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Psychology Units 1+2 > PSYCHOLOGY UNIT 2 CHAPTER 11- Intelligence > Flashcards

PSYCHOLOGY UNIT 2 CHAPTER 11- Intelligence Flashcards

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0
Q

❓❓❓What’s is Binet’s definition of intelligence?

A
  • a general ability with specific, but related, ‘mental functions’ such as reasoning, memory, vocabulary, length and quality of attention, and perceptual judgement
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1
Q

❓❓❓What is the widely accepted definition of intelligence?

A
  • intelligence involves the ability to learn from experience, to acquire knowledge, to reason and to problem solve, to deal with people and objects and to adapt effectively to the environment
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2
Q

☀️☀️☀️BINET

A
  • intelligence is age related (5 year olds posses intelligence but should be more intelligent than 3 and 4 year olds but less intelligent than 6 and 7 year olds)
  • first intelligence test was published in 1905 for children 3-11
  • the test starts off easy and becomes increasingly difficult
  • if 65%-75% of children that age get answer the questions right! it is considered to be a fair test
  • test stops when it is clear that the child cannot answer any more questions
  • Binet gives child a mental age (an age given based on the number of right answers)
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3
Q

❓❓❓What is Wechsler’s definition of intelligence?

A

-the global and aggregate capacity to act purposefully, to think rationally, and to deal effective teeth the environemnt

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4
Q

❓❓❓Name and describe Wechsler’s four conditions for intelligence

A

AWARENESS
-intelligent behaviour is intentional

GOAL DIRECTED
-intelligent behaviour has a purpose

RATIONAL
-intelligent behaviour is appropriate for completing a particular goal

WORTHWHILE
-intelligent behaviour is valued by others

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5
Q

☀️☀️☀️WECHSLER

A
  • thought views on intelligence were narrow because they only focused on performance at school
  • both verbal and performance abilities are important components of intelligence

SOCIO CULTURAL INFLUENCE
-what is regarded as intelligent behaviour can vary between societies, within societies and across time

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6
Q

❓❓❓Define Verbal Abilities and Performance Abilities (Wechsler)

A
  • language dependent abilities

- abilities less dependent on language

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7
Q

❓❓❓Name Gardner’s 8 Multiple Intelligences

A
  • Linguistic
  • intrapersonal
  • musical
  • spatial
  • bodily-kinesthetic
  • logical-mathematical
  • interpersonal
  • naturalistic
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8
Q

❓❓❓Describe Linguistic Intelligence (Gardner)

A

-use of language and words

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9
Q

❓❓❓Describe Intrapersonal Intelligence (Gardner)

A

-ability to understand one’s own feelings and to draw on them to guide their behaviour in an appropriate way

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10
Q

❓❓❓Describe Musical Intelligence (Gardner)

A

-musical competence e.g. Understanding pitch rhythm, tone, pattern etc

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11
Q

❓❓❓Describe Bodily-Kinesthetic Intelligence (Gardner)

A

-using ones body in a skilled way

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12
Q

❓❓❓Describe Logical-Mathematical Intelligence (Gardner)

A

-ordering and recording numbers of objects to measure their quantity using a sequence of logic, steps to solve a problem

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13
Q

❓❓❓Describe Interpersonal Intelligence (Gardner)

A

-ability to read other people’s moods, motivations, intentions and other internal stages and effectively act upon this knowledge

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14
Q

❓❓❓Describe Naturalistic Intelligence (Gardner)

A

-ability to recognise and categorise natural objects

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15
Q

❓❓❓Describe Spatial Intelligence (Gardner)

A

-mentally forming and using accurate visual images of real objects and events, mentally rotating objects in 3-D space

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16
Q

☀️☀️☀️GARDNER

A

BACKGROUND TO THE THEORY

  • sometimes an intelligence van be ‘affected’ depending on which part of the brain is damaged e.g. Savant syndrome
  • a person can be strong In one intelligence and weak in another

SOCIO-CULTURAL INFLUENCE

  • different societies view different things as intelligent e.g. Aboriginals value animals tracking rather than crosswords
  • different time periods revolve around different things
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17
Q

❓❓❓What is Solovey and Mayer’s definition of emotional intelligence?

A

-ability to recognise the meanings if emotions and their relationships and to reason and problem solve on the basics of emotions

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18
Q

❓❓❓Name and describe the Four Branch Model of emotional intelligence (Solovey and Mayer)

A

PERCEIVING EMOTIONS
-ability to detect, accurately express and interpret our own emotions and those of others

FACILITATING THOUGHT
-using emotions to think more clearly or effectively

UNDERSTANDING EMOTIONS
-ability to understand the meanings, causes and consequences of emotions and to understand changes in emotions in oneself or others

MANAGING EMOTIONS
-ability to manage or effectively ‘deal with’ emotions in oneself and others

