SPRING Intelligence and Working Memory Flashcards
define intelligence
difficult to define
sensitive issue as holds potential for misuse
focuses on differences between people but does not identify what two people may share that makes them both intelligent
lots of measurements and test and not identify the most salient
correlational in nature - dont know that causes what
what are the real world tasks of intelligence
reading comprehension listening comprehension problem solving vocab learning following directions logic learning taking notes - use to predict wm span but not exact
describe hamrick and engles prediction of working memory span
that low expertise and low wm = worse off
but low expertise and high wm = better
converge with high expertise no matter you wm capacity
hamrick and engle basketball knowledge findings
low wm never reaches that of high wm
no matter your expertise - can improve but never be as good
describe vogel, mccolough, and machzawa 2005
take brain measures when ask to compare shape orientation and distractors
brain regions active in high wm when comparing orientation of o coloured bars in presence of distractors similar to low wm activity when no distractors present - high wm better at ignoring distractors/faster to remove#/
what is the IQ (intelligence quotient)
based on normative bell curve of the population
average around 70-120
2.28& at each extreme
describe binet intelligence test
used to identify mentally retarded children for special ef
describ ehte weschler adult intelligence test (WAIS)
use variety of scales ie verbal (vocab, arithematic, digit span) and performance (picture completion, digit symbol)
who are the three main early intelligence theorists
spearman (1923) - spearmans g
thurstone (1938) - look at primary mental abilities ie inductive reasoing, spatial and numerical abilities
cattell (1971) fluid and crytallised intelligence
define fluid intelligence (gF)
non verbal intelligence
does not require previous knowledge
define crystallised intelligence (gC)
mediated by knoweldge and often assoc with speed of processing
for IQ - anderson 2007
IQ more than social advantage as difficulty of individual items does not systematically vary across social groups
Performance on a wide variety of cognitive tests is correlated – so it is likely that “general intelligence” is a general property of the brain
has substantial heritability (ie IQ and twin studies) [BUT HERITABILITY DOES NOT MEAN GENETICALLY DETERMINED]
describe anderson 2005 simulation experiemnt
10% population are hit over the head with a hammer
hard enough to permenatly lower IQ by 15 points (1SD)
heritability of IQ also decreases - therefore likely to be influenced by environmental factors
what is the turings test
can an observer tell if they are interacting with a person or not
‘the imitation game’
propose to be passed by 2000 but so far only 25% of the time will fool
describe the frame problem (mccarthy and hayes 1969)
the challenge of representing the effects of action in logic without having to represent explicitly a large no of intuitively low non effects
Is it possible, in principle, to limit the scope of the reasoning required to derive the consequences of an action? And, more generally, how do we account for our apparent ability to make decisions on the basis only of what is relevant to an ongoing situation without having explicitly to consider all that is not relevant?
