Mandy-intelligence

Question 1

Implicit theories of intelligence

Answer 1

These are commonly held ideas by the population about concepts like intelligence. Dwerk: created idea that intelligence mindset is flexible or fixed but not separate, continuum and chnages depending on context

Question 2

Education

Answer 2

Costa and faria 2018: meta anal found those who saw intelligence as changeable had better grades overall, fixed had better in spec subjects. Blackwell 2007/dweck99: growth mindset leads to more motivation and achievement

Question 3

Work

Answer 3

Heslin 2005: looked at irrelevant recognition of performance by managers (e.g say improved when not or other way), effect of poor performance on rating or if training to hold a diff belief would affect. Found managers W growth views more likely to Id changes. Irrelevant poor performance more likely to impact performance ratings of those W a fixed view. Trained to have growth mindset allowed them to see changes better

Question 4

Sternberg 81

Answer 4

Asked people in library, in shop or train station to list intelligence behaviours in diff situations then asked others to rate them. Found 3 parts of intelligence: practical problem solving, verbal ability and social competence. Repeated and found integration, GO/attainment, contextual (from past) and fluid thought

Question 5

Culturally valued

Answer 5

Va;encia and suzuki 2011: culturall diffs rooted in which aspects are most valued in a culture- often result of deep rooted ideas
Early and ang 2003: intelligence in one may not be the same as another
Abstract concepts

Question 6

Western ideas

Answer 6

Aristotle and Plato: idea of soul (vegetative for plants, sensitive for animals and intellectual human) what separates us from animals, intelligence based on reasoning (discursive is slow, intuitive fast), not linked to cog abilities like memory/ perception as animals have. From sternberg: reasoning linked to problem solving, goals. Also Greco judeo Christian influence

Question 7

Eastern ideas

Answer 7

Confucius: love eachother, honour parents, do what’s right, benevolence. Taoist: humility, freedom from conventional, response to change, self awareness. Yang and sternberg 97: asked Taiwan ppl what intelligence is, found cog and factor, interpersonal, intra (self aware), self assertion and effacement (modest). Buddhist and Hindu said noticing, comp and mental effort. Bara and das 2004: high level thinking, decision making but connected by self awareness and interpersonal

Question 8

Individual vs collectivist

Answer 8

In Malay say adaptability, speed, creative problem solving, value social and cog. Australian say academic and adaptability (Gill and Keats). Fang and Keats 87: Chinese say observe, wide interests independent thinking, similar in AZ but aus has more logical reason and problem solve but Chinese ability to learn, confidence and analytical

Question 9

Link to growth vs set

Answer 9

Costa and faria 2018: east link between flexible ideas and attainment, europe has link between fixed beliefs and attainment, us had - link w fixed beliefs and achievement

Question 10

Reduction in cultural diffs

Answer 10

Lim pluker and im 2002: korean adults asked factors of intell and cross rated, found social competence, problem solving, coping w new, self management and practical competence, valued social competence the most valued - still diffs in culture but more overlap?

Question 11

Og theories

Answer 11

Galton: Galton: forefather for intelligence testing, first to suggest we differ in intelligence, view it as measurable, influenced by plato and aristotle. The ability to reason and respond to large range of experiences via the sense. intelligence heritable/eugenics - + is encouraging e.g. hitler youth or - like stopping disabled

Question 12

Binet

Answer 12

started iq tests, scale to support children in shcool e.g. see what they were struggling with , developed mental age norms for each age. Said intelligence can be changed and developed binet simon scale- smart as saif intell too hard to see in one test, didt want it to be used to define ppl

Question 13

Goddard and terman

Answer 13

brought binet scale to us, saw need to representative samples, used standardisation, terminal revised scale by adding new items for new age norms, stanford binet scale. Pop term iq, defined as mental age over real x 100. but used it to define intelligence, wanted to categorised us for immigration

Question 14

No consensus and yerkes

Answer 14

No strong theory of intelligence, journal of educational psych in 21 wanted to gather ideas: thorndike said good responses in truth and facts, terman said abstract thinking and thurstone said inhibition, some said behaviour some said measuring but no link overall. Yerkes adapted stanford Binet for ww1 (alpha for literate, beta for non, mass test )

Question 15

Outcomes of bias ideas

Answer 15

In 1900 eugenics was popular, included sterilisation and led to nazi beliefs. Goddardused iq test in immigration , influences schools to segregate students to be good workers. Ableism and racism as terman said some cultures had low intell

