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Personality Revision 2 > Lecture 3 - Intelligence > Flashcards

Lecture 3 - Intelligence Flashcards

1
Q

What experiments did Galton do?

A

Studied twins - to see how similar they were, especially in levels of intellect
- Looked at their behavioural similarities/ differences

He found: The closer the relative, the more similar you are

He argued that you can promote intelligence through selective breeding

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2
Q

What are the 3 Methods of investigating the heritability of intelligence?

A
  1. Family studies
  2. Twin Studies
  3. Adoption Studies
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3
Q

Outline family studies as a method of investigating the heritability of intelligence

A
  • Looked at intelligence to see similarities in changing degree of relation
  • How does intelligence vary as you get further related apart?
  • OR compare similarities between biological family (genetics) and adopted family (environment)

X- However, families are usually in the same environment, so it is hard to distinguish nature and nurture

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4
Q

Outline Plomin et al (2004)

% - Mz concordances

A
  • Meta- analsysi into % similarities of intelligence in familys
  • He found that MZ raised together had a concordance of intelligence of: 86%
  • And that MZ raised apart had a concordance of: 72%
  • DZ together: 60%
  • Siblings together: 47%
  • Siblings apart: 24%
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5
Q

What did Plomins results show about intelligence

A

if intelligence was entirely the cause, Mz twins should have the same levels, but they dont
- this shows that the environment does have an influence on intelligence

However, Mz twins had better concordance than siblings
- so genetics clearly influences intelligence too

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6
Q

What are typical estimates of IQ heritability in the literature

A

Ranges from 50-80%

- of characteristics caused by genetics

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7
Q

What can explain the Variance in estimates of heritability?

A

AGE

  • Age of sample may explain variation - IQ changes over age
  • Heritability of IQ also changes with age
  • As when your a child, everyones environment is the same, everyone goes to school, learns the same things etc
  • But as you age, environmental variance differs
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8
Q

What did Haworth et al (2010) say?

A

Genetics gets more important for your IQ as you age

- across childhood, adolescence and young adulthood

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9
Q

What are the 3 general concerns with studies into the heritability of intelligence?

A
  1. X - Studies are not always typical or representative
  2. X - Haven’t pin pointed a single gene responsible, not sure we ever will
  3. X - Impact - assortative mating etc can have harmful consequences
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10
Q

Define assortative mating

A

A tendency to mate with those who are similar to ourselves

  • rejects ‘opposite attracts’
  • We match on weight, height, socio-economic status, education, ethnicity etc
  • Age and geography are very influential factors
  • When you mate based on intellect, the bell curve of intelligence stretches out, increasing genetic variance in a population
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11
Q

Outline Watson et al (2004) study into assortative mating

A
  • Studied newlyweds
  • Looked at the corrletions of traits
  • Intellect: .4
  • Body size: .1
  • Personality .2
  • Within intelligence, Verbal intelligence was most similar
  • is it similarities or convergence of traits overtime?
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12
Q

Outline perinatal nutrition as a factor of IQ

- Oddy et al (2004)

A
  1. Perinatal Nutrition
    - Breastfeeding seen as best for IQ
    - Oddy et al (2004) - found those who had breast fed for longer than 6 months had differences in IQ than those who had breastfed for shorter than that
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13
Q

What were the 4 categories of environmental factors that influence IQ, outlined by Neisser et al (1996)

A
  1. Biological environment
    - nutrition, pre-peri natal, maternal factors
  2. Family
  3. School/ education
  4. Culture
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14
Q

Outline prenatal substances exposure as a factor of IQ

- Mortensen et al (2005) - smoking

A

Fetal alcohol syndrome

  • baby is born addicted to alcohol
  • cannot function without it - has poor cog functions without it

Mortensen et al (2005) - found links between maternal smoking and IQ scores in 18 YEAR OLDS MALES!

