Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Cognitive Assessment > PPT 2 > Flashcards

PPT 2 Flashcards

1
Q

Four Major Traditions

A
  • Psychometric approaches (based on a model that portrays intelligence as a composite of abilities measured by mental tests)
  • Information Processing approaches (an approach to cognitive development studies that aims to explain how information is encoded into memory)
  • Neurobiological approaches (focus more on internal vs. external)
  • Developmental approaches (study how people grow, develop and adapt at different life stages)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Science is the search for truth, whether we like it or not.
- David Bohm

A

With assessment, we can back information with evidence and get closer to the truth

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

General Domains of Psychological Assessment

A
  • Personality assessment (traits and states) ex: emotional, inter-relational
  • Intellectual assessment (ex: IQ)
  • Neuropsychological assessment (brain behavior) ex: brain injuries, ADHD
  • Vocational assessment (career)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Factors that can influence scores (mainly in Cognitive Assessments)

A

True ability or characteristic can be obscured by:
- Test anxiety
- Willingness to cooperate
- Level of distress (depression or psychosis, hunger, bathroom needs, sleep deprivation)
- Tendency to agree or disagree
- Prior experience with the test or coaching
- Luck
- Examiner skill
- Personal characteristics of examiner in interaction with the test-taker

Be observant for these

Make every effort to minimize these factors and maximize the influence of the intended construct

HOWEVER - research shows that most of these influences usually account for only a small part of the score variance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What is Intelligence?

A

A construct
- A general label for a group of processes that are inferred from observable behaviors

  • Ambiguity has allowed it to become framed in different philosophical assumptions, political agendas, social issues, and legal restrictions
  • Numerous attempts to define it (hard to define)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Common Definitional Aspects of Intelligence

A

General areas of most definitions:
1. Abstract thinking
2. Learning from experience
3. Solving problems through insight
4. Adjusting to new situations
5. Focusing and sustaining one’s abilities to achieve a desired goal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

MA - CA = Intelligence

A

Mental age - chronological age = intelligence

Alfred Binet brought this test to the U.S. and developed it further (Stanford Binet)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Intelligence is MUCH more complicated than previous understandings

A

There is little question that intelligence is a viable construct
- Intellectually disabled and genius are realities

But it is much more complicated than previous understandings

Important for a psychologist to know the state of knowledge so as not to misuse cognitive testing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Four Major Traditions in Approaching Intelligence

A
  1. Psychometric Approaches
  2. Information Processing Approaches
  3. Neuro-biological Approaches
  4. Developmental Approaches
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Value of Theories

A

Allow us to discuss aspects of a construct not previously accessible

Increase depth and breath of understanding

Useful in certain predictions

Motivate effort to operationalize theory

These 4 traditions represent different aspects of investigation, different parts of the elephant (7 Blind Men and the Elephant - everyone is right in a way but no one sees the whole elephant)

Goal of this is to see the state of understanding and direction of each tradition

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Psychometric Approaches

A

Assumes intelligence is a trait in which there are individual differences (normally distributed - curve)

Started with Binet

Spearman (1904) - Proposed a 2 factor model that “g” (general intelligence) or a general factor common to all types of intellectual activity and “s” specific factors to each task

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Positive Manifold

A

Intelligence tests are positively correlated
- Some portion of the variance of scores on each test attributed to “g”

Some regard “g” as the most basic measure of intelligence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Structure of the WAIS-IV

A

Full scale IQ (aka “g”) - FSIQ

4 Components - VCI, WMI, PRI, PSI

Verbal Comprehension (VCI) - VC-SI-IN-CO

Working Memory (WMI) - DS-PS-AR

Perceptual Reasoning (PRI) - BD-VP-MR

Processing Speed (PSI) - CD-SS-CA

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Different Psychometric Models

A

Horn & Cattel (1963) - Three Stratum Model

Cattell, Horn, & Carroll (CHC Model) (1993 to ~2013)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Horn & Cattel (1963) - Three Stratum Model

A

3 factor model
1. g
2. Fluid intelligence (Gf) - processing ability, problem solving
3. Crystalized intelligence (Gc) - stored information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Fluid Intelligence (Gf)

A

Dependent n brains efficiency and intactness

Enables problem solving, perceiving relationships

Primarily non-verbal, culture free

Increases until age 14 then levels off until 20 then gradually declines

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Crystallized Intelligence (Gc)

A

Largely environmentally determined (cultural restraints)

Content oriented (Vocabulary, Information)

Relatively permanent and not as susceptible to brain damage

Develops from interaction of Gf and environment

Grows until age 40 then gradually declines

18
Q

Cattell, Horn, & Carroll (CHC Model) (1993 to ~2013)

A

Merging of two systems (Wechsler and C & H) incorporated several more specialized functions

19
Q

Five Factor Model

A

Johnson & Bouchard’s work is an example of evidence that moved us toward a 5-factor model

Keith factors
- Verbal Comprehension Index
- Working Memory Index
- Visual Spatial Index
- Fluid Reasoning Index
- Processing Speed Index
(VSI and FRI were broken into two from PR)

