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Intelligence Exam > Lecture 2 > Flashcards

Lecture 2 Flashcards

1
Q

Does intelligence matter?

A
  • intelligence as distinguishing characteristic of humanity
    • better than other animals
  • intelligence research focuses mainly on individual difference
  • intelligence research has been highly controversial and political
    (sex difference, class differences, racial and ethnic differences, separate fact from opinion)
  • intelligence as a prediction tool
    • predict aspects of life and level of success we going to have
  • look around us and make judgements about who is intelligent
  • have our own implicit theory of intelligence based on own personal beliefs and attitudes
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2
Q

explicit and implicit theories of intelligence

A
  • explicit theories are scientific constructs based on data collected from tests designed to measure intelligence or some form of cognitive ability
  • implicit theories of intelligence are non-scientific constructs - form sets of beliefs and opinions about intelligence and intelligent behaviour
  • an intelligent person is someone who resembles and implicit prototype
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3
Q

implicit theories of behaviour

A
  • important in everyday life
    influence perception and evaluation of self and others
    influence attitudes and behaviour towards self and others
    affect decision making and action i.e. choice of friends, partner, education, job selection and employee selection
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4
Q

implicit theories

A
  • important for intelligence research (explicit)
    give rise to new theories by identifying ares which have bee inadequately researched
    evaluate existing theories
    examine cross-cultural aspects of intelligence
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5
Q

Sternberg

A
  • conducted series of studies that involved interviews with the public about their perceptions of intelligence
  • asked people to describe intelligence, hen asked others to rate the importance of descriptions
  • 1981 - study found three broad types of intelligence:
    practical problem solving, verbal abilities and social competence
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6
Q

Practical problem solving

A
  • solving problems in situations and relationships with others
  • analyse a given situation well
  • makes decisions on rational reasoning
  • create different viewpoints and analyse multiple outcomes
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7
Q

Verbal ability

A
  • ability to express yourself eloquently
  • understand works spoken and written
  • use antonyms and analogies to effect
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8
Q

social competence

A
  • skill required for social acceptance
  • understanding of the self and others
  • dependence and independence balanced
  • can cooperate and also take personal responsibility
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9
Q

Sternberg (1985)

A
  • additional aspects of intelligence:
    intellectual balance - make connections between things
    fluid thought - think quickly and good at maths
  • contextual intelligence - learning from past experience, can cope well with new environments
    goal orientation and attainment - purposeful, can obtain and use info for specific purposes –> intelligence comes from success
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10
Q

Cross cultural implicit intelligence

A
  • the discussed research was derived from western cultures, specific to US
  • Western = cognitive skills refer to individual
  • Eastern = also refer to spiritual, social, familial, moral and historic aspects
    Chinese philosophy of intelligence from Confucian and Taoist traditions
    Confucian: highlights intelligence through benevolence and doing the ‘right thing’
    Taoist: humility, freedom from conventional judgement, perceptive and responsive, understanding of the self and of the environment around you
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11
Q

Yang & Sternberg

A
  • used a similar methodology - asking people to describe intelligence, then getting others to rate their importance
    Taiwanese - 5 factors:
    1. cognitive factor - similar to western practical problem solving, quick to learn, good at abstract things
    2. interpersonal intelligence - relate to others with harmony, efficiency and compassion
    3. interpersonal intelligence - view themselves objectively, has purpose, self-control
    4. intellectual self-assertion - confident of intelligence and derive self-esteem from it - can be negative in arrogance, drawing attention to oneself
    5. intellectual self-effacement - modesty over ones intellect - can get lost in thinking, will only talk about length about those subjects which they have knowledge of
    Easter and western theories of intelligence do not differ a lot but emphasis on different things
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12
Q

Western and Eastern intelligence differences

A

Western: individual, logic
Eastern: individual but also how this extends to others, part of history and spirituality

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13
Q

Is intelligence fixed or malleable?

