Lecture 3 Use of Intelligence Tests Flashcards

Question

Flynn effect discovery 5

Answer 1

Seminal paper: Flynn (1987) Published data from 14 countries, variety of verbal and non-verbal tests of intelligence Later updated to 20 countries (Flynn, 1994) Confirmed that IQ tests were rising worldwide Biggest rise in non-verbal (Gf) tests (Flynn, 1994) Verbal IQ rise (Gc): 9 points per generation Non-verbal IQ rise (Gf): 15 points per generation

Answer 2

Maybe people are actually becoming more intelligent? Flynn (1987, 1994) But there are not enough geniuses! What had increased was an ‘abstract problem-solving ability’ (Flynn, 1994; 1999)

Answer 3

Too rapid to be genetic, so more likely to be an environmental cause Five possible mechanisms (Neisser, 1998): Schooling Test-taking sophistication Child rearing practices Visual and technical environment Nutrition

Answer 4

People attend school for longer than previous generations Years in school is a good predictor of IQ -for verbal IQ, it is a better predictor than age (Cahan & Cohen, 1989) -for non-verbal IQ it is not such a strong predictor Contrary to the Flynn effect: IQ gains are higher for non-verbal tests than verbal ones

Answer 5

We are aware IQ tests compared to those of past generations (Flynn, 1998) But even taking the same test twice only leads to gains of 5 or 6 IQ points, so this cannot fully explain the Flynn effect (Williams, 1998)

Answer 6

Adult interest in their children's intellectual development (Flynn, 1998; Williams, 1998) But long-term effects on IQ are debatable ‘Head Start’ – 1960s programme in the US to support disadvantaged children Immediate gains of 7 – 8 IQ points... But IQ gains not sustained in the longer term (3 – 4 years) (McKey et al., 1985 meta-analysis)

Answer 7

The cultural, visual and technological age that surrounds us may influence IQ (Flynn, 1998; Greenfield, 1998; Schooler, 1998) Visual media (films, documentaries, TV series, adverts) require processing of complex visual information Might lead to improvements in visual analysis skills, such as those required for matrix tests (Gf) However, there is little direct evidence for this visual analysis hypothesis

Answer 8

Good nutrition has led to people getting taller - around 1.2 cm per decade Lynn (1990; 1998) suggested that nutrition and healthcare improvements could also be responsible for increases in IQ Good nutrition is linked to greater brain size and malnutrition has been linked to poor brain development A controversial area – can what you eat make you more intelligent? Linked to other factors such as socioeconomic status, health, and parenting style Main focus on breastfeeding and vitamin supplements

Answer 9

Studies tend to find that breastfeeding is associated with higher IQ (e.g., Oddy et al., 2004; Smith et al., 2003) But may be mediated by maternal IQ (Der et al., 2006) or socioeconomic status Qian et al. (2005) found that deficiencies in iodine (an important mineral) predicted lower IQ scores Children in iodine-deficient areas who were given a supplement gained 8.7 IQ points (Qian et al., 2005) Multivitamin supplements (Benton & Roberts, 1988) -No increase in verbal IQ -Increase of 9 points for non-verbal (fluid) IQ -But methodological issues and no replication

Answer 10

Debate in the literature about what predominantly causes the Flynn effect: Nutrition (as part of a package with improved health and a nurturing environment) Cognitive stimulation (including schooling, child rearing practices and ‘visual analysis’) Evidence on both sides – no clear winner

Answer 11

Studies have begun to show that the Flynn effect may be levelling off Norwegian study: No increase in non-verbal IQ after the mid to late 1990s (Sundet et al., 2004) Danish study: IQs peaked in the late 1990s, followed by a decline to pre-1991 levels (Teasdale & Owen, 2005) Children in the UK: gains have been declining since 1979, small losses for 12 – 15 year olds (Flynn, 2009)

Answer 12

The Flynn effect is seen most strongly with tests of fluid intelligence (Gf) – tasks such as Raven’s Matrices The Flynn effect is thought to represent adaptation to modern life, and is influenced by factors such as nutrition and cognitive stimulation So can we really describe Raven’s Matrices as culture-free?

