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PSYC310 > Midterm 1 > Flashcards

Midterm 1 Flashcards

1
Q

What was Cattell’s defining characteristic?

A

Cattell was willing to modify his position and accept mistakes and failings that characterised some of his early beliefs and theoretical conceptions when data suggested otherwise

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2
Q

What was Cattell’s opinion on General Intelligence (g)?

A

Disagreed with g
“g is an inadequate explanation for intelligence at the adult level”
“intelligence must be viewed as a developmental process”

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3
Q

What were Cattell’s original 3 rules of intelligence

A

Intelligence requires:
the capacity to think abstractly
ability to learn (from animal models)
Involves adapting to means ends

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4
Q

What is crystallised vs fluid intelligence (Gc and Gf)

A

Fluid Intelligence: the capacity to think quickly and reason flexibly in order to solve new problems without relying on past experience and accumulated knowledge
Crystallised Intelligence: the ability to utilise skills and knowledge acquired via prior learning (i.e. involves recalling pre-existing information as well as skills)

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5
Q

Horn’s theory of intelligence identified what two new factors?

A

Gv: General Visualisation
Gs: General Speediness

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6
Q

What does Gv assess?

A

Processes of imagining the way objects may change as they move through space

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7
Q

What does Gs assess?

A

General speediness: speed copying, writing flexibility, perceptual speed

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8
Q

What did Woodcock and Johnson (1989) think about Horn’s theory?

A
  • Correlated poorly with Wechsler scales

- Questioned if such correlations were indicative of a test that did not actually measure intelligence

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9
Q

New broad abilities were incorporated to the g theory: Gv, Ga, Gq, CDS, and Grw. What do each of these address?

A

Gv: visualisation for auditory stimuli
Ga: auditory processing
Gq: mathematical/quantitative knowledge, similar to Gf and Gc
CDS: Correct Decision Speed: similar to Gs, rabidity in providing correct, not merely quick responses in simple comprehension, reasoning or problem solving tasks
Grw: Reading and writing skills

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10
Q

How did Carroll contribute to the Gf-Gc theory?

A
  • Examined 50 years worth of data from intelligence tests
  • Drew from Cattell (1971) and described differences between first-, second-, and third-order factors
  • addressed confusion about whether a general factor was indicated at the second or third level
  • Provided significant support for the modern Gf-Gc theory
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11
Q

What did McGrew’s initial analysis result in?

A

Extraction of 9 broad abilities: Gc, Gv, Grw, Gsm, Gf, Gs, Glr, Ga
Later a 10th broad ability (Gt) was added and Grw was changed to Grw-R (reading skills) and Grw-W (writing skills)

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12
Q

What is the focus of cognitive theories of intelligence?

A

focus on processes involved in human intelligence
cognitive processes span from simple to complex
there is little consensus on what processes should be at the centre of attention in research

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13
Q

How did Galton contribute to Simple Sensory Testing?

A

Conducted mass tested but the data failed to have a conclusive relationship between simple sensory measures and intelligence because there was no general criteria of intelligence

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14
Q

What was the relationship between IQ and Inspection Time (IT)?
Nettelbeck and Lally

A
  • Strong relationship (-0.9)

- shorter reaction time = greater IQ

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15
Q

What were the strengths and weakness of Nettelbeck and Lally’s study on Inspection Time?

A

Con: small sample size
Con: wide range of intelligence tested

Pro: piqued interest of studying Inspection Time for IQ

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16
Q

Researchers are unsure why the relationship between IT and IQ exists. What are the guesses?

A

Early researchers thought it measured information processing speed

Later researchers thought SOA (Stimulus Onset Asynchrony: the time between presentation and the backwards mask) was split into two stages

  1. Initial lag stage (performance at chance levels): measured differences in focused attention and vigilance
  2. Probability of correct decision increased with SOA (measures capacity to detect change in briefly exposed visual array)
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17
Q

Explain Arthur Jensen’s experiment of Simple/Choice Reaction Time.

A
  • Participants had to turn off corresponding switches as they were indicated by a light popping up
  • Tests reaction time
  • Time to respond to paradigm separated into:
    Response Time (RT): Time between light illumination and subject initially reacting (theoretically should represent decision time)
    Movement Time (MT): Time between initial reaction and pressing the required button (theoretically should represent execution of the intended response)
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18
Q

What is Hick’s Law?

