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Premade Weekly Decks > LPI T2 > Flashcards

LPI T2 Flashcards

1
Q

Which aspect of Stenberg intelligence matches thinking quickly?

A

Fluid Thought

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2
Q

Which aspect of Sternberg intelligence matches demonstrating a good vocabulary?

A

verbal ability

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3
Q

Which aspect of Sternberg intelligence matches the ability to converse on almost any topic?

A

verbal ability

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4
Q

Which aspect of Sternberg intelligence matches the ability to recognise similarities and differences?

A

intellectual balance and integration

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5
Q

Which aspect of Sternberg intelligence matches the ability to understand and interpret his or her environment ?

A

contextual intelligence

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6
Q

Which aspect of Sternberg intelligence matches the ability to make connections and distinctions between ideas and things?

A

intellectual balance and integration

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7
Q

Which aspect of Sternberg intelligence matches the ability to have a thorough grasp of mathematics?

A

goal orientation and attainment

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8
Q

Which aspect of Sternberg intelligence matches the ability to have a thorough grasp of correct and incorrect answers?

A

practical problem solving ability

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9
Q

Which aspect of Sternberg intelligence matches the ability to see attainable goals and accomplish them?

A

→ practical problem-solving ability

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10
Q

What is the difference between Spearman’s and Thurstone’s G

A

Thurstone argued ‘g’ is a result of seven primary mental abilities. Spearman, on the other hand, argued that ‘g’ resulted in all aspects of intelligence.

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11
Q

Summarise the history of intelligence testing

A

Sir Francis –> Simon-Binet and the French Government –> Stanford-Binet (Terman) –> G (Spearman) Raven’s -> WSIC, WAIS–> Thurstone and Cattell’s interpretations of G –> Gardner’s 9 Intelligences –> Stenberg’s Laytheories

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12
Q

Which tests and intelligence concepts are culture-bound, and which ones are more general?

A
  • Culture bound: WSIC, WAIS
  • General: Raven
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13
Q

What is IQ deviation

A

(test score/ expected age score)*100 how much you deviated from the average IQ of 100

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14
Q

What do Western cultures emphasise about Intelligence according to Stenberg (1981)?

A

speed of mental processing and the ability to gather, assimilate and sort information

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15
Q

What do studies comparing cultural ideals of intelligence show?

A

Western views of intelligence highlight the individual’s cognitive skills and memory while eastern societies extend these qualities onto an individual’s social environment, understanding of how to navigate culture

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16
Q

How would an application of Simon-Binet’s concept of intelligence look

A

Recommended reading ages for books because they present a comparison of what abilities children of a specific age group should have

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17
Q

Why was the Standford-Binet scale better than the Binet-Simon scale?

A

Because its bigger sample size made for more representative results (N=50 < N>1000)

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18
Q

What is Spearman’s model of intelligence referred to?

A

Two-factor model

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19
Q

What is the context of the Implicit Theories?

A

innate interest and relevance to daily life

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20
Q

Who’s the theorist behind and the context of the Binet-Simon Scale?

A

French Ministry of Public Instruction commissioned him to provide techniques to predict children’s success and which ones require special education (Simon & Binet, 1905)

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21
Q

Who’s the theorist behind and the context of the Stanford-Binet Scale?

A

Binet-Simon testing used on Californian children → age norms didn’t fit (Terman, 1916)

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22
Q

Who’s the theorist behind and the context of the theory of General Intelligence

A

wanting to set out to estimate the intelligence of children in his area (Spearman, 1904/1927)

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23
Q

Who’s the theorist behind and the context of the Multifactor Theory ?

A

“Spearman didn’t prove his idea of g” (Thurstone)

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24
Q

Who’s the theorist behind and the context of the theory of Fluid and Crystallised Intelligence ?

A

“G has two separate components” (R.B. Cattell)

25
Q

Who’s the theorist behind and the context of the theory of Multiple Intelligences

A

educational psychologist → traditional intelligence testing incomprehensive and not applicable in the educational setting (Gardner, 1983/ 1996)

26
Q

IQ as defined by W. Stern?

A

(mental age/ biological age)*100

27
Q

G’?

A

underlying intelligence required for all types = abstract ability to recognise relationships between objects, events, information and make inferences

28
Q

S’?

A

type of intelligence for specific tasks (vocabulary, mathematical, spatial

29
Q

Fluid vs. Crystallised Intelligence

A

reasoning and problem solving skills vs. factual knowledge/ stored information

30
Q

Intelligence in Stenberg’s words

A

layperson’s ideas and conceptualisation of the defining qualities of intelligence

31
Q

Intelligence in Simon and Binet’s terms?

A

alignment of mental age and developmental age leading to increased or decreased ability to perform daily tasks ranging in difficulty

32
Q

Intelligence in Spearman’s terms?