A

Carol Dweck
- peoples beliefs about the nature of intelligence can determine attribution of success and failure, influence motivation and future behaviours
- looks at peoples motivation and how this affects intelligence
people who view intelligence as fixed - see failure as unavoidable and do not take action
- helplessness, cannot make improvements
people who view intelligence as malleable can choose to take remedial action
- teachers who hold such views can also influence the views of their students

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14
Q

Hong et al (1999)

A

Why did you fail the test?
- lack of effort higher when intelligence malleable
- lack of ability higher when intelligence is fixed
I will take remedial action
- higher when intelligence is malleable

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15
Q

Dwecks theory - eval

A
  • is not specific to intelligence but helps us understand attribution and motivation
  • can help explain why some people may perform consistently low in tests of intelligence
  • if ones belief that performance on tests or at school is about ability, failure cannot be remedied
  • it is less likely the individual will devote effort to improve performance or select remedial actions
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16
Q

Explicit/scientific theories of intelligence

A

some themes and consensus do come about from experts view on intelligence:

  • adaptation to the environment, basic mental processes, higher order reasoning, problem solving and decision making
  • absence of absolute agreement not necessarily a problem
  • often the definitions follows from research does not have to precede it
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17
Q

Explicit theories - psychometric theories

A
  • theories based on results from psychometric tests that measure specific skills and abilities
    reliable
    valid
  • multiple tests used to sample different abilities
    visual, verbal, auditory, spatial
  • good psychometric tests involve large number of participants - standardised tests
  • tests often correlate with each other
    measure common elements
    need to simplify to understand
  • factor analyse look at common elements (factors) across tests
    factor summarise dimensions of intelligence
  • factors should be able to explain as much variance (individual difference) as possible
    variance = individual differences
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18
Q

The G factor

A

Spearman (1904) - tests of different abilities show positive correlations
- people good at one task are also likely to be good at other tasks and vice versa
- statistical regularity/robust effect
- tests quite distinct: verbal fluency, mathematical skills, spatial visual skills
- sporting analogy
people that are better at running are also likely to be better at shot putting and long jumping - will be stronger
- statistical analysis shows a single factor that explains a large part of individual differences in performance
individual differences in performance are not random
- G scores correlate highly with full scale IQ scores from WAIS

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19
Q

Interpreting g: Two factor theory

A
  • proposed by Spearman (1904, 1927)
    G factor: general mental ability which underlies performance across all IQ tasks and influence all cognitive abilities
  • the S factors - specific abilities which also contribute to performance on individual tasks
  • test performance defined by g + s
  • correlations between g and test performance due to task complexity but not task difficulty
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20
Q

Two factor Theory

A
  • G factor responsible for individual differences in test scores to varying degrees
  • proportion of test explained by g is called the tests g loading
  • individual differences in any one test are due to individual differences in g and s abilities
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21
Q

what is g?

A

Spearman (1927) - core mental energy
Jensen (1998) - information processing
- g is related to speed and efficiency of information processing
- g correlates highly with simple reaction times tasks
positive correlations with variables linked to intelligence
- brain size
- neural plasticity
- occupation/promotion
- health
- education

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22
Q

invariance of G

A
  • value of g should not depend on the composition of the test battery
  • G scores of the same people tested in many different test batteries correlate highly
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23
Q

Interpreting g: alternative views

A

sampling view:
- G: does not exist as a psychological or biological construct
- IQ tests consist of overlapping processes contributing to more than one test
- complex tasks are more likely to inter-correlate because they contain more processes
- positive manifold due to measurement problems
we cannot measure the basic processes accurately, only look at the level of tests

24
Q

Interpreting g: sampling view

A
  • sampling view has difficulty explaining:
  • strong correlations between seemingly very different tasks
    visual processing and memory tasks
  • weak correlations between seemingly similar tasks
    forward and backward digit span
  • brain damage can lead to specific rather than generalised impairments
  • high correlations between g and tests that assess a restricted number of processes
25
Q

Interpreting g: Mutualism (Van Der Maas, 2006)

A

G: does not exist as psychological/biological construct
- abilities are independent but mutually influence each other as we grow older
G small early in life but greater in childhood
- processes and abilities benefit each other
if you have good STM, you can develop more efficient information processing strategies which increase the capacity of STM
- initial findings show that g is strong even at 2.5 years and increases at very slow rate up to the age of 10

26
Q

multi factor theories

A 
Thurstones 7 factors 
- the g factor is the result (rather than cause) of seven primary factors 
associative memory 
mathematical ability 
perpetual speed 
reasoning 
spatial visualisation 
verbal comprehension 
word fluency
27
Q

Cattle (1941)

