Perspectives on Intelligence Unit 9 Lecture 2

Question 1

Charles Spearman

Answer 1

• The idea that intelligence should be thought of as a single trait
• He developed a technique called Factor Analysis
  Ex) Imagine having a measure for the physical dimensions for a bunch of people. You might have measures of head, foot, hand size, weight circumference etc. If all of these measures correlate with one another, it might be sensible to think that some general variable underlies all of them. If so all of these members could be captured by a single number that represents the general trait of body size.

Question 2

(G) or GIF

Answer 2

General Intelligence Factor (or g)

Question 3

General Intelligence Factor (or g)

Answer 3

• Represents their degree of mental energy, brain power
  Ex) The blue ovals represents children’s performance on different academic subjects that are correlated to justify thinking that one factor, called g, underlies them all

Question 4

Things that are correlated with g

Answer 4

The General Intelligence Factor (g), as measured by IQ tests has a .50 correlation with high school and university grades
IQ scores are also correlated with:
Lifetime Earnings
# of years of education
Lifespan
Perceptual Judgment Speed
Capacity for Impulse Control
Success in Finding a job

Question 5

G is not perfectly correlated with different _________

Answer 5

academic skills

Question 6

What is the definition for what Spearman called s?

Answer 6

The part of children’s performance on different academic subjects that don’t correlate with one another

Question 7

s represents what?

Answer 7

Individual’s subject-specific levels of intelligence

Question 8

Louis Thurstone

Answer 8

Investigated the concept of g more carefully and identified that it was made up of seven independent clusters of primary mental abilities.

Question 9

Lois Thurston came up with what 7 mental abilities?

Answer 9

• Word Fluency, Verbal Comprehension, Numeric Abilities, Spatial Visualization, Memory, Perceptual Speed, Reasoning
• ## They are distinct from one and other but also related to one and other.

Question 10

Hierarchical Model of Intelligence

Answer 10

A the top of the hierarchy there is g (general intelligence factor)
The second level represents Thurstone’s 7 Primary Mental Abilities
The lowest level represents subject specific intelligence

Question 11

Fluid Intelligence (Gf)

Answer 11

• The ease by which we can learn new information and find solutions to unfamiliar problems
• Refers to our potential for learning new things and adapting to novelty

Question 12

Crystallized Intelligence (Gc)

Answer 12

Our ability to use our past experience and knowledge we have already acquired to complete tasks.

Question 13

Robert Sternberg

Answer 13

Tried to capture forms of intelligence that were different from the ones that promote success in academic settings

Question 14

The Triarchic Theory of Intelligence

Answer 14

1. Analytical (Books Smarts)
   The academic, “g type” of intelligence that most intelligence tests measure
2. Practical (Street Smarts)
   Flexible problem solving in the real world beyond the classroom
3. Creative (Creativity)
   The ability to solve completely new problems and to generate unique ideas

Question 15

Howard Gardner

Answer 15

Noted the existence of savants

Question 16

Savant

Answer 16

People who are extraordinarily gifted and skilled in specific areas, like music, mathematics but seemingly lack skill in most other domains (Such as in social interactions or reasoning ability)

Question 17

Howard Gardner came up with 8 unique and independent types of intelligence theories of intelligences

Answer 17

1. Verbal/Linguistic
2. Logical/Mathematical
3. Visual/Spatial
4. Existentialist
5. Interpersonal
6. Intrapersonal
7. Bodily/Kinesthetic
8. Musical/Rhythmic

Question 18

Learning Styles

Answer 18

The idea that children differ in their intellectual strengths and weakness.

Question 19

False Negative Stereotypes

Answer 19

Ex) Study at U of Waterloo revealed that female participants who are told that a math test resulted in poorer scores for females than for males, led female participants to perform worse on the test than male participants.