Answer 13

Sternberg (2003) “ Successful intelligence is ones ability to choose, reevaluate, and to the extent possible, attain ones goals in life within ones sociocultural context” Creativity Wisdom Giftedness

Answer 14

Studies on creativity fall into 4 categories – the 4 Ps (Rhodes; 1961, 1987; Runco; 2004) Person: personal characteristics Process: thought, actions, behaviours Press: pressures on the creative process Product: outcomes of the creative process

Answer 15

Personality traits associated with creativity Composite Creative Personality Scale (Harrington, 1972, 1975): -Active, artistic, assertive, clever, curious, imaginative, insightful, inventive International Personality Item Pool, Goldberg et al. (2006): -vivid imagination, full of ideas, think up new ways of doing things, excellent ideas

Answer 16

Thoughts, actions and behaviours that underpin the creative process First formal theory of creativity (Wallas, 1926): -Preparation: focus on the problem -Incubation: internalise the problem -Intimation: begin to ‘feel’ a solution -Illumination / insight: creativity emerges from unconscious to conscious -Verification: idea is present in consciousness and can be applied

Answer 17

The most influential theory that describes the process of creativity is that by Guildford (1967) -Convergent thinking is trying to find one correct solution -Guildford suggested that creativity relates to divergent thinking – the ability to generate multiple solutions to a problem Glazer (2009): divergent thinking is the best example of creativity

Answer 18

Runco (2004) listed situations that would both promote and inhibit creativity +Promote: freedom, autonomy, good role models, encouragement, no criticism, creativity is rewarded -Inhibit: lack of respect, red tape, lack of freedom, negative feedback, time pressures, competition, unrealistic expectations

Answer 19

What makes a creative person? -Mozart's early development, Byron's enthusiasm, Shakespeare's literary brilliance (Steptoe, 1998) -Einstein’s brain – smaller ratio of neurons to glial cells (Diamond et al., 1995) -Murphy (2009) suggested that the Dali would have met the diagnostic criteria for several personality disorders – link between creativity and psychopathology?

Answer 20

Sternberg’s (2005) model of positive leadership – Wisdom, Intelligence and Creativity, Synthesised (WICS) Suggests that creativity is an ability anyone can have, develop and use Defines many different aspects to ‘creative leadership’

Answer 21

The ability to judge what is true and right and have some unique insight Sternberg (2005) suggested numerous ways to encourage and train wisdom in decision making, ideas and communication

Answer 22

Balancing intrapersonal, interpersonal and extrapersonal needs Balancing adaptation, shaping and selection of the environment Considering the short term and the long term Common good

Answer 23

Superior reasoning powers, intellectual curiosity, wide range of interests, good written and spoken vocabulary, reads avidly, learns quickly, mathematical insight, creative ability, sustained concentration, high standards for self, shows initiative, observes keenly, shows social poise, gets excitement from intellectual challenges

Answer 24

Giftedness - extreme natural intelligence from a young age (top 1 – 5%) Terman (1925): gifted children should be identified, accelerated through school and treated as a national resource More likely to be superior in physical, moral and behavioral dimensions (Terman, 1925)

Answer 25

“High learning potential” replaced term giftedness Giftedness is often seen as inborn, but can be influenced by other factors: -uneventful pregnancies, self reliance, spending more time on homework and leisure reading, parental aspiration and socioeconomic status (Konstantopoulos et al., 2001) Three theories of giftedness: Renzulli’s three-ring definition Tannenbaum’s psychosocial definition Feldman’s developmentalist position

Answer 26

Renzulli (1978), Renzulli and Reis (1997) Wanted a broader definition than simply high IQ Giftedness = gifted behaviours, not gifted individuals Above average ability - task commitment - creativity (centre of these is most gifted)

Answer 27

Tannenbaum (1986): giftedness is the ability to produce, rather than consume information Giftedness = the ability to perform or produce work “that enhances the moral, physical, emotional, social, intellectual, or aesthetic life of humanity” 'sea star' model for identifying children with high potential Domain specific ability e.g. history, science -> Environmental factors e.g. learning experiences, expectations -> Other dispositional factors e.g. persistence, self-esteem -> Chance/opportunity e.g. access, experience -> General cognitive ability

Answer 28

Developmentalist view of giftedness (Feldman, 1986) Giftedness in adulthood is a ‘coincidence of forces’ Gifted children may not emerge as gifted adults – barriers for women, in particular Biological and physiological (cognitive) -> Social and environmental (teachers) -> Evolutionary (cultural/biological) -> Historical (opportunities)

Answer 29

Being successful depends on more than just high intelligence Sternberg – creativity and wisdom also contribute to good leadership Models of giftedness propose that gifted behaviour results from a combination of factors, not just high intelligence

Answer 30

Intelligence is correlated with academic achievement and job performance Other factors can influence success IQs are rising over time – people today have higher IQs than people 70 years ago It is not clear why this is happening, but it is likely to reflect environmental influences on abstract problem-solving ability