Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

personality and intelligence > Intelligence Theories > Flashcards

Intelligence Theories Flashcards

1
Q

Intelligence

A

“The term denotes that combination of abilities required for survival and advancement within a particular culture” ANASTASI(1992)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

John Carlyle Raven

A

1938 progressive matrices/ non-verbal problems/ abstract reasoning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Factor analysis

A

Examine the relationships between a number of intelligences and look for underlying patterns and structures

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

SIR FANCIS GALTON

A

1865/ humans differ in intelligence/ reaction time/ sight and hearing/ ability to distinguish colours

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Alfred Binet

A

1905- first intelligence test/ binet-simon scale

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Verbal comprehension index - similarities(SI)

A

The child is presented with two words that present common objects or concepts and describe how they are similar

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Verbal comprehension index - vocabulary(VC)

A

For picture items, the child names pictures that are displayed in the stimulus book. For verbal items, the child gives definitions for words that the examiner reads aloud

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Verbal comprehension index - comprehension(CO)

A

The child answers questions based on their understanding of general principles and social situations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Verbal comprehension index - Information(IN)

A

The child answers questions that address a broad range of general knowledge topics

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Verbal comprehension index - word reasoning( WR)

A

The child identifies the common concept being described in a series of clues

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Perceptual reasoning index - Block design(BD)

A

While viewing a constricted model or picture in the stimulus book, the child uses red and white blocks to recreate this design within a specified time limit

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Perceptual reasoning index - picture concepts(PC)

A

The child is presented with 2 or 3 rows of pictures and chooses one picture from each row to form a group with a common characteristic

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Perceptual reasoning index - picture completion(PCM)

A

The child views a picture and then points to or names the important part missing within a specified time limit

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Working memory index

A

For digit span forward, the child repeats numbers in the same order as presented aloud by the examiner. For digit span backward, the child repeats numbers in the reverse order that presented aloud by the examiner

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Thurstone and primary mental abilities

A

Applied factor analysis to items making up intelligence tests, discovered several broad group factors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Cattell: discovered two major factors

A
  1. Fluid intelligence: non-verbal & culture free form of intelligence
  2. Crystal intelligence: learned through the investment of fluid intelligence in cultural settings
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Gardner

A

proposed that people were much more complex than standard testing suggested. He argued that traditional intelligence tests favored logical and mathematical people, but that different people had different strengths. (Gardner, 1983; 1998; Gardner et al. 1996)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Multiple intelligence types

A
  1. Linguistic and verbal intelligence
  2. Logical intelligence
  3. Spatial intelligence
  4. Body/ movement intelligence
  5. Musical intelligence
  6. Interpersonal intelligence
  7. Intrapersonal intelligence
  8. Naturalist intelligence
  9. Existentialist intelligence
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Linguistic and verbal intelligence

A

Good with words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Logical intelligence

A

Good with maths and logic problems

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Spatial intelligence

A

Good with pictures and images and “finding

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Body/movement intelligence

A

Good with sports and movement and are highly coordinated

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Musical intelligence

A

Good with music and rhythm

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Interpersonal intelligence

A

Good with people and communication

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Intrapersonal intelligence

A

Good at contemplating and analysing things

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Naturalist intelligence

A

Good at understanding nature

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Existentialist intelligence

A

Understanding one’s surroundings. Linked to spiritual thinking / “a concern with ultimate life issues”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Theory of multiple intelligence

A

The different intelligences rarely operate independently. They are used at the same time and tend to complement each other as people develop skills or solve problems.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Robert Sternberg

A

Triarchic Theory of Intelligence (1085, 1988)/Recognizes that intelligence is not solely about academic success but also about practical adaptation and creativity.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Triarchic Theory of intelligence (1085,1988)

A

Sternberg believes that if intelligence is properly defined & measured it will translate to real-life success

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Analytical Intelligence

A

as measured by academic problem solving, analogies and puzzles. Sternberg considers this reflects how an individual relates to his internal world.

32
Q

Metacomponents

A

control, monitor and evaluate cognitive processing.

33
Q

Higher order processes

A

order and organise the performance components/ Used to analyze problems and pick a strategy for solving them

34
Q

Knowledge acquisition components

A

the processes used in gaining and storing new knowledge - i.e., capacity for learning.

35
Q

Creative Intelligence

A

involves insights, synthesis and the ability to react to novel situations and stimuli/ reflects how an individual connects the internal world to external reality.