A

intelligence is made up of specific abilities and general intelligenceg: (mental energy) ability to see relationships and draw inferences → influences ‘s’

33
Q

Intelligence in Thurstone’s words?

A

‘G’ results from seven mental abilities

34
Q

Intelligence after Cattell?

A

‘G’ is made up of an dynamic interaction of crystallised and fluid intelligence whereby represents our factual knowledge and the other problem solving/ critical thinking skills

35
Q

Intelligence in Gardner’s eyes?

A

intelligence is the sum of processes that can take place different intelligences reside in different parts of the brain (?)

36
Q

Sternberg et al. 1981?

A

asking one group of people to list behaviours that were characteristic of intelligence, academic intelligence, everyday intelligence or unintelligence, asking another group of people to rate how well each of those behaviours reflected intelligence.

37
Q

What three dimensions of intelligence were found using the findings from this investigation? Sternberg et al. 1981

A

Verbal ability, Practical Problem-Solving, Social Competence

38
Q

One of the lasting contributions of Binet and Simon’s test is that children’s performance on the test is compared to

A

How well the child should do at that age The performance of children of the same age

39
Q

Two widely used IQ Tests

A

Wechsler Tests (Wechsler Adult Intelligence Scale & Wechsler Scale for Children 1955) Raven’s progressive matrices (1938)

40
Q

What is the Flynn effect influenced by (Neisser, 1998a)?

A

Length of schooling Test-taking sophistication: understanding and getting used to IQ tests as their incorporated into schooling → impact on non-verbal intelligence? Only 5 points increase when retaking Child-rearing: educational programmes Head start program for disadvantaged children: significant immediate gains but asymptotic curve Visual and technical environment: adverts are more subtle, learning through complicated visual materials → little evidence Nutrition

41
Q

Who’s the theorist behind the implicit theory of intelligence?

A

R.J. Stenberg (2001)

42
Q

What are four implicit theories of intelligence, and why are they important?

A
  1. People perceive and evaluate the intelligence of themselves, and others to inform their actions in the real world.
  2. can lead to more formal theories and investigations using the scientific method
  3. avenues for researchers to explore possibly false explicit and formal theories
  4. can inform theories around intelligence in terms of how it develops and/or any cross-cultural differences
43
Q

verbal ability

A

wide vocabulary can converse on most topics

44
Q

What are the six factors of intelligence identified by Sternberg in 1985?

A
  1. fluid thought
  2. practical problem-solving ability
  3. intellectual balance and integration
  4. contextual intelligence
  5. verbal ability
  6. goal orientation and attainment
45
Q

practical problem-solving ability

A

identifying correct and wrong answers, tends to see attainable goals and accomplish them

46
Q

intellectual balance and integration

A

ability to understand and interpret environment; learning, remembering

47
Q

contextual intelligence

A

recognising connections and distinctions

48
Q

goal orientation and attainment

A

tends to obtain + use the information for specific purposes

49
Q

thinks quickly, mathematical ability

A

fluid thought

50
Q

What is the difference between primary and secondary reinforcers/punishers?

A
  • Primary reinforcers/punishers are biologically significant stimuli that are naturally appetitive or aversive.
  • Secondary or conditioned reinforcers/punishers are appetitive or aversive as a result of being associated with primary reinforcers/punishers.
51
Q

Why is the nutrition hypothesis hard to test?

A

Deprivations of any kind always result in cognitive decline

52
Q

What are the two hypotheses on the Flynn effect?

A

nutrition hypothesis vs. cognitive stimulation hypothesis

53
Q

What is the nutrition hypothesis?

A

Intelligence is increased with good nutrition, as are height, lifespan, and health

54
Q

What is the cognitive simulation hypothesis?

A

higher intelligence scores are derived from improvements in cognitive stimulation (improved schooling, visual)

55
Q

What would be the outcome if nutrition or stimulation was poor according to the nutrition and cognitive stimulation hypotheses?

A
  • bad nutrition: mode of the bell curve of intelligence should be noticeable (closer to the lower end)
  • poor stimulation: all levels should rise across generations
56
Q

What is the debate around the Head Start program?

A
  • IQ scores after children leave the program fall
  • underprivileged children return to the same environment, which might contribute to these effects
  • questionable lasting educational benefits
57
Q

What are the six countries people have full distribution data sets for so they can investigate the nutrition hypotheses (Flynn,2007)?

A
  • France, Netherlands, Denmark, USA, Spain, Norway
  • Proof only for 3 countries Denmark, Spain, Norway
58
Q

What did the results of his study suggest about the role of schooling in IQ?

A

Is not as important as they initially thought, as evidenced by the 15 points gained in non-verbal intelligence and only 9 point difference in verbal intelligence

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