Module 2: Intelligence & Cognition Flashcards
1
Q
What is Spearman’s theory of intelligence?
A
- Spearman’s General (“y”) factor
- Positive correlations with verbal, spatial, numerical performances (“s” factors)
2
Q
What is Thurstone’s theory of intelligence?
A
Verbal, mathematical, and spatial
3
Q
What is Sternberg’s theory of intelligence?
A
“Triarchic theory”:
- Analytic(componential),
- Creative (experiential)
- Practical (contextual)
4
Q
What is Gardner’s “multiple intelligence”
A
Linguistic Logical-mathematical Musical Bodily-kinesthetic Spatial-visual Interpersonal Intrapersonal Naturalist
5
Q
What are the ethnic differences in IQ scores?
A
The United States
- IQ score: Asian Americans (of East Asian origins) > European Americans, > Hispanics > African Americans
- Cross-generational studies – gap between black & white narrowing (the “Flynn Effect”)
- Jews of European origin test higher than other religious groups
6
Q
Describe the scientific racism of the “Bell Curve” by Herrnstein and Murray
A
- One of the writers, Charles Murray, has been labeled by the Southern Poverty Law Center as a white nationalist
- The authors assert that scientific evidence demonstrates the existence of genetically determined differences in intelligence among social classes and races
- The book is not a work of scientific research but rather a political book written by one of the most prominent conservative policy entrepreneurs in America as part of a larger ideological project.
- The book relies heavily on the work of a well-known racist and disgraced “researcher” Richard Lynn
- The book has inspired other racist “scientists,” including Canadian psychology professor Richard Rushton
- idea behind the book has influenced the policies of the American Republican Party, etc. Donald Trump’ immigration policy
7
Q
What is the Nativist view of intelligence?
A
- Cognitive phenomena are inborn
- Differences in IQ scores = product of genetic and environmental variations
- Evidence of effects of heredity on human intelligence
- Twin studies: Intelligence scores of identical twins raised either together or apart correlate almost + 0.90
- 25% of cases of mental retardation caused by biological defects
8
Q
What is the statistical reality of variation in the human species?
A
Simple statistical phenomenon: intergroup differences < intragroup differences
9
Q
Where is variation in the human species found?
A
- 85% of the variation in human species is found among individuals within a population (i.e. shared across all populations & races)
- A further 7% serves to distinguish among populations that were members of a single race (e.g. the Dutch from the Spaniards)
- 8% serves to distinguish among different races
- Human races account for less than 10% of the genetic variation in our species, and over 90% is found among people within a race
• Skin color: - Much has been made of skin color as a defining racial characteristic
- Yet most human variation is found among individuals within populations, and less than 10% serves to distinguish between racial groups
- Skin color – only surface features; skin color has probably been subject to strong selection over the past 50,000 years, and the lighter skin of Europeans is most likely due to the climatic influences they encountered living far from their African homeland
• An example: - Genetic diversity is esp. prominent among Africans (b/c the human species had the longest time to develop there compared to other continents)
- African peoples have 22 versions of a particular stretch of DNA linked to the insulin gene – only 3 of which, total, appear in the rest of the world
- The genetic truth is that the larger world’s diversity is more or less a subset of African diversity
10
Q
Intelligence vs. Intelligent Behaviour
A
- Intelligence & intelligent behaviour
- Intelligence – mental process that may or may not result in particular behavioural responses
- Intelligent behaviour – behavioural responses
- Transferral of mental abilities into behaviour not always possible
- Lack of favourable circumstances to display intellectual skills.
- Something considered intelligent in one culture may not be viewed as such in another
- Different cultural contexts – different cognitive skills, dissimilar ways of thinking & learning
- Example: a ritualistic dance of a South African may be considered “unintelligent” behavior by many people in the United States, for example: “Look at her, she’s dancing to conjure up rain.”
- Meanwhile, these same sarcastic individuals go to their churches every week to engage in similar “unintelligent” ritualistic acts
11
Q
Why do cultural biases create an incompatibility of IQ tests?
A
- Equivalency (“test transfer”)
- Test designed for a particular ethnic group may not have a similar meaning for another
- Because dissimilar cognitive skills
- Internal bias of intelligence tests
- Benefit specific ethnic groups b/c of test vocabulary
- E.g. Find the odd man out: rose, tulip, forget-me-not, basil
- “Cultural Literacy”
- Test on general knowledge based on events specific to environment
12
Q
What are the family factors on intelligence?
A
- Affluence & Level of education
- Wealthy & educated family:
- Better material environment
- More resources to stimulate learning experiences
- Parents understand importance of education
- Poor & uneducated parents:
- fewer resources
- Fewer opportunities to stimulate child
- Prime activity: to secure food & safety (i.e. collective survival)
- Wealthy & educated family:
- Parents’ perception of education
- Some immigrant parents see in education the key to success in life
- Immigrant minorities vs. Cast minorities
- Immigrant minorities
- Come voluntarily in search of oppurtunities
- Make use of high academic achievement
- Cast minorities
- Brought to United States through slavery or forced colonization
- Attitude: academic success not lead to advancements
- Immigrant minorities
13
Q
Birth order
A
- Intelligence scores decline as function of birth order
- Richer intellectual environment
- Firstborn’s immediate environment consisting of only himself and adult parents
- Second child – born into an environment consisting of himself, parents, & an individual with immature intellectual level
14
Q
Motivational factors
A
- General attitudes
- Feelings of hopelessness
- Exposure to stereotypes (“You are not smart” stereotype)
- Low-Effort Syndrome
- IQ test scores determined by
- motivation
- anxiety
- Attitude towards testing:
- “No matter how hard I try, I will be held back”
- Pessimism
- Tests seen by as instrument by government to advance discrimination
- IQ test scores determined by
15
Q
How do Educational Systems affect culture (East Asia and Finnish)?
A
- East Asia:
- More advanced in math - school curriculum places heavier emphasis
- Rules of discipline perseverance, & sacrifice for educational goals
- Success of Finnish educational system
