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PSYC213: Cognition > Lecture 18: Intelligence and emotion > Flashcards

Lecture 18: Intelligence and emotion Flashcards

1
Q

Intelligence

A

*“The true sign of intelligence is not knowledge but imagination.”
* The ability to generalize memories (Memory); flexibly use knowledge (Concepts) to solve new problems (Problem solving)
* Thinking and reasoning abilities beyond algorithms
* Intelligence is not about memorization is is about generalizing knowledge and using it to solve a new problem.

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2
Q

Intelligence (continued)

A
  • Intelligence relates to efficient and appropriate reasoning and decision making
    * Learning from experience
    * Adapting to the environment (adjust things that you know to meet your current environment and act purposefully).
    * Acting purposefully
  • It varies across individuals
    • IQ tests have been designed to measure general intelligence differences
    • Other factors underlie differences on these tests aside from “intelligence” (this needs to be considered)
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3
Q

Is AI intelligent?

A
  • Is it just an algorithm passively feeding on a lot of text and predicting what comes without “intelligent” thought?
    • chatGPT is seen as a bunch of algorithms

ChaptGPT solves ambiguous decision-making and reasoning tasks similarly to humans
* falls for the conjunction fallacy (it cannot reason beyond rules and algorithms)
1.Linda is a bank teller.
2.Linda is a bank teller and is active in the feminist movement.
… but these are famous reasoning tasks …

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4
Q

What AI can do vs what AI cannot do?

A

What it can do
* Automated tasks
* Routine activities (routine tasks)
* Create content
* Create Bizarre songs
* Co-create movie with AI

What it cannot do
* Editing: Avoid repetition in content (it includes a lot of repetitions)
* Write accurate news articles
* Provides ‘fake news’
* Cannot provide opinions or advice
* Can’t create original puzzles

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5
Q

Measuring intelligence: A standard test

A

Psychometrics: The study of psychological assessment

  • Standardization
    * Test scores are compared to pre-tested ‘standardization’ or ‘norm’ groups
  • Normal distribution or curve
    * A symmetrical bell-shaped curve that describes test score distribution
    * The spread of that curve are the individual differences of the scores
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6
Q

IQ tests scores

A
  • Average score of 100
  • Standard deviation of 15; 95 %
  • Within two standard deviations of the mean, IQ scores between 70 and 130
    • a lot of values in the middle around the average (100)
    • they are distributed so that 68% of people will fall within 1 standard deviation and 95% will fall within 2 standard deviations
    • anyone with an IQ of 132 or over is reallly smart…
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7
Q

Validity and Reliability of IQ test scores

A

Reliability: There is consistency across instances of testing (consistency in scores from one test to another)
* IQ scores have high test-retest reliability ( you should get a similar score every time…)
* Evidence: Score at age 6 correlates with scores at age 18 (some aspect of stability in the testing)

Validity: The test is measuring what it is intended to measure (the test measures what is says it measures)
* IQ scores should have predictive validity if they predict performance on something requiring intelligence (ex: job performance, academic performance)
* Correlations of .5 with job performance (what is intelligent will always vary - IQ test might not be valid everywhere)
* But what is intelligence will vary across context and culture… to come

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8
Q

What does this image depict?

A

add image
- Test-retest reliability
- measure equivalence at different time points

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9
Q

IQ test scores

A

“People who boast about their IQ are losers”
- IQ tests seem to be overused a lot
- We should not be so hung up on them

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10
Q

The start of intelligence testing

A
  • Francis Galton (1822 to 1911)
    • Developed tests, but purpose was questionable
      • Founded the eugenics movement (maybe people of upper class/white have higher ability and should be the only ones to reproduce)
      • Racially-motivated view of how to “improve” society
      • A dark start to intelligence testing
  • very interested in individual differences or how people do on these tests
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11
Q

Alfred Binet

A
  • Developed a test in response to a request from the French government
    • Identify children that needed special education in school (identify children that are doing less well in school, problems with learning). He thought that he couldn’t really measure intelligence because it was about practical life - he was more about creating test that predicted academic output.
  • Binet viewed intelligence as as important for:
    • Practical life, adapting to circumstances judging and reasoning well
  • Binet thought his test only measured academic output and not intelligence
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12
Q

The Simon-Binet Test

A
  • 30 questions of increasing difficulty (easy
    à hard)
    • Easy items: Follow a light beam
    • Difficult items: Describe abstract words or difference between pairs of things
    • Some questionable items (rate the attractiveness of faces - weird)
  • Standardization - based on how they answered those questions.
    • A child’s mental age was calculated by comparing the score /30 to the score of a group of children the same chronological age