A
  • instead of g two distinct intelligences
    fluid (gf) and crystallised (gc) intelligence - related
  • fluid intelligence: ability to solve novel problems and adapt in novel environments
    largely hereditary/biologically based
    culture independent
    sensitive to brain damage and effects of ageing
    sensitive to normal functions in physiological function (fatigue, illness)
    peaks in early life (18 - 22 years) declines after
    cannot be trained
  • according to Cattle: G(c) is a product of environmentally varying experimentally determined investments of G(f)
    G(c) caused by G(f)
28
Q

Crystallised intelligence

A

involves application of formal knowledge

  • knowledge of facts and skills
  • environment and experience dependent (culture, family, education)
  • increased with age, reaching peak at middle-age and declines after
  • sensitive to motivation, practise and exercise
  • can be trained

Critics have questioned validity of G(f)
- G(f) identical to g

29
Q

WAIS tests that tap on Gf and Gc

A

FLUID INTELLIGENCE
- digit span
- matrix reasoning/pattern completion
which pattern completes design
- pattern creation
how do you put together a set of blocks to create a new design
- similarities
what way are fireman and paramedic similar?
CRYSTALLISED INTELLIGENCE
- general knowledge
can you make the last six british prime ministers
- vocabulary
what is the meaning of the word irrelevant?
- arithmetic
- similarities
in what way are a fireman and paramedic alike?

30
Q

Hierarchical models

A
  • used factor analysis to examine differences among individuals (score variance)
  • identify different layers of specialisation
    from very general to very specific
  • differ in definition of factors, number of factors and different layers
    different samples, different tests
31
Q

Vernon;s hierarchical theory (1950)

A
  • accepted the existence of g
    top of hierarchy
  • distinguished two broad features
    verbal/educational (v:ed) and perceptual/mechanical (k:m)
  • broad factors consist of minor ones
  • G(f) and memory absent as separate factors but considered to contribute to all others
  • good explanatory power
  • recent revision
    added image rotation as a major factor and memory as minor factor
32
Q

Cattle and Horn-Carroll

A
  • cattle and horn revised original theory of G(f) and G(c)
    more broad factors added
  • very similar to carroll
    also added g as an overall general factor
  • put together into a single model: the Cattell-Horn-Carroll (CHC) theory of cognitive abilities
    does not contain g
    involves more broad factors (16)
    new factors emerge: olfactory, tactile abilities, reading and writing, domain specific knowledge
33
Q

definitions of intelligence - APA task force

A
  • individuals differ from one another in their ability to understand complex ideas to adapt effectively to environment - to learn from experience, to engage in various forms of reasoning, to overcome obstacles by taking thought
  • focuses on individual difference in a number of different processes, abilities and achievements
34
Q

definitions of intelligence - single factor

A
  • very general capability involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience
  • emphasis on the existence the g factor
35
Q

Alternative theories to intelligence

A
  • psychometric approaches - restricted and biased - too much emphasis on scholastic activities
  • issues with construct validity
    challenge concept of intelligence
    not accepting the notion of general intelligence
  • expanded definition of intelligence
    emphasis on individual components
  • some aspects lack empirical support
    popular with some educators
36
Q

Gardner (2013)

A

suggested educators:

  • individualise teaching ‘learn as much as you can about each student and teach each person in way they find comfortable and learn effectively’
  • pluralise teaching ‘teach important materials in several ways, not just one e.g. through stories, works of art, diagrams, role play - reach students who learn in different ways

Did not devise a test instead MI should be assessed by examination of activities
- not strong neuropsychological/psychological support
unlikely all intelligences are separate in the brain
thinking of mind as set of cognitive processes rather than set of intelligences
- attempts to test MI found strong inter-correlations between intelligences and general factor (g)
- the CHC theory postulates and tests additional forms of intelligence not just linguistic and mathematical/logical

37
Q

are multiple intelligences just talents and abilities?

A
  • can we think of them as specific factors

- blurs the distinction between intelligence and talent/special skills

38
Q

alternative theories: Sternberg’s Triarchic Theory (practical intelligence)

A
  • practical intelligence (contextual sub theory) - interacting with environment
    Adaptation: thought processes and behaviours that allow successful integration
    Shaping: thought processes and behaviours that change the environment
    Selection: identifying best possible environment
  • practical knowledge involves acquisition and use of tactic knowledge
  • action orientated knowledge to achieve a specific goal
  • not explicitly taught
  • not domain specific
  • can be used to measure practical intelligence
  • predictive of success
39
Q

alternative theories: Sternberg’s Triarchic Theory (analytic intelligence)