Question 16

Spearman general intelligence

Answer 16

First to see Intell as set of cog resources from observing schools, saw link between diff intell scores called + manifold. Said they correlated due to general intell (g). 2 factor model with spec abilities like vocab, maths, spatial. And general intell which underlies. Led to developing measures of g as existing just for kids or army- wais and ravens developed

Question 17

Weschler - background

Answer 17

Worked with yerkes for army test, then to work W spearman/didn’t always agree but modelled on his work. Test created from iq from many adults, done 1 to 1 and wisc for kids. Wais has diff complement like vocab, similarities, block design, matrix reasoning, digit span, symbol search- testing verbal comp, perceptual org, wm and processing stepped- underlined by g

Question 18

How waisc differs from others

Answer 18

Built on a theory, all ages can take it and iq comparable. Introd deviation iq - means compare scores to age means using normal distribution curve as old calc doesn’t work as people get older e.g. iq is test score over expected score for age x 100

Question 19

Ravens progressive matrices amd uses for it tests in general

Answer 19

Diff to wechsler but also based on spearman, focused on idea g was abstract ability so test without cultural influences/language
60 non verbal, multiple choice qs in order of difficulty- measures reasoning / meaning making. Uses: special Ed, research, clinical

Question 20

Thurston

Answer 20

Link between diff intell and agreed W concept of g but said g result of primary mental abilities (e.g. abilities come first). G comes from 7: associative memory (rote learning), number, perceptual speed, reasoning, space(transform figures), verbal comp and word fluency

Question 21

Fluid vs crystallised - catell

Answer 21

Agreed g but fluid is abstract not taught and Crystal is using past knowledge.. e.g. from wisc- verbal comp crystalised but processing fluid

Question 22

Structure of intellect theory -Guildford

Answer 22

Disagreed w spearman as no g but intell a result of 150 variables in 3 groups: operations (mental processing), content (mental material) and products ( how info stored, processed and used to make connections)
Another multi factor approach

Question 23

Vernons hierarchical theory

Answer 23

Intell made up of abilities at diff levels from spec, narrow, board then general. Others: 3 striatum model of human cog ability carroll 93: similar but integrated research since then
Cattell-horn-carroll theory 97: brings together carol and catel idea 9 broad g abilities beyond fluid and crystallized- most comp and empirical

Question 24

Multiple intelligence theories

Answer 24

Gardner- for more practical uses, intell not sensory system but processing that works more or less well/not learning process. Has musical, kinesthetic, interpersonal, intrapersonal, visual, linguistic, maths, naturalistic , existentialist: understand surroundings and place within it - each diff section in brain. Law and zetner 2012: made profile of musical perception skills
OMS to test Rythm, melody, tempo to overcome group comparisons. Issues: lack of evidence, supports g and heirachal models (spec)- rebut is doesn’t negate g but equal to other intells

Question 25

Contextual theories- sternberg triarchic theory

Answer 25

is ability to achieve success within sociocultural context
Componential sub theory: mental mech underlying intell-analytical . contextual sub thoery: way ppl use mech to demo intell-practical. Experiential sub: role of experience in using mechs to meet demands-creative

Question 26

Stability in intell

Answer 26

Deary 2000: Scottish kids tested in 32 and 98, slight increase in iq but stable. Flynn effect: iq tests need to be renormalised as iq increases but 10pts per gen. 20-40% environmental by nutrition, education, parenting, tech. Batterjee: measured intell 77 and 2010 in saudi using ravens, increase due to econ developing.

Question 27

Factorial invariance -wicherts 2004

Answer 27

Wais case study) spec tests measure wider constructs but not direct so each has a correlation coefficient value and invariance means don’t expect this to vary much. But wicherts looked at invariance in cohorts 5 studies years apart, found some measures not factorial invariant so increase in iq between gens could be due to tests

Question 28

Intelligence predicting success

Answer 28

q correlates w grades 0.6, levels of higher education 0.5, job performance 0.5 and personality 0.2. Lower have more unempl, income increases W iq, but highest iq less married. Terman: tested kids in cali, gifted above 150 iq but found achievements weren’t spectacular but had bigger satis W life and well-being. Buck worth and seligman 2005: found self discipline (delay grat and study) bigger predictor for grades than iq