WISC-V

20
Q

Information Processing Approaches

A

Focuses on processes rather than content

How information is received, stored, retrieved, manipulated, transformed:

  • Structural (sensory reception, short and long term memory)
  • Functional (manipulations and transformations)
21
Q

Processing Speed and IQ

A

IQ correlates with speed of certain information processing functions:

  • Speed of apprehension, scanning, retrieving, and responding to stimuli
  • Correlations increase as tasks become more complex
22
Q

Choice Reaction Time

A

Moving finger from home to the button that lights up among 8 target buttons (Jensen, 1987)
- Correlations as high as -0.40 with IQ

More complex tasks (3 of the 8 buttons light each time&raquo_space; choose the most isolated) (Fearson & Eysenck, 1986)
- Even higher correlations with IQ

23
Q

Inspection Time

A

The Inspection Time task requires participants to judge which of two lines is the shortest after only seeing them for a very short amount of time.

24
Q

Information Processing Model - Sternberg

A

Triarchic Theory

Intelligence involves:
1. Metacomponents - planning, monitoring, evaluating

  1. Performance components - administering instructions of metacomponents
  2. Knowledge- acquisition components - learning how to do something in the first place
25
Q

Neurological-Biological Approaches

A

Search for anatomical and physiological underpinnings of intelligence

26
Q

Neurological-Biological Approaches - Thorndike

A

“g” equals the total number of modifiable neural connections

27
Q

Does g depend on “neural efficiency” of the brain?

A

Is the “quality of protoplasm” effect IQ?
- The colorless material comprising the living part of a cell, including the cytoplasm, nucleus, and other organelles

Does neural efficiency promote IQ OR does IQ help people find faster ways OR both?

28
Q

Genetic Basis to Intelligence?

A

Plomin, DeFries, Knopik & Neiderhiser (2013)
- Parent-Child correlations of IQ seem to be between .40 and .50

Of course families share an environment too

BUT as children get older, the correlations between parent and offspring increase

Heritability estimates range .30 to .50 (and higher)
- The heritability estimates increase as people get older

29
Q

Alexander Luria (1980)

A

Brain is differentiated systems of functional units coordinated to form integrated whole

3 main units
1. Arousal (brain stem and midbrain)
2. Sensory input (temporal, parietal, occipital)
3. Executive (frontal)

30
Q

Luria’s PASS system

A

Cognitive functions involve
- Planning - Attention - Successive processing - Simultaneous professing (PASS)

Naglieri and others have worked to develop a measure of intelligence based on these fundamental brain functions

31
Q

Future Directions Neuro-Biological Approaches?

A

Exciting discoveries that are revolutionizing our understanding of cognitive functions

32
Q

Epigenetics

A

Evidence that DNA as well as environmental factors may both be important considerations in our focus

Research has demonstrated that portions of DNA are deactivated or activated by experience

These chemical processes modify gene activity without altering the genetic information itself

A type of “long term memory” preserving environmental effects/cues on genes long after those cues have disappeared

33
Q

Nurture Meets Nature!

A

This is effectively how stem cells are guided to develop into different types of tissue - by having only a portion of the DNA active

Each type of tissue has characteristic methylation patterns

34
Q

Possibilities

A

Could this process be involved in intelligence?

If so, how might that happen?

35
Q

Developmental Approaches

A

Concerned with the quality of response or reasoning behind answers

Piaget (1950)

Vygotsky (1978)

36
Q

Piaget (1950)

A

Studied children
- Not concerned so much with right or wrong as WHY right or wrong

  • Noticed patterns of responses related to different age groups (as did Binet)

Piaget’s Conclusions:
1. Mental growth follows definite patterns and is nonrandom
2. There are qualitative differences in thinking among ages
3. Development leads to new cognitive structures and abilities
4. Mental growth complete in late adolescence

As a person grows, they continually reorganize structures to adapt to environment
- Assimilation - fitting things into our schema
- Accommodation - adjusting our schema to accommodate facts

Intelligence is a developmental phenomenon of adaptation in which we must construct reality in increasingly symbolic terms

37
Q

Vygotsky Theory (1978)

A

Argued all intellectual abilities are social in origin

“Zone of proximal development” - level of performance attainable with help from adult

Static testing - measures only the intelligence already developed

**Dynamic testing - examiner provides guided and graded feedback - indicates child’s latent potential

38
Q

Dynamic Testing

A

Vygotsky (1978): ability to profit from guided instruction could serve as a measure of one’s “zone of proximal development” (difference between their developed abilities and their latent capacities)

May reveal cognitive skills not revealed by static testing

How much can they learn vs. how much they know

39
Q

Dynamic Testing Process

A

Children are given feedback to help them improve their performance [scaffolding], so testing and teaching are treated as continous

Thus, directly measuring one’s ability to learn, not the product of past learning

Especially important when unequal opportunity to learn in the past

BUT dynamic testing is very labor intensive and has not made much progress in the last 40 years

40
Q

Therapeutic Assessment

A

Scaffolding

Cognitive Assessment (13 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions