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5BBA2040 Psychology I > L7: Intelligence > Flashcards

L7: Intelligence Flashcards

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1
Q

What are implicit theories of intelligence?

A
  • refer to layperson’s beliefs or assumptions about what intelligence is and how it manifests in individuals
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2
Q

What are the three components of implicit theories of intelligence according to Sternberg (1981)?

A

The three components are:

  1. Practical problem-solving: the ability to analyse situations and make decisions using reasoning.
  2. Verbal abilities: the capacity to express oneself and communicate confidently and eloquently.
  3. Social competence: the skills required to be socially accepted and fulfilled
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3
Q

Who created the first intelligence test and when was it developed?

A

Alfred Binet and Theodore Simon in 1905

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4
Q

How did the Binet-Simon test assess intelligence in children?

A
  • assessed mental abilities of children by categorizing them into backward, normal, or advanced
  • based on their performance in a series of 30 short tasks related to everyday life
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5
Q

What was the concept of “mental age” in the Binet-Simon test?

A
  • referred to the level of intellectual development exhibited by a child
  • determined by their performance on the test tasks
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6
Q

Who revised the Binet-Simon test and what was it renamed?

A
  • Lewis Terman revised the Binet-Simon test
  • renamed it the Stanford-Binet test in 1916.
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7
Q

What were some examples of tasks in the Stanford-Binet test?

A
  • Following a light with your eyes
  • Shaking hands
  • Naming parts of the body
  • Counting coins
  • Naming objects in a picture
  • Recalling a number of digits after being shown a long list
  • Providing word definitions
  • Filling in missing words in a sentence
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8
Q

How is the Intelligence Quotient (IQ) calculated based on Stern (1912) and Terman (1932)?

A

(mental age / chronological age) x 100

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9
Q

How is the Intelligence Quotient (IQ) calculated according to Wechsler?

A

(actual test score x 100) / expected score

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10
Q

What does the IQ score reflect?

A
  • reflects an individual’s standing in comparison to others of the same age in terms of intelligence
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11
Q

What is Spearman’s general intelligence (g)?

A

(Spearman’s general intelligence, denoted as “g,”)
- refers to a central factor of intelligence that underlies all positive correlations and all aspects of cognitive ability

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12
Q

What did the Two-factor theory of intelligence propose?

A
  • proposed by Spearman in 1927, suggested that intelligence consists of two factors:
    1. General intelligence (g): It represents mental energy and is the central factor underlying all cognitive abilities.
    2. Specific abilities (s): These are specific abilities related to performing various tests, such as mathematical or verbal skills.
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13
Q

How did Spearman develop the Two-factor theory of intelligence?

A
  • collected data using variety of intelligence tests, analysed relationships between data & subjected them to factor analysis to identify the two factors: general intelligence (g) and specific abilities (s)
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14
Q

What is Raymond Cattell’s concept of general intelligence?

A
  • proposed the idea of general intelligence (g), which refers to an individual’s overall cognitive ability
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15
Q
  • What is crystallized intelligence (gc)?
A
  • represents acquired knowledge and skills influenced by culture
  • it increases throughout life & reflects one’s cumulative learning experiences
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16
Q

Give examples of crystallized intelligence (gc)

A
  • vocabulary size, general knowledge, and other learned skills
17
Q

What is fluid intelligence (gf)?

A
  • refers to the primary reasoning ability to solve abstract relational problems
  • not influenced by culture & is present from birth, stabilizing during adulthood
18
Q

Give examples of fluid intelligence (gf)

A
  • learning new information, understanding new relationships, patterns, and analogies
19
Q

How is ‘g’ (general intelligence) measured?

A
  • typically measured using intelligence tests that assess an individual’s overall cognitive abilities across various domains
20
Q

What is factor analysis in measuring ‘g’?

A
  • a statistical technique used to identify underlying factors or dimensions that contribute to intelligence test performance
  • it helps reveal the common variance among different test items
21
Q

What is the significance of measuring ‘g’?

A
  • helps understand an individual’s overall cognitive capacity, which can have implications for educational & occupational success
  • provides insights into intellectual potential & cognitive functioning across various domains
22
Q

What are the Wechsler tests?

A
  • series of intelligence tests developed by David Wechsler
  • designed to assess different aspects of intelligence, including crystallized intelligence (gc) and fluid intelligence (gf)
23
Q

What are the two main versions of the Wechsler tests?

A
  1. the Wechsler Adult Intelligence Scale (WAIS) for adults aged 16 to 75 years
  2. the Wechsler Scale for Children for children aged 5 to 16 years
24
Q

What is the focus of the Wechsler tests?

A
  • thought to primarily assess crystallized intelligence (gc)
25
Q

What are some of the subtests included in the WAIS-IV (Wechsler Adult Intelligence Scale, fourth edition)?

A
  • arithmetic, block design, comprehension, digit span, digit symbol, information (general knowledge), object assembly, picture arrangement, picture completion, similarities, and vocabulary
26
Q

What is Raven’s Progressive Matrices?

A
  • an intelligence test designed to primarily assess fluid intelligence (gf)
  • aims to minimize cultural differences, particularly related to languages, and evaluates a person’s ability to form perceptual relations and reason by analogy
27
Q

What is the concept of ‘g’ according to Thurstone?

A
  • proposed that ‘g’ (general intelligence) results from seven primary mental abilities:
  1. Associative memory
  2. Number: ability to perform mathematical operations
  3. Perceptual speed: ability to perceive details and similarities in visual stimuli
  4. Reasoning: ability in inductive and deductive reasoning
  5. Space: ability to mentally transform spatial figures
  6. Verbal comprehension: ability in reading, comprehension, and verbal analogies
    7.Word fluency: ability to generate and use a large number of words or letters
28
Q

What was Gardner’s contribution to intelligence theory?

A
  • proposed the theory of multiple intelligences, suggesting 9 different independent intelligences, each functioning as separate entities and having separate sections in the brain.
    1. linguistic
    2. logical-mathematical
    3. spatial
    4. musical
    5. bodily-kinaesthetic
    6. interpersonal
    7. intrapersonal
    8. naturalist (ability to interact with nature)
    9. existentialist (ability to understand one’s surroundings and place in the grand scheme of things, i.e., spiritual thinking)
29
Q

Describe different historical approaches to conceptualising intelligence

A
  • Spearman’s Two-Factor Theory: General intelligence factor (‘g’) and specific abilities (‘s’).
  • Thurstone’s Multifactor Theory: Seven primary mental abilities contributing to intelligence.
  • Cattell’s Fluid and Crystallized Intelligence: Distinguishing between problem-solving and acquired knowledge.
  • Gardner’s Multiple Intelligences: Proposing nine independent intelligences.
30
Q

Explain the relevance of reliability and validity in the development of IQ tests

A
  • Reliability ensures consistent scores over time & multiple administrations.
  • Validity ensures the test accurately measures intelligence & predicts performance on related tasks
31
Q

Describe the normalisation of IQ tests

A

involves administering the test to a representative sample:

  • The normative group establishes the average IQ score, typically set at 100.
  • Scores are then categorized as above average, average, or below average based on the distribution.
32
Q

Describe how heritability of intelligence is estimated

A
  • Comparing identical and fraternal twins helps identify genetic influences.
  • Heritability estimates the proportion of individual differences in intelligence due to genetics
33
Q

Evaluate environmental factors that can have an impact on intelligence

A

Socioeconomic status: Access to resources and education.
Early childhood experiences: Stimulation and nurturing environment.
Nutrition: Proper diet for cognitive development.
Education: Quality of learning opportunities

34
Q

Critically evaluate and discuss contentious issues arising from the Bell Curve debate

A
  • The book suggests intelligence is partly determined by genetics.
  • Critics argue it oversimplifies complex issues and perpetuates harmful stereotypes - essential to consider broader social, economic & environmental factors influencing intelligence and academic achievement

5BBA2040 Psychology I (10 decks)

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