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social, personality and individual differences 2 > Intelligence Theories and Measures > Flashcards

Intelligence Theories and Measures Flashcards

• To explore and critically consider different theories of intelligence – a whistle stop tour! • To explore evidence of changes to intelligence measured from these test, both at the individual and population level. To evaluate the link between measures of intelligence and life success.

1
Q

spearman was one of the first to see intelligence as a a set of cognitive resources. he noted a pos relation between different intelligent-related test scores: ‘positive manifold’ (if you’re good at one task, you tend to be good at another). what underlying factor did he theorise explained this?

A

general intelligence (‘g’)

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2
Q

spearman’s put forward a two factor model, what were these two factors?

A

specific abilities and general intelligence (‘g’)

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3
Q

what are specific abilities?

A

-> originally cognitive resources
* vocab
* maths
* spatial

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4
Q

what is general intelligence (‘g’)

A

underlying performance on all specific abilities

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5
Q

what did the two-factor model influence?

A

influenced an interest in developing a good measure of ‘g’ (first theory systematically based on data)
* exciting tests were aimed and normed for children or specifically people who wanted to join the army
* needed a more rigorous test that could be used across the population

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6
Q

what two key tests (which are still used today in an updated form) from spearman’s theory were put forward?

A

WAIS/WISC and Raven’s Matrices

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7
Q

Who is David Wechsler?

A
  • worked with APA initiatives to develop intelligence tests for the army
  • sent to UK to work with Spearman
  • did not always agree with Spearman’s theory, but his first tests were modelled on spearman’s work
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8
Q

what standardised instrument did Wechsler devised to test intelligence?

A

The Wechsler Adult Intelligence Scale (WAIS)

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9
Q

What is WAIS?

A
  • created a more comparable form of IQ calculation
  • standardised scores are like z scores where the mean = 0 when normally distributed
  • 1st version standardised on 1500 adults (1939)
  • Developed and improved on in 1955, standardised on 2000 adults
  • administered 1:1
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10
Q

Issues with Wechsler’s originally IQ calculations?

A

as a child IQ works if you divide it by age but when you reach adulthood, if you divide your score by age, IQ score found isn’t comprehendible

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11
Q

How did he create the intelligence scale?

A

collected data across lots of children and used the scores for norming (including their age to make calculation

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12
Q

How did Weshler get around this?

A

by testing a significant amount of adults and standardising it

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13
Q

How do you calculate WAIS?

A

(actual test score / expected score of that age) x 100 then standardised
* standardised scores like z scores where the mean = 0 when normally distributed
* did the same for WISC but with more appropriate tests

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14
Q

What is WISC?

A

The Wechsler Scale for Children

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15
Q

The WAIS was made up of different components or sub-tests, what are some examples of this?

A
  • vocab [what does ‘***’ mean?]
  • similarities [what do these words have in common]
  • block design [reproduce patterns using blocks]
  • matric reasoning [find the missing element in a pattern]
  • digit span [repeat these numbers]
  • symbol search [select from pairs of symbols which one occurs in a list as quick as you can]
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16
Q

How does the structure of WAIS work?

A
  • tests used merge altogether to give us a result of an underlying g (inferring and measuring this underlying general intelligence)
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17
Q

does ‘g’ consist of? (Deary, 2001)

A

verbal comprehension [vocab, similarities, information and comprehension]

perceptual organisation [picture completion, block design, picture arrangement, matrix reasoning]

working memory [arithmetic, digit span, letter-number sequencing]

processing speed [digit-symbol coding, symbol search]

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18
Q

strengths of WAIS

A
  • built on a more formalised theory -> gives it more robustness
  • can be used across different ages and across the population
  • uses scores (rather than age) to calculate IQ so now it is more comparable across different age groups within the population
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19
Q

Welscher introduces the concept ‘deviation IQ’ what is this?

A

using scores to calculate IQ and standardise it rather by age -> making it comparable towards different age groups in a population
* as originally method was developed for children and wasn’t suitable for adults

IQ = (actual test score / expected score for that age) x 100

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20
Q

To calculate deviation IQ, you need to:

A
  • find out the expected score for any particular age to enable comparison
  • transform score to a standardised form
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21
Q

how did Wechsler help to standardise scores?

A

used the normal distribution curve / ‘bell curve’

  • took score -> found mean for all the different age groups and transformed (converted) mean to (x) 100
    ^ so you could calculate for any age group -> get their raw score, compare it to the mean, which would then convert it to 100 (fall on either side of 100)
  • we have a normal distribution of intelligence which is standardised by converting the means of each age group to 100 so it is comparable across different ages
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22
Q

why the raven progressive matrices?