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15
Q

outline prematurity and birth weight as a factor in IQ

A
  • Links between prematurity, low birth weight and IQ

- the more premature, and smaller weight, leads to risks surrounding IQ

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16
Q

What was Mayer & Saloveys (1990) concept of emotional intelligence
- dont worry too much about this one

A
  • Understand own emotions and those of the people around
  • Distinguish emotions
  • Use that info to guide thinking/ actions

KEY POINT:
- Some can process emotional information better than others, but this doesnt mean you have a high IQ or vice versa

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17
Q

What is a limitation of emotional competency as a concept?

A

Rigid - suggests you are either competent or incompetent

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18
Q

Define Alexithymia

A
  • Inability to label/ describe emotions, people who struggle with metnal health may struggle with this
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19
Q

What was Thorndikes (1920, 1937) early attempts at emotional intelligence

A
  • Proposed the concept of socia intelligence
  • “The ability to act wisely in human relations”
  • Intelligence very often operates in a social domain

X - this was far too broad however
- and didnt specify emotional intelligence really, as E.I only includes emotional related information and emotional behaviours

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20
Q

Is emotional stuff an intelligence? or is it an ability?

A
  • It is advantageous for survival so it is an ability

- knowing what a person feels is a behavioural tendency, not an intelligence

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21
Q

Outline Mayer & Salovey’s theory of Emotional Intelligence

A

STRATEGIC:

  1. Managing Branch
    - regulate emotions, use them constructively
  2. Understanding Branch
    - observe link between event and likely emotional
    response

EXPERIENTIAL:

  1. Facilitating Branch
    - Problem solving, take emotions into account during decision making
  2. Perceiving branch
    - recognising and understanding
  • 1 is most sophisticated, 4 is least sophisticated
22
Q

What is recognising facial emotion linked to?

A
  • Deficits in social interactions are related to difficulties in processing facial emotions
  • and in accurately recognising which emotion they are experiencing

This has implications in:
• Depression, alcoholism, Sz, Autism, Eating Disorders etc

23
Q

What are the 6 basic emotions?

A
  1. Anger
  2. Fear
  3. Disgust
  4. Surprise
  5. Happy
  6. Sad
  • Eyes, mouth, eyebrows are important, but its the complex combination of them all
24
Q

Outline McClure et al (2003) study into the facial recognition in those with Bipolar

