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
Q
Binet-Simon Scales
A
- 1st modern intelligence test
- Determined mental age
- Children
26
Q
Mental Age
A
-Chronological age that most typically corresponds to a given level of performance
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)
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
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
- Adoptive siblings
- Biological parents
- 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)
- Severe developmental delays in the children
- Impoverished populations= subject to depressed cognitive development
- Less qualified teachers at this level
- Teacher preparedness= success
- Malnutrition (school lunch programs help kids do better)
- Less qualified teachers at this level
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
- Preschool program for kids who couldn’t afford it
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
- Genetically disposed races differences in intelligence
- Socially influenced race differences in intelligence
- 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