36
Q

Practical Intelligence

A

involves the ability to grasp, understand and deal with everyday tasks. This is the contextual aspect of intelligence and reflects how the individual relates to the external world about him or

37
Q

critique of Gardner’s Theory of Multiple Intelligences

A

Ongoing debates about the inclusivity and accuracy of standardized testing.

38
Q

Nuanced Understanding

A

Highlights the need for a nuanced understanding of intelligence that goes beyond a singular factor.

39
Q

Definition of Intelligence/ components

A

Definition: Intelligence can be defined as the ability to acquire, understand, and apply knowledge and skills in various situations.
Components: It involves cognitive abilities, problem-solving skills, learning capacity, and adaptability.

40
Q

General Intelligence (Spearman’s Concept)

A

Spearman proposed the idea of “general intelligence” suggesting that a single underlying factor influences performance across various cognitive tasks.

41
Q

correlation (Spearman’s Concept)

A

Spearman found that individuals who performed well in one type of cognitive task tended to perform well in others.

42
Q

Wechsler’s Measures of Intelligence

Wechsler’s Contribution:

A

David Wechsler introduced the concept of intelligence as a multifaceted construct, consisting of different components.

43
Q

Wechsler’s Measures of Intelligence

Wechsler Adult Intelligence Scale (WAIS):

A

A widely used intelligence test that assesses verbal and performance abilities separately.

44
Q

Raven’s Measures of Intelligence

A

Raven’s Progressive Matrices/ Non-Verbal Assessment

45
Q

Raven’s Measures of Intelligence

Raven’s Progressive Matrices:

A

An intelligence test designed to measure abstract reasoning and fluid intelligence.

46
Q

Raven’s Measures of Intelligence

Non-Verbal Assessment:

A

Unlike traditional intelligence tests, Raven’s focuses on non-verbal tasks, reducing language biases.

47
Q

Critique of General Intelligence

A

Some scholars argue against the idea of a single, overarching intelligence factor, advocating for a more diverse and multi-dimensional view.

48
Q

Cultural Bias: Critique of general intellegence

A

Critics point out that intelligence tests may have cultural biases, affecting the performance of individuals from different cultural backgrounds.

49
Q

Implications and Applications of intelligence tests

A

Educational Settings: Intelligence tests are commonly used in educational settings to identify students’ strengths and weaknesses.
Career and Clinical Assessments: Intelligence assessments are also employed in career guidance and clinical settings to understand an individual’s cognitive abilities.

50
Q

Gardner’s Theory Overview

A

Gardner’s Proposal: Challenges the singular intelligence concept.
Multiple Intelligences: Identifies nine distinct intelligences, including linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, naturalistic, and existential

51
Q

Evaluation of Gardner’s Theory

A

Critique: Challenges the assumption that intelligence can be captured by a single IQ score.
Diversity Emphasis: Acknowledges and values a range of cognitive strengths in individuals

52
Q

Challenges to Traditional Assumptions in gardener theory

A

Singular IQ Score: Gardner’s theory challenges the one-size-fits-all approach of traditional intelligence measures.
Nuanced Understanding: Highlights the diverse nature of human abilities and talents

53
Q

Practical Implications of Gardner’s Theory

A

Educational Context: Suggests a broader recognition of intelligences in teaching methods and curriculum development.
Reevaluation of Success: Encourages a redefinition of success to include various forms of excellence.

54
Q

References for the Essay on Gardner’s Theory of Multiple Intelligences

A

Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.

55
Q

References for the Essay on General Intelligence and Wechsler-Raven Measures

A

Spearman, C. (1904). “General Intelligence, Objectively Determined and Measured.” American Journal of Psychology, 15(2), 201-292.
Wechsler, D. (1955). Manual for the Wechsler Adult Intelligence Scale. Psychological Corporation.
Raven, J. C. (1938). “Statistical Methods in Educational Psychology.” British Journal of Educational Psychology, 8(3), 181-220.

