Intelligence: Modules 60 & 61 Flashcards
1
Q
Intelligence
A
-Mental ability consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations
2
Q
Intelligence Test
A
-A method for assessing an individual’s mental altitudes and comparing them with those of others, using numerical scores
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
- Common skill set= g factor
- General mental capacity expressed by a single intelligence score (controversial)
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
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
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)
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)
8
Q
Gardner’s Eight Intelligences
A
- Intelligence= multiple abilities that come in different packages
- Studied savant syndrome
- Evidence of multiple intelligence abilities
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
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
11
Q
Grit
A
-In psychology, passion and perseverance in pursuit of long-term goals
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
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
14
Q
Gardner and Sternberg Agreements
A
- Multiple abilities–> life success
- Differing varieties of giftedness add spice to life and challenges for education
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
16
Q
Emotional Intelligence
A
- Perceiving emotions
- In faces, music, stories
- Understanding emotions
- Predict them, how they change and blend
- Managing emotions
- Express them in varied situations
- Using emotions to enable adaptive/ creative thinking
- Unconscious processing
- Emotionally in tune with others
- Succeed in marriage, parenting, career
- Effected by brain damage
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
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
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
20
Q
Cattell
A
- Two types of intelligence
- Crystalized
- Fluid
- General intelligence is made up of cognitive ability and acquired knowledge
21
Q
Gardner’s Eight Intelligence’s list
A
- Intrapersonal: understanding yourself & wants
- Interpersonal: sensing people’s feelings and motivations
- Linguistic: right words to express what we mean
- Logical-Mathematical: quantifying things, hypotheses and proving them
- Naturalist: Understanding living things/ nature
- Spacial: Visualizing world in 3D
- Bodily-Kinesthetic: Coordinating body w/ mind
- Musical: discerning sounds, pitches, tone, rhythms, timbre
* 9. Existential
22
Q
Origins of Intelligence Testing
A
- Galton
- Binet
- Terman
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
- Thought science had obligation to create best society possible
- Encouraged people of high quality to mate
- Discouraged people of low quality to mate
- Forced sterilization
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
25
Binet-Simon Scales
- 1st modern intelligence test
- Determined mental age
- Children
26
Mental Age
-Chronological age that most typically corresponds to a given level of performance
27
Terman
- 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)
28
Intelligence Quotient
- IQ
- Created by Stern
- (Mental age/ chronological age) X 100
- Average score: 100
- People can fall above or below average
29
Modern Tests of Mental Abilities
- Achievement Test
- Aptitude Test
- WAIS (Wechsler Adult Intelligence Scale)
30
Achievement Test
- Designed to test what a person has learned
| - Ex: mid-year exam
31
Aptitude Test
- Designed to predict a person's future performance
| - Ex: SAT
32
WAIS
- 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
David Wechsler
- 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
Verbal Scale
- IQ test items that rely heavily on word comprehension and usage
- Similar to Stanford-Binet
35
Performance Scale
- 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
WISC
- 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
Criteria for Test Acceptance
- Standardization
- Reliability
- Validity
38
Standardization
- 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
Normal Curve
- Bulk of people score within 68% (85-115)
| - Extremes= different from norm (outliers)
40
Reliability
- The extent to which a test yields consistent results
- Same results for same person each time
- Tested by:
- Test-retest
- Split-half
41
Test-Retest
-Take test at one point, take it again
42
Split-Half
- Someone takes test, compute what score should be for even questions and odd questions
- If they match= reliable
43
Validity
- 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
Content Vaidity
- Extent to which a test samples the behavior that is of interest
- Adequate sample of relevant information
45
Predictive Validity
- 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
Cohort
-A group of people from a given time period
47
Crystallized Intelligence
- Our accumulated knowledge and verbal skills (knowledge database)
- Tends to increase with age
48
Fluid Intelligence
- Our ability to reason speedily and abstractly
- ability to think, comprehend, processing speed
- Tends to decrease during late adulthood
49
Intellectual Disability
- 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
Down Syndrome
- A condition of mild to severe intellectual disability and associated physical disorders caused by an extra copy of chromosome 21
- Trisomy 21
51
Heritability
- 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
Aging and Intelligence
- 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
Problems with longitudinal and cross sectional studies of intelligence
- Longitudinal: people drop out of cohorts (die or choose to drop out)
- Intelligence= not a single trait
- Crystalized vs Fluid
54
Stability of Intelligence over lifespan
- 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
The Low Extreme of Intelligence
-Intellectual disability
56
High Extreme of Intelligence
- "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
Identical Twin Studies
- 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
Compared adopted kids to...
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
Early Environmental Influences on Intelligence
- 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
Schooling and Intelligence
- 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
Dweck
- 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
Gender Similarities and Differences
- We are way more similar than different
| - On measures of g factor, girls and boys= same
63
Girls are better at...
- Spelling
- Verbal ability- fluency and memory
- Nonverbal memory
- Sensation: touch, taste, odor
- Emotion detection
- Math computation (formulaic math)
64
Boys are better at...
- Math problem solving
- Spatial abilities
- Greater variability: boys outnumber girls at the extremes of intelligence spectrum
65
Facts about Racial and Ethnic Similarities and Differences
-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
Debate over race differences
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
Meaning of Bias
- Popular meaning
| - Scientific meaning
68
Popular Meaning
-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
Scientific Meaning
- About a test's validity and whether it predicts success for only some people
- Major U.S. Aptitude test= not biased
70
Stereotype Threat
-A self-confirming concern that one will be evaluated based on a negative stereotype
71
Difficulty Adapting to the Demands of life
- 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
