Lectures (Intelligence)

Question 1

What are
A) Aptitude tests
B) Achievement tests
C) What do intelligence tests measure?

Answer 1

A) Measure ability in specific areas, ability to transform knowledge into action
B) Measure what has already been learned, like book smarts
C) Measure comprehensive capability (under the best circumstances, how good can they do) across all relevant domains

Question 2

What are the three approaches to intelligence?

Answer 2

1) Psychometric approach:
some children seem to have more potential than others
2) Multiple intelligences approach: intelligence is expressed in many ways and resides in several different locations in the brain
3) Information processing approach: investigate building blocks of intelligence, there are low level processes required for higher level intelligence to work

Question 3

How does Binet and Simon’s 30 tests of “natural intelligence” contribute to psychometric theory?

Answer 3

See which test correlates with academic achievement later- they all seem to correlate with each other though so implies there might be a central form of intelligence that spreads to all these different domains

Question 4

What is psychometric’s two-factor theory?

Answer 4

Factor 1 is g, or general ability
Factor 2 is s, or specific abilities (logical, mechanical, spatial, and arithmetical)
- Strength in g extends out to abilities in s

Question 5

Three supporting pieces of evidence to multiple intelligences approach?

Answer 5

1) Brain damage often impacts a specific ability, but not other abilities
2) Development of systems happens at different ages
3) ‘Gifted’ individuals may possess strong ability in one domain, but not another

Question 6

What are the 7 intelligences of Gardner’s theory of 7 intelligences?

Answer 6

• Logical/mathematical**
• Verbal**
• Spatial
• Intra-personal
• Social
• Body/Kinesthetic
• Musical
  ** part of two-factor theory

Question 7

4 limitations to Gardner’s Multiple Intelligences?

Answer 7

1) Multiple intelligences are strongly correlated with each other, which implies existence of g
2) Subjective theory: different researchers could defend entirely different sets of intelligence

Question 8

Data seems to indicate what 3 facts about intelligence?

Answer 8

1) A general factor
2) Specific abilities (not intelligence)
3) A role for information processing

Question 9

For the Wechsler Adult Intelligence Scale (WAIS):
A) what are two indexes of g?
B) what are the two indexes for information processing mechanisms?

Answer 9

A) Verbal comprehension index and perceptual index
B) Working memory index and processing speed index

Question 10

What 3 qualities should useful intelligence tests have?

Answer 10

1) Predict useful behaviours related to intelligence
2) Be reliable and consistent over time
3) Be valid, correlating w/ other measures, making good predictions

Question 11

A) What is the flynn effect
B) Why is it a challenge to validity?

Answer 11

A) Steady rise in IQ scores over time
B) IQ should be relatively consistent over generations

Question 12

3 possible explanations for flynn effect?

Answer 12

1) Changing (or bad) tests
2) Changing people (selection/darwin effect: smarter people more likely to have smarter offspring)
3) Changing environments (situational effect: access to food and safe living conditions might be much more satisfied in the modern era)

Question 13

Lower socio-economic status (SES), like poverty, correlates with lower IQ. List three reasons why.

Answer 13

1) Parents with high SES are intelligent, children inherit higher intelligence
2) Parents with low SES have fewer resources, children may have poorer nutrition, medical care, and/or less intellectual stimulation

Question 14

Define:
A) Near transfer
B) Far transfer

Answer 14

A) Training-related improvements in measures that are highly similar to the training task
B) Training-related improvements on measures that are different from the training task

Question 15

What is transcranial Direct Current Stimulation (tDCS)?

Answer 15

Technology (electrical thing place on head) which is supposed to help with mental illness and increase intelligence. Can help with near-transfer, but not far-transfer

Question 16

Define the two models of learning for children:
A) Sponge
B) Scientist

Answer 16

A) Dependent, one-way transmission, passive
B) Independent, two-way interaction, active

Question 17

Define:
A) Equilibrium
B) Disequilibrium

Answer 17

A) Previously learned schema explains infant’s observations
B) Existing schema cannot explain infant’s observations, this is when learning happens

Question 18

Define:
A) Assimilation
B) Accommodation

Answer 18

A) apply learned schema to new situations
B) revising schema to account for errors in predictions

Question 19

Piaget’s 4 stages of cognitive development in terms of schema?

Answer 19

1. Sensorimotor: Schema are simple, object permanence is limited
2. Preoperational stage: Schema more complex, conservation of matter is difficult
3. Concrete operational: Conservation schema is solidified, most schema about concrete world are fully developed
4. Formal operational: Schema accommodate abstract

Question 20

People say Piaget’s 4 stage model is too simple to be accurate; what are three critiques?

Answer 20

1) Stages overlap and blend together
2) Critical events are gradual rather than threshold (e.g. object permanence doesn’t just appear)
3) progression through stages shifts earlier in development