He thought intelligence was too complex but this became the start of the IQ tests

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13
Q

The Stanford-Binet Test

A
  • Based on the Simon-Binet test - adapted it to American culture (he saw it as grasping concepts and ability)

Item for a 4 years old
“Repeat the following numbers: 3 6 7”

Item for an Adult
“Describe the difference between misery and poverty”

  • IQ RATIO scores : (Mental Age (MA) / Chronological Age (CA)) * 100 (here is where we see the IQ being formed)
    • If MA > CA, ability is above average of peers (gifted) above 100
    • If MA < CA, ability is below average of peers (delayed) below 100
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14
Q

Wechsler Tests

A

“The global capacity of a person to act purposefully, to think rationally, and to deal effectively with his environment” (Wechsler, 1958, p. 7)
* Separate intelligence scales for children and adults AND separate scales to measure different types of intelligence. Cannot use the same test to assess children and adults and their are different components of intelligence that are more common around different people
- Wechsler intelligence scale for CHILDREN (WISC)
- Wechsler ADULT intelligence scale (WAIS)

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15
Q

Wechsler Test

A

image
- made on a verbal and non-verbal component
- Can use the Performance IQ and verbal IQ to see how much developmentally challenged the kid is

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16
Q

Wechsler verbal and non-verbal scales

A

image
Picture completion subtext - figure out what is missing in the image

17
Q

Raven’s progressive matrices

A
  • IQ tests are often culturally biased
  • Shown patterns with a missing section and asked to determine the missing piece from a set of options
  • Non-verbal assessment
    * Relatively free from linguistic influences and thus free from cultural biases
    * test without the language barrier - no verbal test
18
Q

What are they measuring?

A
  • Working memory (WM) capacity shares at least half its statistical variance with “general intelligence”. Some researches think that intelligence is based on working memory (how well i can hold something in my memory)
  • WM can predict intelligent behaviors, including reasoning and adaptabilityà
  • some findings that WM tests are more likely to predict job performance and academic success.
19
Q

Genetics and IQ scores

A
  • Studies with fraternal or identical twins raised in the same or different environment
  • Shared genetics is a better predictor of IQ correlations among twins than the environment (genetics might account for 50-70% of variability).
  • Most IQ similarity in more similar environment and and more similar genetics
    • more overlap in genetics in identical twins than fraternal twins = more overlap in IQ scores?
20
Q

Important points on IQ scores

A
  • Helpful to identify children who need help but can be used to exclude marginalized communities. Helps us identify our strengths.
  • Factors affect performance (other factors affect scores on these tests)
    • Socioeconomics (people who are more affluent will spend more time getting their kids better at school)
    • Gender differences in self-estimated intelligence (males have a higher estimate of their IQ than females) How you feel you will do on them influences your result on the test.
    • Culture: Familiarity with task and stimuli can affect performance
21
Q

The Flynn effect: Explaining IQ variations

A
  • Americans’ IQ scores increased 3 points per decade over 100 years. Steady rise in IQ scores. This effect holds for ALL IQ tests.
  • This represents that other things can influence IQ scores, not just intelligence. Are there some sort of environmental changes that are affecting this?
22
Q

Flynn effect: Education

A

image
- increased of years of education every decade
- more schooling/opportunities to learn are leading to a increase of IQ testing by individualsà

23
Q

Flynn effect: Complexity and health

A
  • Complexity
    • Over time, more focus on abstract thinking and critical thinking, especially in wealthier countries (science is much more abstract and critical thinking.
  • Health
    • There is a greater focus on health, which improves brain function and enhances IQ test scores. Healthier diet and lifestyle = healthier brain = higher IQ
    • ex: meditarean diet helps improve
24
Q

Theories of Intelligence

A

image
* We usually see intelligence as one thing - many theories of it
1) single entity, this is what drives IQ tests
2) multiple things, multiple views of intelligence

25
Q

Spearman’s two factor theory

A
  • Found that tests of cognitive abilities correlated with one another (all related to one another)
  • Suggested that higher correlations are driven by a common reliance on a single factor (there is one underlying factor driving performance on these tests)
  • This is general intelligence (g)
  • General Intelligence (g factor) varies across people but is stable within a person. Genetic basis (and opportunities)
  • Specific abilities (s factors) are performance on tasks, are affected by education and environment, and vary within a person. S factors are specific to different abilities (ex: math, learning math…)
    • Like school subjects!

His theory suggests that we have Both a general intelligence and specific abilities.

