Midterm 1 Chap 10

Question 1

Définir l’intelligence

Answer 1

• difficult to conceptualise (its built by society)
  -difficult to measure (risk d’erreur de réification)

Question 2

La théorie de Aristote

Answer 2

2 dimensions :

Sagesse pratique = application des connaissance
Sagesse théorique = considération d’idées en fonction de concept

Question 3

C’est quoi l’effet flynn

Answer 3

QI augmente avec le temps en raison de facteurs (3)
1) Alimentation
2) meilleure éducation
3) complexité de l’nvironnement (technologies)

Question 4

Méthodes de mesures précoces , what are they (2)

Answer 4

Théorie de Galton
Mesure des tendances centrales et distribution

Question 5

What is the théorie de Galton

Answer 5

• linked intelligence with physical attributes (hereditary) and functions but no success
• contributed in the distribution curve that we use today

Question 6

Test de Binet et Simon, what is it ?

Answer 6

• Mesure comportemental (age mental vs chrono)
  -Test mesure la direction (what and how to do things), l’adaptation (using the knowledge to something new) et le critique (reviewing and correcting my errors)
  -

Question 7

What did Terman do and how did Weschler counter react

Answer 7

Terman established a Standford-Binet Test. It was an adaptation from the Simon-Binet in France.
- Calculated by dividing the mental age by the chrono age then multiply by 10

Weschler did the Standardized IQ - following the Standford-Binet

Question 8

Why could this type of test (Standford Binet) be a problem

Answer 8

Because mental age can become stagnant meanwhile chronological age is continuous. In other words, your IQ will decrease with age.

This is where Weschler comes in the picture.

Question 9

What is the Test of Weschler

Answer 9

• La cource normal de l’intelligence (QI Standarisé)
• Le test est basé sur une distribution normale avec un score moyen de 100
  -Avantages 3 : l’age nest pas affecté, test many aspects depending on content, tests de performance
  -no chronological age

Question 10

Things to remember about the courbe normal de Weschler

Answer 10

La moyenne is 100
Écart type are 15 differences
68% first écart type, 95% second écart type, 98% third écart type

Question 11

Who did the Évaluation de la vitesse de traitement?

Answer 11

Nettleback and Lalley

Arthur Jenson

Question 12

What did Nettlebeck and Lalley test?

Answer 12

Temps d’inspection

They measured intelligence in accordance to the speed of information treatment (even tho they can all answer the same question)

Question 13

What did Arthur Jenson test?

Answer 13

Temps de réactions aux choix

Mesure indirectement l’intelligence - vitesses de transmission neurales

Question 14

What was Sternberg’s theory (linked to speed and intelligence)

Answer 14

There’s steps into solving a problem. Smarter people would take more time at the beginning of their solving journey (where they will have to plan their ideas) and then fast at the end

This will speed up their solving skills

Question 15

What is the con about linking intelligence to speed

Answer 15

Speed does not necessarily determine the level of intelligence in a person

Question 16

What is Eugénisme ?

Answer 16

Goal of reproducing a «desired»group while discouraging the «undesired» group

Question 17

Whats the link between Eugenism and these intelligence tests at the time?

Answer 17

There are biases (certain groups have different levels of intelligence), bias to the North american standards

Question 18

What social group was affected by eugénism and QI results

Answer 18

Pauvreté
Scolarité Limité
Mauvaise alimentation
Manque de soin de santé

• la langue et culture jouait également un role

Question 19

WhaT ARE THE differences between men and women’s intelligence

Answer 19

In terms of global intelligence, there is no difference
However,

Men are better at visuospatial
Women are better at verbal

Question 20

What is état d’esprit

Answer 20

influenced by our vision of intelligence and auto stereotypes
Eg mary has a etat desprit rigide about intelligence becus she thinks it doesnt change

Question 21

What was Sperman’s theory

Answer 21

Intelligence can reflect on more than one subject and there’s a reason for it
- We all have a general intelligence and then there’s a specific aspect.