19
Q

❓❓❓Describe the main features of the Standford-Binet Test Of Intelligence

A
  • Lewis Terman translated Binet’s test into English
  • revised to suit adults
  • adapted to suit Americans
  • 5 revisions of the test to date
20
Q

❓❓❓Describe the main features of Weschler’s Test Of intelligence (WAIS-IV)

A
  • different tests for preschool, primary etc
  • intelligence is complex and involves different cognitive abilities
  • verbal/non verbal (performance) skills tested separately

STRENGTHS
-valid, reliable, widely used, shorter versions available

LIMITATIONS
-time consuming (90mins), 10 Seperate tests

21
Q

❓❓❓Define IQ

A

-a number that tells us how a person performed on a particular intelligence test, as compared to others of the same age bracket

22
Q

☀️☀️☀️IQ

A
  • William Stern develop concept of IQ and published description in 1914
  • score of 100 is the average for that age group
  • adults’ IQ is read directly from tables based on age groups that accompany the test
23
Q

❓❓❓What is the formula for calculating IQ?

A

mental age divided by chronological age

multiplied by 100

does not work for adults as mental age does not continue to increase with chronological age

24
Q

☀️☀️☀️VARIABILITY OF INTELLIGENCE TEST SCORES

A
  • Variability is to what degree do the scores vary
  • 68% of scores fall within one standard deviation (85-115)
  • standard deviation indicates the spread of scores around the mean
  • only about 2% achieve IQ scores more than 2 standard deviations from the mean
25
Q

❓❓❓Define ‘test validity’ and name the three different types of test validity

A

TEST VALIDITY
-a test must measure what it is supposed to measure

  • content validity
  • criterion-related validity
  • construct validity
26
Q

❓❓❓Define ‘content validity’ (test validity)

A

-how well the content of a test measures what it is designed to measure

27
Q

❓❓❓Define ‘criterion-related validity’

A

-how well a test predicts performance on other tasks that correlate with the characteristic it measures

28
Q

❓❓❓Define ‘construct validity’

A

-how well a test reflects the theory and empirical evidence on which it is based

29
Q

❓❓❓Define ‘reliability’ and name the five different types of reliability

A

RELIABILITY
-a test consistently measures what it is supposed to measure

  • test-retest reliability
  • parallel-forms reliability
  • split-half reliability
  • internal consistency
  • inter-rater reliability
30
Q

❓❓❓What is ‘test-retest reliability’?

A

-comparing scores from the same group of people after completing the test multiple times

31
Q

❓❓❓What is ‘Parallel forms reliability’?

A

-giving another version of the same test then comparing scores with the original test

32
Q

❓❓❓What is ‘split half reliability’?

A

-involves dividing the original test into halve and examining the correlation between scores on each half

33
Q

❓❓❓What is ‘internal consistency’?

A

Involves using correlations between different items I. The same test to determine whether the items produce similar scores

34
Q

❓❓❓What is ‘inter-rater reliability’?

A

-involves checking that different test administers get similar results

35
Q

❓❓❓Explain the interaction of genetic and environmental factors

A
  • impossible to completely separate effects of heredity and environment on intelligence because they interact constantly throughout lifespan
  • difficult to judge which has greater influence

GENERAL AGREEMENT
-heredity sets intellectual limits and environmental factors determines whether an individual reaches their full potential

36
Q

❓❓❓Explain the tomato plant analogy

A

-seeds may vary in combinations of genes. When plants in fertile soil, it will grow very well however when planted in poor soil, it may not reach its full growth

37
Q

❓❓❓Explain the Flynn Effect

A
  • a research finding that shows how IQ scores have risen over time by about 15 points (one standard deviation)
  • because of better education, increased exposure to technology, better health care etc
38
Q

❓❓❓Define ‘standardisation’

A
  • the test must be given to a large sample who are representative of the population
  • the results are used to develop test norms

Internet IQ tests are not standardised

39
Q

❓❓❓Explain the standardised testing procedure

A
  • tears must be given to all people I. The same conditions so that accurate comparisons can be made
  • if not, variables may become confounding variables
40
Q

❓❓❓Explain Culture Bias

A

-The tendency of a test to give a lower score to a person from a culture from that which the test was standardised

41
Q

❓❓❓Explain a Culture Fair Test

A
  • a betts with a broad range of questions that will not disadvantage the test taker in the basis of their culture or background
  • they depend little on language, social factors or learning experiences specific to culture groups
42
Q

❓❓❓What is strength of an IQ test?

A

-can help assess/diagnose learning difficulties (used in combination with other sources of information)

43
Q

❓❓❓What are some limitations of IQ tests?

A
  • only measure abilities considered to be associated with intelligent behaviour
  • IQ scores can affect the way individuals perceive themselves (stigma)
  • IQ scores only give a snapshot of intelligence
  • results could be misinterpreted
44
Q

❓❓❓Who can administer Standardised Intelligence Tests?

A

-registered psychologists

☀️☀️☀️APS code of ethics must be referred to☀️☀️☀️

Psychology Units 1+2 (12 decks)

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