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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
Q

Outline Surcellini et al (2006) study into the facial recognition in those with anxiety

A
  • Anxious people more likely to perceive negative emotions as threatening
  • more attune to fear expressions
26
Q

Outline Pollak et al (2000) study into the facial recognition of neglected children

A
  • 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
Q

Outline Golemans ORIGINAL theory of EI

- Limbic etc

A
  • 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
Q

What are Golemans 5 components of emotional
intelligence, according to his original theory
**

A
  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
Q

Outline golemans hierachy of emotional skills

A
  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
Q

Outline gender differenes in Golemans hierachy of emotional intelligence

A
  • Women are better at the top stuff: empathy and social skills
  • Men are better at managing distressing emotions and self-confidence
31
Q

Outline Golemans revised mixed-model of EI

A

Personal Competencies:

  1. Self-awarness ( Recognition)
  2. Self-regulation/ management (regulation)

Social Competencies:

  1. Social Awareness (Recogition)
  2. Social Skills/management (Regulation)
32
Q

What are mixed models?

A

Dont decide if emotional intelligence is a natural personality characteristic or a taught ability
- so they say it is both

33
Q

What is an ability measure of E.I?

A

Mayer-Salovey-Caruso:

  • EMOTIONAL INTELLIGENCE TEST (Mayer et al (2002)
34
Q

What are some mixed models of assessment of E.I?

A
  • 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
Q

Outline Schutt et al (2007) aand Martins et al (2010)

A
  • Explored the relationships between EI and health

- Higher EI linked with better physical and psychological health

36
Q

What are the 4 areas EI is important in?

A
  1. Positive benefit in the workplace
  2. Usefulness in education
  3. Role in sport
  4. Predictive validity?
37
Q

Outline Qualter et al (2012) into EI and GCSE

A
  • 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
Q

What were sex differences in EI found?

A
  • 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
Q

Outline Creativity

A
  • Generate new ideas
  • Think outside the box
  • Good imagination
40
Q

Outline Divergent thinking as a definition for creativity

A

Divergent thinking tests, examine:

  • Quantity and quality of ideas procuced in response to a problem
  • Inventiveness and imagination
41
Q

What are Runco (2004) 4P’s of creativity?

A
  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
Q

Outline Guilford (1967)’s Threshold hypothesis for creativity

A

Argues above average intelligence is a NECESSARY CONDITION for creativity

43
Q

What did Nusbaum & Silva (2011) argue about creativity and intelligence

A

Made links between fluid intelligence and task strategies with creative ability
- Gf is linked to creativity - IQ that cant be taught

44
Q

What challenges the threshold hypothesis?

A

Savants

  • e.g. Stephen Wiltshire - detailed drawings from memory
  • Even though he has a poor IQ, he has exceptional creativity
45
Q

Give examples of celebrities with Creativity and mental illness

A
  1. Van Gogh
  2. Stephen Fry (Bipolar)
  3. Robbie Williams
46
Q

Outline Kyaga et al (2013)

A

Found that Bipolar is more common in creative professions, compared to general population
- looked at background of bipolar patients

47
Q

Oultine Baltes & smiths (1990) definition of wisdom

A

Common sense, good judgement, unique perspective and the insight of generations
- Baltes & Smith, 1990

  • BUT ARE WISDOM AND INTELLIGENCE DISTINCT?
48
Q

What is wisdom in terms of religious stuff

A
  • Religious traditions and perceptions of spirituality often considered a key characteristic
49
Q

Outline Jeste et al (2010) definition of wisdom

A
  • Advanced cognitive and emotional development, driven by previous experiences
  • It is a human trait that can be learnt, develops with age
50
Q

Outline Stenbergs balance theory of wisdom

A

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
Q

Outline Meeks & Jeste (2009) about wisdom and intelligence

A
  • Overlap in brain regions involved in intelligence and wisdom
52
Q

Outline Sternberg et al (2001)

- Kenyan kids

A

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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