He also established the analyse factorielle

Question 22

What is the analyse factorielle

Answer 22

Il cherche la corrélation des notes/résultats entre différentes matières

Question 23

What is facteur g et facteur s

Answer 23

Facteur g = supérieur, globale
- s’applique dans différentes domaines

Facteur s = inférieur, spécifique
- limité dans un domaine en particulier

Question 24

Puisque facteur g est plus générale , comment est ce qu’elle prédit les choses

Answer 24

Elle prédit la réussite de la vie : performance universitaire, durée à l’école, meilleur revenue, long time of living

Question 25

What did Thurstone do

Answer 25

Refute la théorie de Sperman by using the analyze factorielle again - He focused more on the specific part of intelligence - Identifie 7 capacité mentales primaire fesant partie de l’intelligence

Question 26

What is the Model of Cattell

Answer 26

Cattell tried to reconcile (reunite) the Sperman theory with Thurston’s model by creating 2 types of intelligence general — Modele hiérarchique On doit aussi considéré la flexibilité cognitive

Question 27

What are the two intelligence general selon Cattell

Answer 27

Intelligence general fluide (pour les situation complexes) .. ici on n’utilise pas les connaissances acquises Intelligence general cristallisé (fait appel aux connaissance antérieur - ancrée sur nous) - Ici on utilise les connaissances acquises

Question 28

What is flexibilité cognitive

Answer 28

Capacité de modifier la formulation de problème et rediriger l’attention en conséquence.

Question 29

Cest quoi le paradoxe de la sagesse

Answer 29

Wisdom paradox By Goldberg It is the complexe relations between intelligence general fluide et general cristallisé À la jeunesse, on réfléchit avec souplesse pour gerer les situations complexes Avec le temps, on développe l’intelligence cristallisé (avec expériences, pattern) et c’est lui qui domine

Question 30

What is the other type of intelligence

Answer 30

Intelligence emotionnelle

Question 31

WHat is the definition of intelligence emotionnel (4)

Answer 31

Percevoir l’émotion = reading verbal and non verbal expressions Comprendre l’émotion= finding the reason behind the emotion, anticipate Gerer l’émotion = you have to be aware to know how to manage emotion. Utiliser l’émotion = emotion is telling me something, what should i do about it

Question 32

Quelle est le lien entre l’intelligence et la créativité

Answer 32

Il y a des facons to pensée, soit 2 type de pensée en particulier La pensée convergente = mène à une réponse La pensée divergente = mène à plusieurs réponses différentes

Question 33

C’est quoi la théorie de Sternberg

Answer 33

Wanted to focus on the process of intelligence rather than structure - les composantes de l’intelligence (3) La théorie triarchique de Sternberg

Question 34

What are the composantes d’intelligences according to Sternberg

Answer 34

**Intelligence Analytique** = évalué par les test QI **Intelligence Créative** = capacité d’adaptation et de produire de nouvelles idées — good for new situations **Intelligence Pratique** = Application sur la vie quotidienne —application sur des situations réelles

Question 35

C’est quoi la théorie de Gardner

Answer 35

Établit la théorie des intelligences multiples (8 avec 4 sources centrales) - people have different learning styles - proves that this theory is used in todays time

Question 36

Intelligences est acquise ou innées ??

Answer 36

Both - used with twin studies Environnement culturel influence l’intelligence tout comme l’intelligence est un aspect génétique

Question 37

Intelligence et l’age

Answer 37

@ 20 = les cellules cerebrales diminue @ 80 = 5% less of the brain’s original weight (we lose 5% of our brain) The frontal lobe in which took the most time to develop will also decrease with time **Le raisonnement social** s’améliore **La reconnaissance reste stable **Mémoire de rappel** diminue (remembering things in our head) **Mémoire prospective ou temporelle** diminue aussi (think of Jacqueline and her agenda)