56
Q

General intelligence definition

A

“the ability to solve probems or to fashion products that are valued within one or more cultural settings” - Gardner, 1983

57
Q

intelligence definition - gardner

A

“the ability to solve probems or to fashion products that are valued within one or more cultural settings” - Gardner, 1983
This definition shows his views on intelligence being more complex as suggested by general intelligence theorists

58
Q

General intelligence definition

A

By applying knowledge / skills learned

59
Q

Spearman’s concept of general intelligence
Theory: 2 factor theory of intelligence

A

2 - factor theory of intelliegense
1 - general intelligence concept Charles
spearman (1904) proposed the concept of general intelligence factor ‘g’ - reflects individuals cognitive abilities and mental energy
2- Specific factors (s): intelligence needed for specific tasks of intelligence e.g maths

60
Q

Spearman’s concept of general intelligence
Theory: overview

A

1- general intelligence factor (g)
2- specific factors (s)
Cognitive ability is a combination of both (g) and (s) as shown using factor analysis, meaning individuals that excel in one area of intelligence tend to perform well in other areas

61
Q

Spearman’s concept of general intelligence
Evaluation: strengths:

A

concept of general intelligence is supported by empirical evidence of (g) factor/universally applicable to different cogative tasks/ can be used for academic performance / easily assessed using IQ test

62
Q

Spearman’s concept of general intelligence
Evaluation: limitations:

A

solely focusing on (g) factor oversimplifies the complexities of intelligence, overlooking specific factors (s) thet aren’t measured by traditional IQ tests/ doesn’t address cultural factors affecting performance

63
Q

Spearman’s concept of general intelligence
Applications:

A
  • Educational / workplace settings: IQ tests based on (g) factor concept are widely used to access or predict cognitive abilities
  • Clinical settings: used to identify
    cognitive impairments/ learning disabilities
64
Q

Weschler’s measure of intelligence
theory:

A

David Weschler (1955) developed intelligence scales to measure cognitive abilities such as verbal comprehension, perpetual reasoning, working memory etc/ 2 scales the WAIS and the WISC

65
Q

Weschler’s measure of intelligence
evaluation: strengths:

A

asses all aspects of cognitve abilities/ provides a holistic view of an individuals cognitive abilities/ tests can be interpreted to larger population/ can be used for educational purposes

66
Q

Weschler’s measure of intelligence
evaluation: limitations

A

tests don’t include changes in cognitive abilities over time/ cultural influence on individuals perception of tasks affecting their performance

67
Q

Weschler’s measure of intelligence
applications:

A

clinical setting - scales can be used to asses and determine individuals cognitive abilities and help form interventions for cognitive disorders or difficulties
educational setting - identifies students strengths and weaknesses in specific tasks, creating inclusive support available to students

68
Q

John C. Raven’s matrices (1936, 1938)
theory:

A

test was refined in 1938 improving the research and its reliability and validity/ non verbal test used to measure abstract reasoning and problem solving skills/ asseses fluid intelligence by having participants match patterns

69
Q

John C. Raven’s matrices (1936, 1938)
evaluation: strengths:

A

focuses on abstract reasoning and problem solving skills which are important aspects of cognitive tasks/ can be broadly applied to various settings/ limits language and cultural bias with is contrasted to Wechsler’s measure of intelligence

70
Q

John C. Raven’s matrices (1936, 1938)
evaluation: limitations:

A

limited to only assessing fluid intelligence, disregarding other cognitive abilities such as memory or verbal comprehension

71
Q

John C. Raven’s matrices (1936, 1938)
applications:

A

educational settings: quick and easy to assess students abilities.
clinical setting: evaluate cognitive ability of individuals

72
Q

Gardner’s theory of multiple intelligence
Theory:

A

Dr Howard Gardner proposed that people were more complex than could be measured through traditional IQ testing/ rejects general intelligence theories as a single construct/ identified multiple intelligences

73
Q

Gardner’s theory of multiple intelligence
Theory: multiple intelligences listed

A

identified multiple intelligences including linguistic and verbal, spatial, musical, logical, interpersonal, intrapersonal, existential, and naturalist intelligences

74
Q

Gardner’s theory of multiple intelligence
Evaluation: strengths:

A

Acknowledges a broad spectrum of human abilities, more inclusive / allows for the recognition of different abilities in educational settings

75
Q

Gardner’s theory of multiple intelligences
Limitations:

A

Limitations: Lacks standardised method of assesment / Lack of empirical evidence to back theory: / Gould (1996) examines the lack of strong Scientific evidence in Gardner’s theory, relating to methodically issues such as many different intelligences to evaluate

76
Q

Gardner’s Theory of multiple intelligences
Applications:

A

Educational setting: Gardner’s theory has strongly impacted the educational systems through advocating for different teaching methods that cater to different learning styles /encourages individuals to further develop their skills in different areas.

personality and intelligence (8 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions