Lecture 14

Question 1

Why intelligence?
 B__-S__ intelligence test
- Developed to identify children likely to s__ in school
-Wanted a more o__ assessment

Intelligence is difficult to define; can be described at three levels of analysis:
• • •
-As __ thing (a single trait)
-As a __ things (a few basic abilities)
-As __ things (numerous cognitive processes)

Answer 1

binet-simon
struggle
objective

one
few
many

Question 2

Intelligence as a Single trait:

 g__ intelligence or g (Spearman)

 C__ p__ that influence the ability to think and learn on all i__ t__.

 Performance on all intellectual tasks is __ correlated

Answer 2

general

cognitive processes, intellectual tasks

positively

Question 3

Intelligence as a few basic abilities:

 There are two types of intelligence (Cattell)

• Fluid intelligence: Our ability to t__ on the spot to s__ p__.
• Crystallized intelligence: Our k__ of the w__.

Answer 3

think, solve problems

knowledge, world

Question 4

Intelligence as a few basic abilities:

Another view believes that intellect is composed of __ primary mental abilities (Thurstone)

• Word fluency, verbal meaning, reasoning, spatial visualization, numbering, rote memory, and perceptual speed

 Scores on tests of a s__ ability are more coherent than those on d__ abilities

Answer 4

seven

single, different

Question 5

A Proposed Resolution

 Carroll proposed a t__-s__ theory of intelligence

Answer 5

three-stratum

general intelligence to 8 more specific intelligences to even more specifics of those 8 intelligences.

Question 6

Wechsler Intelligence Scale for Children (WISC):

 The most widely used intelligence testing instrument for children _ years and older*

 WISC-V, revised in __, is the most current edition.

 The test results in an o__ score, plus separate scores on __ moderately general abilities.

 Conception of intelligence underlying WISC-V is consistent with Carroll’s t__-s__ framework.

*Tests of intelligence aren’t especially r__ or v__ for children < 5 years of age

Answer 6

6

2014

overall, four

three-stratum

reliable, valid

Question 7

IQ: measure used to indicate a child’s intelligence r__ to that of other children of the s__ age.

• mean is __
• SD is __.

Answer 7

relative, same

100
15

Question 8

Longitudinal studies show consistency of IQ scores from age 5 onward when:

 Factors implicated:
• IQ tests given __ in time.
• IQ tests given when children are o__.

 Factors implicated for inconsistent scores:
• Child’s a__ and m__ on test days
• F__ factors
• Changes in e__

Answer 8

closer
older

alertness, mood
family
environment

Question 9

IQ scores are strong predictors of:
• A__ achievement (grades)
• E__ success
• O__ success

IQ affects income, but so do other factors, such as e__.

Many other important factors: m__, s__- d__, etc.

Answer 9

academic
economic
occupational

education

motivation, self-discipline

Question 10

Study of Mathematically Precocious Youth headed by Benbow and Lubinski at Vanderbilt University

 Beginning in the early 1970s, identified cohorts of children who scored in the top _% to the top .__% in verbal or math ability prior to age __.

 Followed children into adulthood to assess their career trajectories, creative accomplishments, attitudes, lifestyle, psychological wellbeing, etc.

 These children have accomplished amazing things (e.g., made scientific discoveries, produced works of art or music) at rates much __ than the general population

Answer 10

3, .01
13

higher

Question 11

Genetic Contributions to Intelligence

 The g__ has a substantial influence on intelligence.

 M___ in early childhood and becomes l___ by adolescence, adulthood.

 Remember:
P__ effects
E__ effects
A__ effects

Answer 11

genome

moderate, large

passive
evocative
active

Question 12

Influence of immediate environment:

Caldwell and Bradley (1979) developed a measure known as
HOME (Home Observation for Measurement of the Environment), which samples various aspects of the child’s home life such as:

 Organization and safety of living space 
 Intellectual stimulation
 Access to books
 Parent–child interactions
 Emotional support and more

Better-quality home environments and schooling likely cause children to have __ IQ scores.

Answer 12

higher

Question 13

The society in which children grow also influences intelligence

 Flynn effect: Consistent __ in average IQ scores over the past __ years in many countries
• • •
-Gains roughly __ points in the United States

• Greater increases seen in __ SES
• Greater increases in scores on f__i__-related tasks (i.e., abstract problem-solving and reasoning)

Answer 13

rise, 80

10

lower

fluid intelligence

Question 14

Poverty and other risk factors also affect IQ
Risk factors include:

• Mother did not
complete \_\_ \_\_
• S\_\_ life events
• N\_\_ mother-child
interactions
• L\_\_ family size
• Etc.

The g__ the number of risk factors, the l__ the average IQ

Answer 14

highschool

stressful

negative

large

greater, lower

Question 15

Programs for helping at-risk children:

Project Head Start: early intervention program developed by the U.S. government in response to focusing on improving success of children in poverty

I__ gains, but later f__-o__.

Carolina Abecedarian Project: more c__ approach

Economists (e.g., Heckman) have shown that early intervention programs are well worth the investment.

Answer 15

initial, fade-out

comprehensive

Question 16

Multiple Intelligences Theory (Gardner)

 Based on the view that people possess at least __
types of intelligence

• Linguistic, logical–mathematical, spatial, musical, naturalistic, bodily–kinesthetic, intrapersonal, and interpersonal

 Not a lot of e__ support, but broad appeal because of focus on s__.

Answer 16

eight

empirical, strengths