PSY313 unit test 1 (4) Flashcards

1
Q

What is the classic pattern of cognitive decline in higher cognitive functions?

A

The typical developmental pattern for cognition involves an increase in cognitive abilities, a plateau phase, and then a decline. This decline becomes more apparent and impactful as individuals age, particularly after the age of 75.

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2
Q

At what age do declines in cognitive function typically begin to impact everyday functioning?

A

While cognitive decline starts earlier, it generally does not impact everyday functioning significantly until individuals reach 75 years or older, at which point the effects on daily activities become more noticeable.

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3
Q

How do older adults compensate for declines in cognitive functions?

A

Older adults may use various strategies to compensate for cognitive declines, including relying more on routine and familiar tasks. However, there is a question about whether they are genuinely compensating by using different cognitive strategies or simply avoiding tasks that have become more challenging.

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4
Q

Why is intelligence difficult to define?

A

Intelligence is challenging to define because it is a complex construct that researchers often interpret differently. There is no consensus on a single definition, leading to diverse operational definitions like those used in IQ tests.

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5
Q

How do IQ tests contribute to the understanding of intelligence?

A

IQ tests are commonly used to index intelligence. They capture a specific view of intelligence, focusing on quantifiable aspects that can be systematically assessed, though they do not encompass all aspects of intelligence.

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6
Q

What is the historical significance of Francis Galton in the field of intelligence testing?

A

Francis Galton, motivated by comparison and measurement and influenced by Darwin, his cousin, pioneered the psychometric approach to studying intelligence. He attempted to measure human characteristics, initially physical ones, believing they related to intelligence.

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7
Q

What did Galton mean by “eminence” in relation to intelligence?

A

Galton equated intelligence with ‘eminence’, which he believed was an inherited trait observable in certain families. He aimed to study its inheritance pattern, leading to the development of comparative intelligence tests.

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8
Q

How did intelligence testing lead to unethical practices?

A

Galton’s focus on improving the “stock of England” through comparative measurement contributed to the eugenics movement. This movement, based on his ideas, led to forced sterilizations, particularly targeting non-wealthy, non-white populations in the US, Canada, and elsewhere.

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9
Q

What aspect of Galton’s work on intelligence testing remains today?

A

While Galton’s specific theories on intelligence are no longer accepted, the concept of standardized testing and the method of using comparative scales in psychometrics are his lasting contributions to the field.

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10
Q

How did Alfred Binet contribute to the development of intelligence testing?

A

Alfred Binet, originally a lawyer interested in cognitive development, was tasked with creating a test to identify children suited for public school. His approach set the foundation for modern IQ tests by assessing the abilities and knowledge typical for children at various ages.

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11
Q

What is the Stanford-Binet test and its typical application?

A

The Stanford-Binet test is an IQ assessment tool based on Binet’s early tests. It is commonly used for individuals aged 64 and younger but is not usually applied in research or with older adults.

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12
Q

What distinguishes the WAIS-IV in intelligence testing?

A

The WAIS-IV is resource-intensive, requiring one-on-one administration by a trained professional and 3-6 hours for a thorough assessment. It assesses intelligence similarly to Binet’s approach but focuses on what is necessary for academic success.

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13
Q

Why is the Primary Mental Abilities Test (PMAT) preferred over WAIS-IV in research?

A

For research purposes, the PMAT is more practical than the WAIS-IV as it requires less time (about an hour), can be administered via paper and pencil, and does not need a detailed individual profile, making it suitable for larger studies.

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14
Q

What role does factor analysis play in understanding intelligence test scores?

A

Factor analysis is a statistical technique used to identify correlations among various subtests in an IQ test, aiming to simplify and explain these correlations with as few variables as possible. It helped identify “general intelligence” or “g factor,” which Spearman proposed as the single underlying factor of intelligence scores.

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15
Q

What is the g factor in the context of intelligence testing?

A

The g factor, or general intelligence, is a theoretical construct believed to explain the common skills and abilities that underlie performance on different cognitive tasks in IQ tests, as revealed by factor analysis.

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16
Q

What are the two types of intelligence identified by Cattell and Horn?

A

Cattell and Horn identified two main types of intelligence:
GF (Fluid Intelligence): The ability to solve problems and make decisions quickly, independent of previous knowledge.
GC (Crystallized Intelligence): The knowledge and skills accumulated from past experiences and education.

17
Q

What is Carroll’s Three-Stratum Model of Intelligence?

A

Carroll’s model integrates various intelligence theories into a hierarchical framework. It suggests that specific, narrow abilities (observed scores) are influenced by a smaller number of broad abilities, all underpinned by a general intelligence factor at the top (Stratum 3).

18
Q

How do fluid and crystallized intelligence change with age?

A

Fluid intelligence tends to decline with age, starting around middle age, while crystallized intelligence generally remains stable or even increases, as it is based on accumulated knowledge and experiences.

19
Q

How does processing speed relate to intelligence and aging?

A

Some theories suggest that more intelligent individuals process information quicker. However, while processing speed may decline with age, this does not necessarily mean a decrease in overall intelligence.