A

Response time increases ;linearly as a function of log2 of number of choice alternatives

Log: Number of bits of info in the stimulus display

More intelligent individuals have flatter slopes (i.e. more intelligent people can deal with more information per unit of time)

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19
Q

What are the information processing components of the analogical reasoning model?

A
  1. Encoding: initial mental representation of analogy
  2. Inference: shows relationship between A term and B term
  3. Mapping: shows relationship between A term and C term
  4. Application: applied A to B relation to C term to discover an ideal answer (D)
  5. Comparison: justifying better answer options
  6. Justification: justifying the better answer option as correct
  7. Response: measured by regression constant
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20
Q

what are Metacomponents?

A

information processing components that acted upon other components
Governed things such as strategy selection and speed/accuracy trade off
Much of what we term intelligence could be accounted for by metacomponents

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21
Q

How to fluid and crystallised intelligence develop with age?

A

Fluid: increases through adolescence and peeks in early/mid 20s
Crystallised: increases until early 40s, remains high until late adulthood

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22
Q

What is timothy salthouse’s limited time mechanism?

A

Time to perform later operations is greatly restricted when large proportion of available time is occupied by execution of early operations

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23
Q

What is Timothy Salthouse’s simultaneity mechanism?

A

Products of early processing may be lost by the time that later processing is completed

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24
Q

What is the first level of the Triarchic theory of intelligence

A 
Mechanism of intelligence-cognition: Processes for intelligent behaviour 
types of information processes:
- performance components 
- components 
- knowledge acquisition components
25
Q

What is the second level of the Triarchic Theory of Intelligence

A

Continuum of experience: refers to the fact that learning progresses from novel problems to problems that are routine

26
Q

What is the third level of the Triarchic theory of intelligence

A

Fit of an individual to their environment: using notion of adaptation and natural selection
Ways to accomplish this: adaptation, selection, shaping

27
Q

what are the 8 sources of evidence for intelligences (from four different disciplinary backgrounds)

A
  1. Biological sciences:
    a. potential of isolation (or dissociation) by brain damage
    b. Evolutionary history and plausibility
  2. Logical Analysis:
    a. Identifiable core operation or set of operations
    b. Susceptibility to encoding in a symbol system
  3. Developmental psychology
    a. Distinct developmental history along with definable set of expert end-state performances
    b. Existence of idiot savant, prodigies and other exceptional people
  4. Traditional psychology
    a. support from experimental psychological tasks
    b. support from psychometric findings
28
Q

What are Piaget’s 4 stages of child thought development?

A
  1. End of sensorimotor period:
    - children understand that objects continue to exist when out of sight
    - can remember and imagine ideas and experiences (this allows for language development)
  2. Pre-operational stage (2-6y/o):
    - symbolic thinking,
    - egocentric stage,
    - eventually children become able to take the point of view of others at this stage
  3. Concrete operational stage (7-11 y/o):
    - children apply quantitative, logical operations to specific experiences or perceptions,
    - acquire concepts of conservation, number, classification and seriation,
    - begin to appreciate that many questions have specific and correct answers that can be arrived at through measurement and logical reasoning
  4. Formal operational stage (12+):
    - adolescent or adult begins to be able to think about abstraction and hypothetical ideas,
    - no longer necessary for individuals at this stage to manipulate objects to arrive at the solution to the problem
29
Q

Gardner’s theory of multiple intelligence had 8 signs for detecting the existence of discrete kinds of intelligence. They are:

A
  1. Potential isolation by brain damage
  2. Existence of exceptional individuals
  3. An identifiable core operation or set of operations
  4. Distinctive developmental history leading from novice to master
  5. Distinctive evolutionary history
  6. Supportive evidence from cognitive-experimental research
  7. Supportive evidence from psychometric tests indicating discrete intelligences
  8. Susceptibility to encoding in a symbol system
30
Q

According to Luria’s Brain-Behaviour Model, brain higher-level processing is organized into three major human brain areas. They are:

A

First Area:
- Brain stem and Reticular formation,
- Midbrain, pons, and medulla
Second Area:
- Parietal, occipital, and temporal lobes’
Third:
- all of cerebral cortex anterior to the secondary motor strip

31
Q

What is in Neuroanatomical area one?

A
  • Brain stem
  • Reticular formation
  • Posterior hypothalamus
32
Q

What is in neuroanatomical area two?

A

Area posterior to the central sulcus

33
Q

What is in neuroanatomical area three?

A
  • Frontal lobes

- Connections between first, second and third neuroanatomical areas

34
Q

What age ranges are each of the Wechsler intelligence scales made for?

A

WAIS IV: ages 16-90 and 11 months

WISC-IV: ages 6-16 and 11 months

35
Q

What is the three stratum theory of cognitive ability

A 
based on a factor-analytic study, suggests each layer accounts for the variation in the correlations within the previous layer
Stratum III (General): g --> Stratum II (Broad): Gf, Gc. Gy, Gv, Gu, Gr, Gs, Gt --> Stratum I (Narrow)
36
Q

What is Sternberg’s definition of intelligence?

A

Ability to learn from experience

Ability to adapt to environment

37
Q

What is Weschler’s view of intelligence?

A

To understand and adjust to the world around us

38
Q

What is O’Reilly and Carr’s definition of intelligence?

A

A composite of core features: reasoning, planning, problem solving, abstract thinking, comprehending complex ideas, learning quickly, learning from experience

and the Ability to process, manipulate and use this information

39
Q

What is Gottfredson’s definition of intelligence?

A

ability to attend to, understand, and adaptively respond to the external environment

40
Q

How did Terman contribute to the development of IQ tests?

A
  • Improved the American version (added new items)
  • Standardised in over 1 000 children
  • His test (the Stanford-Binet Test) became the gold standard for all IQ tests to be compared to
41
Q

What does the Verbal Comprehension scale measure?

A

Ability to:

  • comprehend verbal stimuli
  • reason with semantic material
  • communicate thoughts and ideas with words
42
Q

What subtests are included in the Verbal Comprehension Index?

A

Similarities

Vocabulary

Information

Comprehension (optional)

43
Q

What subtests compose the Perceptual Reasoning Index?

A

Block Design

Matrix reasoning

Visual Puzzles

Figure weights (optional)

Picture completion (optional)

44
Q

What subtests compose the Working Memory Index?

A

Digit Span

Arithmetic and Letter-Number Sequencing (optional)

45
Q

What does the working memory index measure?

A

Attention
Concentration
Working Memory

Ability to keep information in your mind temporarily while performing some operation or manipulation and then accurately reproducing the updated information or correctly acting on it.

46
Q

What subtest compose the Processing Speed Index?

A

Symbol search

Coding and cancellation (optional)

47
Q

What does the processing speed index measure?

A

Speed of mental processing

Using visual and graphomotor skills

48
Q

What is Raven’s Matrices?

A

Puzzle-like test
correlated highly with general IQ
Based on analogies (cat is to purr as dog is to ___ )

49
Q

What is the SD and avg for the IQ distribution?

A

AVERGAGE: 100
SD: 15

50
Q

How did Weschler define intelligence?

A

A global entity that is composed of qualitatively different abilities.

The specific abilities included cognitive abilities and other non-intellectual abilities such as drive, persistence, temperament, curiosity and personality

51
Q

What are the 4 groups that the theories of intelligence could be grouped into?

A
  1. Psychometric theories
  2. Cognitive theories
  3. Cognitive-contextual theories
  4. Biological theories
52
Q

What are the limitations of psychometric theories?

A

Results depend crucially on the sampling of tests used

The resulting psychometric theories are intertwined with the selected mathematical techniques

53
Q

What are the main psychometric theories?

A

Spearman’s g

Thurstone’s Primary Abilities

CHC Model

54
Q

What two factors, according to the Two Factor Theory, determine performance?

A

g: genetic, inborn, stable
s: a specific ability related to the task at hand

55
Q

What was included in the Thurstone Battery 1 intelligence test?

A 
Math (simple) 
Math (complex) 
Visual construction 
Block design 
mental rotation
56
Q

What was included in the Thurstone Battery 2 intelligence test?

A 
General knowledge 
Similarities 
Vocabulary test 
Speling 
Verbal memory
57
Q

What is Cowen’s theory of intelligence (2014)

A

The larger the working memory, the more complex ideas can be, the more complex the learnings can be

Knowledge helps dealing with large amount of information in working memory, reducing the WM load by chunking

58
Q

What is executive functioning and how does it relate to IQ

A

EF and IQ correlate frequently and significantly

Executive functions: updating, inhibition, shifting

59
Q

What is the mutualism theory

A

Premise: cognitive processes have mutual beneficial or facilitating relations

Each process supports the development of another

PSYC310 (2 decks)

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