there)
  • Goal: help them find jobs, acclimate them to life
  • Problem: Stanford-Binet didn’t measure real world intelligence
    • Relies on educational background
  • Solution: 2-part intelligence test
    • Performance
    • Verbal
34
Q

Verbal Scale

A
  • IQ test items that rely heavily on word comprehension and usage
  • Similar to Stanford-Binet
35
Q

Performance Scale

A
  • IQ test items that try to bypass verbal material and focus on problem solving w/o words
    • Picture completion
    • Object assembly
    • Block design
  • Doesn’t require an educational background
36
Q

WISC

A
  • Wechsler Intelligence Scale for Children
  • The performance scales measure roughly the same thing as the verbal scales
    • Symbolic scales are emphasized
  • competes with the Stanford-Binet
37
Q

Criteria for Test Acceptance

A
  • Standardization
  • Reliability
  • Validity
38
Q

Standardization

A
  • Defining meaningful scores by comparison w/ the performance of a protested group
    • How scores stack up with others/protested group
  • Normal curve/bell curve
39
Q

Normal Curve

A
  • Bulk of people score within 68% (85-115)

- Extremes= different from norm (outliers)

40
Q

Reliability

A
  • The extent to which a test yields consistent results
    • Same results for same person each time
  • Tested by:
    • Test-retest
    • Split-half
41
Q

Test-Retest

A

-Take test at one point, take it again

42
Q

Split-Half

A
  • Someone takes test, compute what score should be for even questions and odd questions
  • If they match= reliable
43
Q

Validity

A
  • The extent to which a test measures or predicts what it is supposed to
    • Valid if it predicts intelligence
  • Assessed by:
    • Content validity
    • Predictive validity
44
Q

Content Vaidity

A
  • Extent to which a test samples the behavior that is of interest
  • Adequate sample of relevant information
45
Q

Predictive Validity

A
  • Success w/ which a test predicts the behavior it’s designed to predict
  • Perform well on other related activities
    • Ex: High IQ–> Doing well in school
46
Q

Cohort

A

-A group of people from a given time period

47
Q

Crystallized Intelligence

A
  • Our accumulated knowledge and verbal skills (knowledge database)
  • Tends to increase with age
48
Q

Fluid Intelligence

A
  • Our ability to reason speedily and abstractly
    • ability to think, comprehend, processing speed
  • Tends to decrease during late adulthood
49
Q

Intellectual Disability

A
  • A condition of limited mental ability
  • Indicated by an intelligence score of 70 or below and difficulty in adapting to the demands of life
  • Formerly referred to mental retardation
  • Consequences of label: legal, educational, assistance
50
Q

Down Syndrome

A
  • A condition of mild to severe intellectual disability and associated physical disorders caused by an extra copy of chromosome 21
    • Trisomy 21
51
Q

Heritability

A
  • The proposition of variation among individuals that we can attribute to genes
  • Heritability of a trait may vary, depending on the range of populations and environments studied
  • Intelligence: 50-80% attributed to genes
    • Extent to which intel test score variation can be attributed to genetic variation
  • Intel= polygenetic
    • Influenced by multiple genes
52
Q

Aging and Intelligence

A
  • Cross-sectional: intellectual decline (50 year olds do worse than 20 year olds)
    • Flynn effect?
  • Longitudinal: Intellectual stability
    • Studied cohorts and didn’t see much change
53
Q

Problems with longitudinal and cross sectional studies of intelligence

A
  • Longitudinal: people drop out of cohorts (die or choose to drop out)
  • Intelligence= not a single trait
    • Crystalized vs Fluid
54
Q

Stability of Intelligence over lifespan

A
  • Around age 4, IQ predicts adolescent and adult IQ
  • Deary: Stability of IQ in Scots
    • Looked at Scottish IQ scores (every child took IQ test)
    • W/ Correlational analysis, IQs maintained themselves
  • Higher IQ–> longer and healthier life
55
Q