20
Q

What do cross-sectional and longitudinal studies show about intelligence changes over time?

A

Cross-sectional research often shows an inverted U-shape pattern in intelligence across different ages. Longitudinal studies suggest substantial stability in intelligence until about age 70, with variability in decline among individuals afterward.

21
Q

What are the differences between analytic and practical intelligence?

A

Analytic intelligence (often related to the ‘g’ factor) involves problem-solving and knowledge-based abilities (“book smart”), while practical intelligence involves the ability to handle everyday tasks and real-world challenges effectively (“street smart”).

22
Q

How do fluid and crystallized intelligence change with age?

A

Fluid intelligence (Gf) tends to decline beginning around middle age, whereas crystallized intelligence (Gc) often remains stable or increases with age, reflecting accumulated knowledge and experience.

23
Q

What are the key findings from the Seattle Longitudinal Study regarding intelligence changes with age?

A

The study suggests that intelligence generally begins to decline around age 50, with more noticeable declines at ages 60 and 70. There are cohort effects, with earlier-born cohorts showing steeper declines compared to later-born cohorts.

24
Q

What are cohort effects, and how do they influence intelligence studies?

A

Cohort effects refer to differences caused by individuals being born and raised in different time periods, affecting intelligence scores and patterns of decline. These effects can explain why different generations show different levels of cognitive abilities and rates of decline

25
Q

How does what is taught in schools impact performance on intelligence tests?

A

Educational content such as inductive reasoning, which has been more recently emphasized in schooling, can improve performance on related tests, whereas abilities like spatial orientation, which are less taught, may not see similar improvements.

26
Q

What is the Flynn Effect?

A

The Flynn Effect refers to the observed increase in IQ scores over time, averaging about 3 points per decade. This increase reflects better performance on IQ tests rather than an actual increase in underlying intelligence.

27
Q

What are the implications of the Flynn Effect on intelligence testing?

A

The Flynn Effect suggests that environmental factors are likely contributing to improved scores on IQ tests. It implies that people are getting better at taking these tests due to changes in education, test familiarity, or other societal factors.

28
Q

How might the Flynn Effect relate to cognitive aging?

A

The Flynn Effect may mask or interact with actual changes in cognitive abilities in older adults. As IQ tests are re-normed to maintain an average score of 100, older adults might not actually be experiencing as steep cognitive declines as raw scores might suggest, because the scoring criteria become more demanding over time.

29
Q

What does re-norming IQ tests involve, and how does it affect comparisons across different age cohorts?

A

Re-norming involves adjusting the scoring scales of IQ tests to reflect new norms or standards as overall performance improves due to the Flynn Effect. This adjustment means that the same number of correct answers can yield different IQ scores over time, complicating direct comparisons of intelligence across different generations.

30
Q

How might the Flynn Effect influence perceptions of intelligence decline with age?

A

Due to the Flynn Effect, what appears as a decline in intelligence with age might partially reflect higher standards in newer IQ tests. Older adults taking newer versions of a test may score lower not solely due to cognitive decline but because the criteria for a given score have become more stringent.

31
Q

How are IQ scores related to health outcomes?

A

Higher IQ scores are positively correlated with better health outcomes. Individuals with higher IQs tend to be healthier and have longer lifespans, though the reasons for this correlation are not fully understood.

32
Q

What role might socioeconomic factors play in the relationship between IQ and health?

A

The relationship between higher IQ scores and better health outcomes may be partially explained by associated factors such as higher levels of education, better occupations, and higher income, which can all contribute to better access to healthcare and healthier lifestyles.

33
Q

Is the relationship between health and IQ entirely explained by socioeconomic factors?

A

No, even after accounting for socioeconomic factors, a positive correlation between health and IQ persists. This suggests that other mechanisms, possibly including genetic factors, may influence this relationship.

34
Q

What is the hypothesis regarding genetic fitness and intelligence?

A

One hypothesis is that individuals with higher IQs may possess more robust genes that contribute not only to higher intelligence but also to better overall health and longer lifespans. However, there is currently no concrete evidence to support this claim.

35
Q

Why was the idea of reserve proposed in 1989?

A

The concept of reserve was proposed to explain observations from the Nun Study, where some nuns showed no cognitive decline despite significant brain pathology at autopsy.

36
Q

What were the key findings of the Nun Study on cognitive performance?

A

The study found variability among nuns: some showed typical aging without severe cognitive decline, while others exhibited significant brain atrophy but no cognitive impairments, suggesting a form of reserve that protected their cognition.

37
Q

What does ‘brain reserve’ mean in the context of the Nun Study?

A

some people have bigger brains and more neurons than others (two people can lose the same amount of brain matter, but if you start with more, if you lose some you won’t be affected.)

38
Q

What is cognitive reserve?

A

. This is really function not how many neurons you have

Two patients same number of neurons - one can lose many neurons but can still function with a small number

Patient two has same number, but they can only afford to lose a small number of them before they demonstrate some form of impairment

Essentially a backup system that allows someone to do more with less.
(use it or lose it)

39
Q

What factors are commonly associated with building cognitive reserve?

A