A
  • Bipolar patients overestimate the presence of anger
25
Outline Surcellini et al (2006) study into the facial recognition in those with anxiety
- Anxious people more likely to perceive negative emotions as threatening - more attune to fear expressions
26
Outline Pollak et al (2000) study into the facial recognition of neglected children
- Neglected children were poor at recognising and distinguishing emotional expressions (3-5 years) - Shown two faces, and asked if they were the same, and then asked to label - Neglected children couldnt label or differentiate them
27
Outline Golemans ORIGINAL theory of EI | - Limbic etc
- He tried to identify physiological aspects of E.I - Place it in the brain - Argued that the limbic system was involved in experiencing emotions - And that the Amygdala is involved in fight or flight - He suggests that E.I is the development of our ability to control basic emotions, like fight or flight - This is why young children are worse at dealing with emotions, because their brains arent very developed yet - It gets a bit better in adolescence, but is much better in adulthood - due to our limbic system and amygdala growing etc
28
What are Golemans 5 components of emotional intelligence, according to his original theory **********
1. Self-awareness (ID own emotional states) 2. Self-regulation (managing own emotions) - preventing bad ones from crippling you and using good ones for your benefit 3. Motivation (emotional states related to a drive for achievement 4. Emapthy (Assess and influence others emotions) 5. Social skills (Ability to sustain good interpersonal relationships) Need 1,2 and 3 to get 4 and 5
29
Outline golemans hierachy of emotional skills
1. At the bottom is self-awareness - know what we are feeling and why. Moral compass - then it is self-regulation - then motivation - AT the top are 4. Empathy, and 5. Social skills - But you need to bottom stuff to achieve this - Being taught this stuff improves pro-social skills, and academic scores, reduced anti-social stuff
30
Outline gender differenes in Golemans hierachy of emotional intelligence
- Women are better at the top stuff: empathy and social skills - Men are better at managing distressing emotions and self-confidence
31
Outline Golemans revised mixed-model of EI
Personal Competencies: 1. Self-awarness ( Recognition) 2. Self-regulation/ management (regulation) Social Competencies: 3. Social Awareness (Recogition) 4. Social Skills/management (Regulation)
32
What are mixed models?
Dont decide if emotional intelligence is a natural personality characteristic or a taught ability - so they say it is both
33
What is an ability measure of E.I?
Mayer-Salovey-Caruso: - EMOTIONAL INTELLIGENCE TEST (Mayer et al (2002)
34
What are some mixed models of assessment of E.I?
*  Bar-On Emotional Quotient Inventory (Bar-on, 1997) *  Emotional Intelligence Scales (EIS; Schutte et al (1998) *  Golemans Emotional Competence Inventory (ECI; Goleman & Boyatzis, 2005)
35
Outline Schutt et al (2007) aand Martins et al (2010)
- Explored the relationships between EI and health | - Higher EI linked with better physical and psychological health
36
What are the 4 areas EI is important in?
1. Positive benefit in the workplace 2. Usefulness in education 3. Role in sport 4. Predictive validity?
37
Outline Qualter et al (2012) into EI and GCSE
- Looked at EI ability in year 7 - and cognitive ability in Year 11 Exam success - Found: • High EI did better at GCSE, IF their cog ability was high • If Cog Ability was low, it didnt matter at all what EI was - So combination of high cog ability and high EI is ideal BUT THIS WAS ONLY TRUE FOR WOMEN
38
What were sex differences in EI found?
- women did better in Mayers test - No difference on Bar-on test - But scored differently on certain elements: • Men did better on self-esteem and independence and problem solving • Women did better on interpersonal skills, and empathy
39
Outline Creativity
- Generate new ideas - Think outside the box - Good imagination
40
Outline Divergent thinking as a definition for creativity
Divergent thinking tests, examine: - Quantity and quality of ideas procuced in response to a problem - Inventiveness and imagination
41
What are Runco (2004) 4P's of creativity?
1. Person - personality characteristics associated with creativity - e.g. imagintation, curiosity etc 2. Process - process put in place, e.g. divergent thinking, breaking down a problem 3. Press - Situational factors, autonomy time, freedom etc - Beyond our control 4. Product - outcome
42
Outline Guilford (1967)'s Threshold hypothesis for creativity
Argues above average intelligence is a NECESSARY CONDITION for creativity
43
What did Nusbaum & Silva (2011) argue about creativity and intelligence
Made links between fluid intelligence and task strategies with creative ability - Gf is linked to creativity - IQ that cant be taught
44
What challenges the threshold hypothesis?
Savants - e.g. Stephen Wiltshire - detailed drawings from memory - Even though he has a poor IQ, he has exceptional creativity
45
Give examples of celebrities with Creativity and mental illness
1. Van Gogh 2. Stephen Fry (Bipolar) 3. Robbie Williams
46
Outline Kyaga et al (2013)
Found that Bipolar is more common in creative professions, compared to general population - looked at background of bipolar patients
47
Oultine Baltes & smiths (1990) definition of wisdom
Common sense, good judgement, unique perspective and the insight of generations - Baltes & Smith, 1990 - BUT ARE WISDOM AND INTELLIGENCE DISTINCT?
48
What is wisdom in terms of religious stuff
- Religious traditions and perceptions of spirituality often considered a key characteristic
49
Outline Jeste et al (2010) definition of wisdom
- Advanced cognitive and emotional development, driven by previous experiences - It is a human trait that can be learnt, develops with age
50
Outline Stenbergs balance theory of wisdom
Thsoe with high levels of wisdom can make good decisions for the common good, by balancing all these different influences: 1. Intrapersonal, interpersonal, extrapersonal factors 2. Short/ Long term consequences of decision 3. Adaptation and shaping of environment 4. Tacit knowledge and underlying practical intelligence
51
Outline Meeks & Jeste (2009) about wisdom and intelligence
- Overlap in brain regions involved in intelligence and wisdom
52
Outline Sternberg et al (2001) | - Kenyan kids
FOund scores on pracitcal intelligence was unrelated to academic achievement in Kenyan Schoolchildre - academic and practical intelligence develop independently

Personality Revision 2 (10 decks)

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