26
Q

Cattell and Horn Theory

A
  • Fluid intelligence (similar to g) - biological form and intelligence
    • The capacity to acquire new knowledge and engage in flexible thinking
    • Tests of reasoning
    • Genetic basis (determined by genetics)
    • ability to work with info
  • Crystalized intelligence (similar to s) - variable!
    • Knowledge and learning that has been acquired throughout the lifetime
    • Vocabulary, math
    • Affected by personality, education, culture
    • Motivated learning
    • ….

Crystallized intelligence stays stable or can increase as we get older but fluid intelligence decreases as we age due to PFC atrophy

27
Q

Multiple forms of intelligence

A

Theories that state that there are different forms of intelligence, often comes from savant syndrome.
* Savant Syndrome: A a person who is otherwise limited in mental ability has an exceptional specific ability
* E.g., artistic skills or mathematical ability
* Can be congenital or acquired (new skills after brain injury)

  • Suggests there are different forms of intelligence, supported by different cognitive processes
  • most cases are from birth but some are acquired
28
Q

Acquired savants

A
  • People who acquire specific skills from brain injury
    * Tony Cicoria: After being struck by lightening, a man developed exceptional piano skills
    * Orlando Serell: ability to perform calendar calculations (extreme memory from calendar dates). After being hit in the head by baseball
  • To compensate for damage, other areas of the brain will be ‘rewired’, which induces savant-like capabilities
  • researches thing that it is from neuroplasticity, rewiring other regions together to make up for damaged area.
29
Q

Gardner’s theory of multiple intelligences

A

Many types of intelligence that relate to different skills
- used by people with different types of intelligence.
Ex:
- spatial intelligence
- bodily intelligence
- interpersonal intelligence
- naturalist intelligence (nature patterns, botanist)
Everyone has some strengths and anbilites.

30
Q

Sternberg’s theory of intelligence

A
  • A process view that states that intelligence is not a system or structure. Multiple types of intelligence based on different processes.
  • Intelligence is the capacity to automatize information processes and use them in appropriate settings.If we can do this in environments show when and how we are available.
    • This can vary
31
Q

Sternberg’s intellectual components

A
  1. Meta-component: Higher order processes for planning and decision making. Making decisions about how to solve a problem
  2. Performance component: Processes for executing a task
  3. Knowledge acquisition component: Processes to learn and store new information

These components are thought to be universal - apply them to all types of problems.
… lead to

32
Q

Triarchic theory: Types of intelligence

A

(1) Components interact with certain materials/tasks (2) that are relevant to a given situation (3)
* divided in how processes are interacting
- anylitic intelligence: good at logical problem solving and deicion pronblemsç
- practical intelligence: ability to use info in context

33
Q

Practical and creative intelligence

A
  • Practical intelligence: The ability to apply information to daily ambiguous situations
    • Emphasizes contextual information
    • E.g., Delivery persons who can intelligently navigate routes when there are road-blocks. But the driver can restructure a problem in ambiguous situations.
  • Creative intelligence: The ability to think in new ways and apply information flexibly (can see link to things that often others can’t.
    • Emphasizes experiential information
    • Linked to insight problem solving (link between creative intelligence and insight.
34
Q

Emotion and thinking

A
  • Emotion affect how we process information and think
  • emotional intelligence: understand, see and manage your own emotions in a positive way.
  • the way we process info can lead to different emotional states and therefore influence are thinking ability.
    • positive mood = think of things in a more broad way
35
Q

Positive mood leads to broad thinking

A
  • A positive mood promotes a general “assimilative thinking” style (take a pano of environment) , and leads to greater susceptibility to misinformation.
  • A negative mood promotes specific “focused thinking” style (narrow in on one specific aspect) and lowers susceptibility to misinformation

Questionnaire that contained or did not contained planted into
Happy mood = more likely to endorse false information
Neutral or negative mood = less likely to endorse false information.
- negative mood will decrease are ability to discriminate between true and false information

36
Q

Global processing - happier moods

A

image

Positive emotion is more related to global processing

Engaged participants in more global processing or local processing by changing the focus of the image. People were more happy in the global processing conditions. People said they were happier in the global processing.

There is a bidirectional effect.

37
Q

Summary

A
  • One theory is there is general biological basis of intelligence, another is there are multiple forms (supported by Savant syndrome)
  • What are IQ tests measuring? What is reliability vs validity?
  • IQ scores are strongly affected by genetics, but have changed over time (Flynn effect)
  • Our emotion can affect thinking. This could affect test performance

PSYC213: Cognition (14 decks)

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