A
  • focuses on idea that ‘g’ was an abstract ability -> wanted to measure ‘g’ itself
  • believed best way to test this was to design a test free from cultural influences, particularly language (no requirement for specific skills which may be more valued in one culture than another)
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23
Q

what is the raven progressive matrices?

A

designed as one measure for ‘g’ (which is a reasoning ability or the ability to make meaning)
* 60 non-verbal, multiple choice questions
* listed in order of difficult
* 9-item version has recently been produced
* designed to measure reasoning ability or ‘meaning-making’ i.e. g

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24
Q

what reasons do we use intelligence tests?

A

education [SEN -> diagnostic process or the 11+ -> particular groups of education]

research [examine differences between groups, associations between intelligence and other factors]

clinical setting [when working with brain injuries -> to pinpoint difficulty to help interventions]

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25
Q

what are the two components of spearman’s general intelligence theory?

A

specific abilities and general intelligence

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26
Q

What was Thurston’s view of ‘g’?

A
  • explored relationship between different intelligence-based abilities
  • agreed with hypothesis of ‘g’ but argued spearman’s work hadn’t show that ‘g’ was influencing the different tests but only that they correlated (multiple intelligence based abilities and a general factor intelligence but argued for the opposite relationship as Spearman never saw a direction/relationship)
  • argued ‘g’ results from seven ‘primary mental abilities’ rather than lies behind them
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27
Q

what was Thurston’s main belief about ‘g’?

A

believed specific abilities may influence ‘g’ as opposed to g underlying abilities and influencing them

28
Q

what were the 7 ‘primary mental abilities’ Thurston suggested?

A

associative memory [rote memory]
number [mathematical ability]
perceptual speed [ability to perceive details, anomalies and similarities visually]
reasoning [inductive and deductive reasoning]
space [ability to transform spatial figures]
verbal comprehension [reading, comprehension, verbal analogies]
word fluency [generate and use effectively a large number of words or letters]

29
Q

what is thurstons 7 primary model the first example of?

A

a multifactorial approach to intelligence

30
Q

what is an issue with 7 primary model?

A

Reduced it down to 7 and there was a lot of overlap (esp when looking at laypersons experience/description of intelligence as well)

31
Q

what was Cattell argument regarding general intelligence?

A

it assisted but it was made up of two components, Fluid intelligence (Gf) and Crystallised intelligence (Gc)

  • there is clear dichotomy in the WAIS model
32
Q

Fluid Intelligence (Gf)

A

ability to solve abstract relational problems that have not been explicitly taught and are free from cultural influences e.g. verbal analogues, memory for lists etc.

[underlying natural processing ability, you can do despite the education background, cultural background, family background -> it is an independent processing skill]

33
Q

crystallised intelligence (Gc)

A

the ability to solve problems that depend on knowledge acquire in school or through other experiences e.g, general information, word comprehension

[intelligence dependent on your experience, education, knowledge learnt and how you use that knowledge]

34
Q

What is Guildford’s proposed structure of intellect theory?

A
  • disagreed with spearman and did not acknowledge ‘g’ presence
  • suggest intelligence was the result of 150 independent variables [believed it was all about independent intelligence variable, there was no underlying factors of intelligence]
35
Q

What are the 3 groups, elemental abilities in Guildford’s model can be split into [multifactor theory of intelligence]?

A
  1. Operations: mental processing
  2. Content: mental material we possess that operations are performed on
  3. Productions: how information is stored, processed and used to make connections
36
Q

what are the two components of Cattel’s Theory of Intelligence?

A

Fluid and Crystalized

37
Q

what is the Vernon’s hierarchy theory?

A
  • argued that intelligence is made up of various groups of abilities that can be described at various levels (from specific to groups to general)
  • elaborated on spearman’s showing group factors found in between 2-factor model of general and specific intelligence
38
Q

How is the hierarchical theory structure?

A

specific factor feed into minor group factors which feed into our major group factors which then feed into g

39
Q

what could the hierarchical theory be argued as?

A

e a 4 factor model with a hierarchical relationship

40
Q

what are some other hierarchical theories?

A
  • Three-Striatum Model of Human Cognitive Abilities (Carroll, 1993)
  • Cattle-Horn-Carroll Theory (McGrew, 1997)
41
Q

Three-Striatum Model of Human Cognitive Abilities (Carroll, 1993)

A
  • similar structure to Vernon’s but integrated the vast amount of research conducted since this was proposed
  • brings together the theories that seem to be explaining some behaviours, which the hierarchical model wasn’t fully explaining
42
Q

Cattle-Horn-Carroll Theory (McGrew, 1997)

A
  • brings together Carroll’s and Cattell’s work
  • there are 9 broad ‘g’ abilities beyond fluid and crystallised
  • This is one of the most comprehension and empirically supported psychometric theories of intelligence to date
43
Q

What is Howard Gardner’s Multiple Intelligences?

A
  • theory stems from more practical uses of intelligences -> things we have to do in everyday life to be successful i.e. education
  • disputes intelligence as a sensory system -> instead sums of the processing system that can take place irrespective of sensory input
  • Intelligence is about the processing system that underlies how we manipulate and use that information (underlying processing system -> that works on information from our senses and other kinds of information as well)
  • disagrees that intelligence is the same as a learning process -> more like a computer that works more or less well
  • Wants to move intelligence away from a ability to learn but instead a computer that works more or less well based on it’s processing capacity

ABOUT HOW A PERSON CAN MANIPULATE/USE INFORMATION

44
Q

there are 9 characteristics associated with Gardener’s Multiple Intelligence Model, what are these?

A
  1. logical-mathematic: driven by logic and reasoning
  2. linguistic: naturally good with writing or speaking and memorisation
  3. musical: musically gifted and have a good ear for rhythm
  4. spatial: good at remembering images and are aware of surroundings
  5. bodily-kinaesthetic: love movement, have good motor skills and are aware of their own bodies
  6. Interpersonal: good with people. They thrive at and enjoy social interactions
  7. Intrapersonal: adept at looking inward
  8. Naturalist: sensitivity to and appreciation for nature
  9. Existentialist: ability to understand one’s surroundings and place within it.
45
Q

what is a strength of multiple intelligences?

A

beaches out to wider cultural considerations of intelligence

46
Q

what does multiple intelligence propose about interactions

A
  • each resides in brain separate sections
  • independent and without control from other intelligences of central functioning -> separate from one another
  • but they do interact

This theory isn’t as empirical supported (while has good practical use), but it does show a new approach to ideas on intelligence

47
Q

Law and Zentner (2012) developed a profile of musical perception skills (PROMS)

A

Objective performance test -> didn’t matter if you were musician or not, it just measured your underlying ability
* tries to overcome reliance on group comparisons between ‘musicians’ and ‘non-musicians’
* multi-dimensional study: using 9 musical perceptual capacities i.e. rhythm, melody, tempo, tuning, pitch and timbre

48
Q

what are the issues with multiple intelligences?

A
  • lack of empirical evidence and validity (Waterhouse, 2006)
  • some argue the use of intelligence tests created around the idea of ‘g’ supports the idea of a single general intelligence (Gottfredson, 2004)
  • some argue that multiple intelligences relate to specific abilities or lower levels of hierarchical models (Visser et al., 2006) -> [maybe he’s improving the consideration of what’s considered a specific abilities and representing low levels in the hierarchical models??]
  • Rebuttal - doesn’t negate the presence of ‘g’ rather it is equal to these other intelligence
49
Q

Sternberg’s Triarchic Theory

A

argued a lot of ideas around intelligence and the test come from one context and don’t fully consider how context influences intelligence
* linking intelligence to success and how the success will look different in different contexts.
* it’s a triarchic theory which has three sub-components to it.

**this theory isn’t definitive what intelligence looks like but instead what makes someone successful in a particular context

50
Q

what are these three subunits of intelligence?

A

*all theories interlink into one another

  1. Componential Sub-Theory: the mental mechanisms that underlie successful intelligence (analytical intelligence)
  2. Contextual Sub-Theory: the way in which people use these mechanisms to demonstrate intelligence behaviours (practical intelligence)
  3. Experiential Sub-Theory: the role of experience in mobilising cognitive mechanisms to meet environmental demands (creative intelligence)
51
Q

Considering how stable our intelligence is across our lifespan (Deary, 2000)

Measured all Scottish children’s intelligence during a Moray-Haus Test
Deary sorted out this data, and measured their intelligence again in 1998 when the individuals were 70 years old

What did they find?

A

There was a slight increase (age-related) but was relatively stable (r = .69)

A (on line of best fit) is kind of representative of most of the individuals
A slight increase but in general it’s quite stable -> there are examples where this doesn’t happen and intelligence changes quite drastically
B (low score as a kid, better score as an adult) i.e. having learning difficulties but got support so their intelligence level goes up
C (good score as a kid, low score now) i.e had good intelligence but now suffers by dementia

52
Q

What is the Flynn Effect?

A

lynn came suspicious because IQ tests needed to be renormalised periodically to keep the average at 100 -> he develged into the data to see if IQ increases across generation or not (whether it’s just the result of not being re-normalised)

53
Q

What did they find in the Flynn Effect? Does IQ increase across generations?

A

Yes! By about 10 IQ points
* IQ seems to be going up, across that rough 10 points per generations mark

54
Q

What might contribute to the Flynn Effect?