The Low Extreme of Intelligence

A

-Intellectual disability

56
Q

High Extreme of Intelligence

A
  • “Termites”- fared well over 7 decades
    • Looked at high IQ kids, followed over life, did well socially, economically
  • Gifted and talented programs: self-fulfilling prophecy
    • Those not in it cannot succeed, those who are will perform better because access to better materials
57
Q

Identical Twin Studies

A
  • Raised together= identical IQs
    • Fraternal= less similar
  • Brains are similar (structure and function)
    • Same gray/ white matter volume
    • Verbal and spatial areas= similar
      • Similar brain activity when doing mental tasks
  • Correlation: +.85
58
Q

Compared adopted kids to…

A
  1. Adoptive siblings
  2. Biological parents
  3. Adoptive parents
    - Mental similarities between adoptive families wane with age
    • 3 years: groups= close
    • 16 years
      • Child and birth parents, adoptive children and birth parents = similar
      • Adoptive child and adoptive parents: less similar
59
Q

Early Environmental Influences on Intelligence

A
  • McVicker Hunt: Studied impoverished Iranian orphanages (overcrowding, lack of human contact)
    • Severe developmental delays in the children
      • Tutored human enrichment–> marked improvement (trained staff with small group of kids, language activities)
  • Impoverished populations= subject to depressed cognitive development
    • Less qualified teachers at this level
      • Teacher preparedness= success
    • Malnutrition (school lunch programs help kids do better)
60
Q

Schooling and Intelligence

A
  • Both enhance income (more education-> higher income)
  • Project Head Start (Hunt and Zigler)- provides benefits, yet these dissipate over time
    • Preschool program for kids who couldn’t afford it
      • Benefitted until enter public school system
61
Q

Dweck

A
  • How beliefs and motivation effect intelligence
  • Money for test performance enhances adolescent performance
    • Growth mindset: Practice-> improve intelligence, effort
    • Fixed mindset: Have intelligence or don’t, ability
62
Q

Gender Similarities and Differences

A
  • We are way more similar than different

- On measures of g factor, girls and boys= same

63
Q

Girls are better at…

A
  • Spelling
  • Verbal ability- fluency and memory
  • Nonverbal memory
  • Sensation: touch, taste, odor
  • Emotion detection
  • Math computation (formulaic math)
64
Q

Boys are better at…

A
  • Math problem solving
  • Spatial abilities
  • Greater variability: boys outnumber girls at the extremes of intelligence spectrum
65
Q

Facts about Racial and Ethnic Similarities and Differences

A

-Racial groups differ in their average intelligence scores
-High-scoring people (and groups) are more likely to attain high levels of education and income
Reminder:
-Group differences mean nothing for comparing individuals
-Between group variations can be environmental

66
Q

Debate over race differences

A
  1. Genetically disposed races differences in intelligence
  2. Socially influenced race differences in intelligence
  3. Race differences in test scores, but the test scores are inappropriate or biased
67
Q

Meaning of Bias

A
  • Popular meaning

- Scientific meaning

68
Q

Popular Meaning

A

-Performance differences caused by cultural experiences
-Need for “culture-fair” tests
-Ex: cup goes with..
A) wall B) saucer C) table D) window
-Need an affluent background to understand

69
Q

Scientific Meaning

A
  • About a test’s validity and whether it predicts success for only some people
  • Major U.S. Aptitude test= not biased
70
Q

Stereotype Threat

A

-A self-confirming concern that one will be evaluated based on a negative stereotype

71
Q

Difficulty Adapting to the Demands of life

A
  • Conceptual skills: language, literacy, concepts of money, time, and number
    • Social skills: interpersonal skills, social responsibility, ability to follow basic rules and laws, avoid being victimized
    • Practical skills: daily personal care, occupation skill, travel, healthcare

AP Psychology (Class) (21 decks)

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