A
  • componential sub theory - internal mechanisms
    metacomponents - identify a problem, develop strategies to solve it –> allocate resources, monitor performance –> evaluate outcome
    performance - actual process involved in the steps identified in the meta components
    knowledge acquisition: selecting relevant information, acquiring new knowledge, using past experience
40
Q

alternative theories: Sternberg’s Triarchic Theory (creative intelligence)

A
  • experiential subtheory
41
Q

analytical intelligence problems

A
  • formulated by others
  • clearly defined
  • contain all information required
  • not part of everyday experience
  • have little intrinsic interest
42
Q

practical intelligence problems

A
  • problem recognition and formulation
  • poorly defined
  • require information seeking
  • may have multiple solutions
  • part of everyday experience
  • require personal interest
43
Q

Tacit knowledge in Academia: Leonard & Insch (2005), What do you need to succeed at uni?
- Cognitive self-motivation skills

A
  • attend class regularly
  • make time to study
  • get to class on time
  • act responsibly regarding school work
  • decide to study before going out for the evening
  • prioritise my activities
  • complete homework and assignments on time
  • possess a willingness to learn
44
Q

Tacit knowledge in Academia: Leonard & Insch (2005), What do you need to succeed at uni?
- Cognitive self-organisation skills

A
  • demonstrate self-control
  • stay on task
  • actively participate in class
  • participate in assigned group work outside class
45
Q

Tacit knowledge in Academia: Leonard & Insch (2005), What do you need to succeed at uni?
- individual technical skills

A
  • speak with professors after class
  • speak with teaching assistants or professors during office hours
  • ask professor questions for clarification during and end of class
  • tend to consult with senior students
46
Q

Tacit knowledge in Academia: Leonard & Insch (2005), What do you need to succeed at uni?
- institutional technical skills

A
  • overload myself with too many classes
  • set regular study times
  • meet regularly with my advisor
  • register for classes early
47
Q

Tacit knowledge in Academia: Leonard & Insch (2005), What do you need to succeed at uni?
- task related interaction

A
  • set up my schedule so i can take classes with friends
  • participate in student-organised study groups
  • get to know other students in classes
  • get to know different people
48
Q

Tacit knowledge in Academia: Leonard & Insch (2005), What do you need to succeed at uni?
- social interaction skills

A
  • participate actively in different activities on campus

- get involved in campus groups or clubs

49
Q

Tacit knowledge in Academia: Leonard & Insch (2005), What do you need to succeed at uni?
- analytical intelligence problems

A
  • formulated by others
  • clearly defined
  • contain all information required
  • have only one solution
  • not part of everyday experience
  • have little intrinsic interest
50
Q

creative intelligence

A
  • ability to interact with environment in relation to past experience
  • involves producing novel responses and solutions
  • divergent - analytic is convergent
51
Q

creative intelligence: novelty

A
  • drawing on past experience to deal with novel situations
52
Q

creative intelligence: automation

A
  • using past experience to automatise behaviour
  • reduce resource allocation
  • allows parallel processing
    creative thinking as a trait: creative thinking dimensions
  • originality of ideas
  • fluency or number of ideas
  • flexibility or different forms of ideas
    creative thinking as mix of different components: confluence
  • knowledge
  • open mind
  • motivation
  • determination
53
Q

new dimensions: emotional intelligence

A
  • emotion absent from theories and tests of intelligence
  • emotion
    physiological responses - sadness, happiness, anger, fear
    cognition - evaluating physiological responses
  • emotion central to reasoning and decision making
    thinking about others and ourselves
    influencing behaviour
    similar to intelligence
  • emotional intelligence has been seen as an important element for success in working place
    applied focus
    essential leadership quality
54
Q

mixed model of emotional intelligence

A
  • emotional competencies combine emotional intelligence and personality traits
  • self-awareness: identify one’s emotions, self-assessment and self-confidence
  • social-awareness: empathy, taking an interest in other people’s emotions, political awareness, anticipating and meeting other people’s needs
  • social-management: communication, influence, leadership, conflict management, teamwork, collaboration
55
Q

criticisms of mixed emotional intelligence

A
  • evidence for existence and utility of emotional intelligence in doubt
  • no strong scientific evidence
  • emotional intelligence can be explained as combination of intelligence and personality
    no need of a separate construct

Intelligence Exam (4 decks)

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