A
  • after genes, there is still 20-40% unexplained IQ variance -> could be explained by environmental influences:
  • nutrition
  • better/different education (test-oriented)
  • different child rearing practices (greater access to information)
  • technology, greater access to information
55
Q

what does it mean for education to be more ‘test-oriented’?

A

we might be better at taking tests, including IQ tests now

56
Q

Batterjee et al. (2013) looked at some studies to help support environment in the Flynn Effect.

Measured Intelligence in 1977 and 2010 in Saudi Arabia using the Raven’s Matrices (different group of children for each years)

What did they find?

A
  • across all age groups, there is a higher performance on the Raven Matrices in 2010 than 1977 - minus age 15
  • changes that come with this, partly help to explain increase in intelligence as explained by the Raven’s Matrices

But author attributes change to the fact that Saudi Arabia was an economically developing country during this period

57
Q

Wicherts et al. (2004) investigated ‘factorial invariance’ between cohorts in a WAIS case study / number of difference intelligence tests to see if they influenced the Flynn effect. If we looked at Verbal comprehension

A
  • Verbal comprehension is not directly measured but vocabulary similarities, information and comprehension -> are thought to measure verbal comprehension
    -> but it’s inferred from vocab, similarities, info and comprehension and together indirectly measure verbal comprehension -> there will be a relationship between comprehension and scores from these individual tests

Each have a coefficient value going from verbal comprehension to each of the tests
* high the number, the stronger the contribution i.e. vocab has the highest, followed by comprehension and information

Factorial invariance means that we would not expect these coefficients to change drastically across cohorts
* Factorial invariance means that even if the scores change, these coefficient numbers should not change -> they should be INVARIANT (find that they are very similar and do not drastically change -> even though the scores themselves will obviously change between individuals/groups of people)

58
Q

How does WAIS work?

A

The tests of the left are measuring indirectly, the constructs in the middle which are indirectly measuring underlying g

  • NOT A DIRECT TEST OF G OR MIDDLE CONSTRUCT INSTEAD: The sum of the tests to the left -> factorial invariance is all about the relationship between tests and the concept in the middle
59
Q

Wicherts et al. (2004) investigated ‘factorial invariance’ between cohorts
* 5 studies with different cohorts (some 30 years apart)
* 3 different IQ tests

What did they find?

A

some of the measures were not factorial invariant -> meaning that increases in scores between generations could be related to issues with IQ tests and not an actual IQ increase
-> the Flynn effect could partially be because the IQ tests themselves rather than an actual increase in IQ

60
Q

Do intelligence test scores predict success?

Correlations of IQ (traditionally seen as success -> part of being successful / partially contributing):

School Grades: r = .60
Final level of education (years of school, PhD): r = .50
Job Performance: r = .50
Personality: r = .2

A
  • These things may partially contribute to success -> there is usually a medium, good correlation strength of relationship between these things
  • Particularly for job performance and school grades -> there is quite a strong correlational relationship and outcome measures
  • NOT CORRELATION OF ONE SO IT ISN’T THE ONLY THING GOING ON
    CORRELATION ALSO DOESN’T EQUAL CAUSATION
61
Q

Relationships and IQ - based on what they scored on an intelligence test with some life success measures

What did they find?

A
  • fairly even spread across bands for married by 30, although IQ > 125 was the least 67%
  • lower IQ band have greater % of unemployment (but still on 10-12%)
  • similar pattern for living in poverty but % slightly higher
  • similar pattern with high school drop out
  • income increases across IQ bands -> stronger relationship of these measures of success
62
Q

Terman conducted mass testing of Children in California selected the supremely intelligent for follow up (had an Average IQ of 150)

What did they find later on:

A

generally did well but there achievements were unimpressive given their IQ
* did however, have above average for satisfaction with life and wellbeing)

63
Q

Duckworth & Seligman (2005) looked at 164 8th graders

Predictors
* IQ
* Discipline Measures: study habits, delay of gratification

Outcomes: final grades and achievement test scores.

What did they find?

A

self-discipline accounted for twice as much variance in final grades than IQ scores
* Contributed more to final grades than IQ suggesting that it is a contributor but it’s not everything when it comes to success - at least within this kind of educational content

64
Q

what are two modern tests stemming from Spearman’s theory?

A

WAIS and Raven’s Progressive Matrices

65
Q

What other theories incorporate wider range of intelligence

A

Gardner’s Multiple Intelligences and Sternberg’s Triarchic Theory

66
Q

What does the Flynn Effect suggest?

A

IQ increases over generations

67
Q

what is the difference between alpha and beta tests? (Yerkes)

A

Alpha: for army recruits who can read and write
Beta: for army recruits who can’t read and write

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