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Psychology 105 > Module 4: Intelligence > Flashcards

Module 4: Intelligence Flashcards

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1
Q

Intelligence

A

The ability to learn from experience and to adapt to changes in the environment. Ability to gain knowledge by learning and solving problems.

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2
Q

Self-Enhancement Bias

A

The avg. IQ score is 100. Half the population has below avg. intelligence BUT most people rate their scores above avg.

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3
Q

Flynn Effect

A

IQ seems to be increasing over time. The effect was most likely due to a combination of factors:

  • Overall improvement in nutrition and medical care
  • Improvements in education
  • Increased environmental complexity via technology
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4
Q

Sir Francis Galton (late 1800’s)

A
  • Psychologist and a Statistician
  • Pioneered the study of intelligence
  • Quantifying mental ability: believed that physiological measures predict intelligence. Theory not supported but resulted in the discovery that intelligence is normally distributed.
  • Mental ability is inherited and innate.
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5
Q

Alfred Binet & Theodore Simon

A
  • French Psychologists
  • Started the modern intelligence-testing movement
  • Mental tests (attention, memory, imagination, reasoning, common sense and abstraction)
  • Tests reflected three basic abilities:
    1) Direction: the ability to know what to do and how to do it
    2) Adaptation: the ability to create strategies for implementing knowledge
    3) Criticism: the ability to find errors in thinking
  • Mental Age
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6
Q

Lewis Terman

A
  • Revised Binet’s Tests

- Stanford-Binet Test

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7
Q

Intelligence Quotient

A
  • Ratio of mental age to chronological age
  • Could be applied to people of different chronological ages
  • IQ=MA/CA X 100
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8
Q

David Wechsler

A

-Intelligence is a set of verbal and non-verbal skills

WAIS, WISC, WPPSI

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9
Q

Deviation IQ

A

Administer test to many people, obtain avg. score for the test, and then score people relative to the avg. score or mean.

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10
Q

WAIS-IV: Verbal Comprehension Index

A

A measure of an individual’s ability to understand, learn and retain verbal info. and to use language to solve novel problems.

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11
Q

WAIS-IV: Perceptual Reasoning Index

A

A measure of an individual’s ability to understand visual information and to solve novel abstract visual problems.

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12
Q

WAIS-IV: Working Memory Index

A

A measure of an individual’s ability to hold verbal information in STM and to manipulate that info.

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13
Q

WAIS-IV: Processing Speed Index

A

A measure of mental speed, though the score may also be affected by other cognitive factors, such as attention, as well as ability to use pen/pencil.

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14
Q

Reliability

A

Measure of a test consistency; test has to be useful over time.
-Test-retest reliability: are scores stable over time?

  • Internal consistency: are all items correlated to e/o? are they measuring the same thing?
  • Interjudge reliability: do different test administrators agree on the scoring/observation?
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15
Q

Validity

A

How well a test measures what it says it measures.
-Construct validity: is the test actually measuring intelligence?

  • Content validity: do the test items relate to all the aspects of intelligence?
  • Criterion-related validity: Do test scores predict some present or future behaviour or outcome that should be impacted by intelligence?
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16
Q

Standardization

A

The process of administering a test to a large group of varying ages to see what kind of scores are typically obtained.
-Know the mean and the SD of scores

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17
Q

Eugenics

A

Sterilization of people that were non-white or had developmental disabilities.

18
Q

Race and IQ

A

Moral assumptions based on racial differences in IQ are overly simplistic and should be rejected. Intelligence tests are easily influenced by situational factors and lack of familiarity w/ certain topics. Racial differences in IQ are due to environmental differences rather than genes.

19
Q

Gender and IQ

A

Almost no difference in overall intelligence between genders. Some differences in specific abilities: Men are better at visuospatial tasks, women are better at verbal tasks.

20
Q

Stereotype Threat

A

People in marginalized groups experience increased anxiety and divided attention during testing. Creates bias and poor performance.

21
Q

Mindset

A

Can decrease performance if someone believes their intelligence is fixed at a low level.

22
Q

Fixed Mindset

A

Intelligence is relatively a fixed trait, inherited and cannot be changed.

23
Q

Growth Mindset

A

Intelligence is a malleable trait that can improve with effort.

24
Q

Charles Spearman

A
  • Grade performance across various subjects is positively correlated.
  • Factor Analysis reveals grades cluster across subjects.
  • Specific ability to learn a specialized subject is driven by more overarching general abilities.
25
Q

Spearman’s Two-factor theory of Intelligence

A

“g”

  • Higher-order, general intelligence. Generalizes to many contexts.
  • Can apply to any content area
    e. g., quantitative reasoning, abstract verbal reasoning, and STM.
  • Predictive of life success

“S”

  • Lower level, specific intelligence. Contextually sensitive.
  • Can apply to limited content areas.
    e. g., algebra, order of operations, and elementary mathematical concepts involved in quantitative reasoning.
26
Q

Louis Thurstone

A

Seven Primary Mental Abilities

  • Word Fluency
  • Verbal Comprehension
  • Numeric Abilities
  • Spatial Visualization
  • Memory
  • Perceptual Speed
  • Reasoning
27
Q

Raymond Cattell

A

Reconciled theories through a hierarchical model. General Intelligence at the top of the structure.

28
Q

Fluid General Intelligence

A

Ability to think flexibly and handle complex situations. Decreases over time.

“gf” -Has the ‘fluid’ quality of being directable to almost any problem.

29
Q

Crystallized General Intelligence

A

Ability to solve problems by applying knowledge. Increases over time.

“gc” -Is invested in the particular areas of crystallized skills which can be upset individually w/o affecting the others.

30
Q

Cognitive Flexibility

A

Knowing how and when to apply knowledge based on certain events. The underlying principle of crystallized intelligence.

31
Q

Emotional Intelligence

A

May contribute to general intelligence by helping us recognize what information is important.

-Ability to perceive emotions
-Use emotions to facilitate thoughts
-Understand emotions
-Manage emotions
Refer to notes for more

32
Q

Robert Sternberg

A

Analytical + Creative + Practical = Successful

Sternberg’s theory of Triarchic Intelligence

33
Q

Analytical Intelligence

A

Mental steps or components used to solve problems.

34
Q

Practical Intelligence

A

Ability to read and adapt to everyday life.

35
Q

Creative Intelligence

A

Use of experience in ways that foster insight.

36
Q

Howard Gardner

A

Multiple Intelligences

  • Musical- music smart
  • Bodily-Kinesthetic- body smart
  • Interpersonal- people smart
  • Verbal-Linguistic- word smart
  • Logical-Mathematical- logic smart
  • Naturalistic- nature smart
  • Intrapersonal- self smart
  • Visual-Spatial- picture smart
37
Q

Determine Intelligence: Genetics

A

Identical twins, whether reared together or apart, exhibit a high correlation in terms of IQ. While 50% for other types of siblings reared together or apart. No correlation between adoptive parents and adopted child.

38
Q

Determine Intelligence: Environment

A

Plays a huge part in child intelligence development. Better environment when a child is developing usually means higher intelligence.

39
Q

Socioeconomic Status (SES) & IQ

A

Low SES - average IQ of 85.5
Medium SES - average IQ of 92
High SES - average IQ of 98
Nurture also creates a huge impact

40
Q

Determinants of Intelligence

A
  • Heritability quotient 0.5-0.7
  • Environmental accounts for 30-50% variation in IQ
  • Combination of both nature and nurture

Psychology 105 (9 decks)

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