TASK 2 - INTELLIGENCE Flashcards
intelligence/mental ability (AHSTON)
= capacity to solve problems that demand thinking-related skills
intelligence
= general mental ability; ability to reason, solve problems (PIAGET), think abstractly, comprehend complex ideas (GOTTFREDSON), learn and make sense of environment (WECHSLER)
early intelligence measurement
- GALTON: interested in individual differences; physical physiological test = reaction time, hearing ability
- BINET: more applied/practical; test to determine mental age
- STERN: uses mental age from Binet
- IQ = (mental age/chronological age) x 100
(100 = average)
historic theories
- SPEARMAN
- THURSTONE
- GUILFORD
- CATTELL
- SPEARMAN
- g-factor
= general factor of intelligence; one factor determines performance on ALL tests
- if you are intelligent, you perform on average good in all subjects in school
1) principle of indifference of the indicator = content of the task was unimportant
2) eduction of relations and correlates = highly g-loaded tasks involved reasoning –> develop rule, find missing solution of this relation
- SPEARMAN
- two-factor model
= when you perform well on one task you’re likely to perform well on the others; set of specific factors determine specific performance on specific tests (in addition to g-factor)
- if you are intelligent, you also tend to score high on more specific subjects in school (french, english vs. math, physics)
- THURSTONE
primary mental abilities = tasks for similar mental processes would be highly correlated
- 7 factors
1. verbal fluency
2. verbal comprehension
3. numerical facility (= ability to work quickly with numbers)
4. spatial visualisation (= ability to imagine shapes from different perspectives)
5. memory
6. perceptual speed
7. reasoning (= ability to infer patterns)
- GUILFORD
3 dimensions/structure-of-intelligencce model = intelligence is structured into contents, products, operations
- 150 independent factors
x little empirical evidence
- CATTELL
hierarchical model = g is at the top; g(f) and g(c)
g(f) = fluid intelligence = reasoning techniques, analysing; fluid in multiple tasks
g(c) = crystallised intelligence = learned knowledge; apply specific learned content
contemporary theories
- GARDENER
- SALOVEY/MAYER (original)
6a. GOLEMAN - STERNBERG
- CARROLL
- GARDENER
multiple intelligences = everyone has own pattern of strengths/weaknesses NOT only intelligent/not intelligent x some intelligences not purely mental, separate talents rather than aspects of intelligence x hard to find evidence - 8 intelligences 1. linguistic 2. logical-mathematical 3. spatial 4. musical 5. bodily-kinaesthetic 6. interpersonal 7. intrapersonal 8. naturalistic
- SALOVEY/MAYER
- definition of emotional intelligence
= ability to monitor one’s own and others’ feelings, to discriminate among them, and to use this information to guide one’s thinking and action
= original approach
- SALOVEY/MAYER
- four-branch model of emotional intelligence
- perceive emotions: identify one’s own emotions, decipher emotions in faces, pictures, voices, cultural artefacts
- -> makes all processing possible - use emotions: harness emotions to facilitate various cognitive activities (thinking, problem solving)
- understand emotions: comprehend emotion language, appreciate complicated relationships among emotions; be sensitive to variations; recognise and describe how emotions evolve over time
- manage emotions: regulate emotions in both ourselves and in others
MSCEIT
= Mayer-Salovey-Caruso emotional intelligences test
- based on four-branch; scores for each branch + total score
6a. GOLEMAN
- definition of emotional intelligence
= ability to regulate one’s emotions
- self-control, self-confidence, empathy, conflict management, awareness of one’s emotion –> socially desirable personality traits
x difficult differentiation from personality
= recent approach; made EI popular topic
- STERNBERG
triarchic model = attention to conventional notions of intelligence; attention should to Adaptive Abilities
1. analytic intelligence: think logically and critically
- predict academic performance
2. creative intelligence: formulate new ideas, gain original insights
- predict creative accomplishments
3. practical intelligence: solve problems in everyday context; common-sense understanding of how world works
- predict real-world successes
x not much evidence
x aspects are not independent
- CARROLL
3 stratum model
- stratum Ill = general intelligence (g)
- stratum II = 8 broad types of mental ability
- stratum I = very specific mental skills
biological bases
- brain size
- speed of transmission (myelin, nerve conduction velocity, reaction time, inspection time, averaged evoked potential)
- neural efficiency (glucose metabolism)
brain size (post mortem)
.1-.2
brain size (MRI)
- positively correlated with mental ability (.3-.4)
- size of certain brain regions (regions involved in thinking/cognitive processes) might be more important –> prefrontal cortex
myelin
- more myelin = faster action potential transmission
.5
nerve conduction velocity
= duration of transmission of electrical impulses from cells of brain and nervous system –> short duration = fast brain
- no consistent strong link with intelligence
(reaction time)
= time interval between perception of stimulus and action
- negative correlation –> slower reaction times = lower scores on tests
(inspection time)
= duration of time that a stimulus must be present before brain can notices stimulus –> realisation time of brain
- strong negative correlations –> longer inspection times = lower scores on mental ability tests
(averaged evoked potentials)
- brain waves = electrical activity in brain due to activation of neurones
- averaged evoked potentials = average results of brain waves
- strongest relations with mental ability scores –> higher levels of mental ability = greater overall complexity of brain waves; shorter latency (= faster brain waves to stimulus), higher frequency (more activity), lower amplitude (= less extreme response to stimulus)
brain glucose metabolism
= rate at which brain uses glucose (= main source of energy for brain)
- negatively correlated (-.68): higher levels of mental ability = less consummation of glucose in task performance –> more efficient brains, require less glucose to solve problems
nature vs. nurture
50% due to genes - increases in adulthood (80%) 25% due to shared environment - decreases after childhood 25% non-shared environment
nature
- genetic influences
- effect of shared environment become less important in development –> in adulthood mental abilities heavily depend on genetic characteristics
- additive genetic variance = combined effects of genes; sums of separate effects of each gene
- nonadditive genetic variance = combined effects of genes are different from what would be expected based on separate effects of each gene
nature
- womb environment effect
= nutrients, toxins, hormones; differences in mother and pregnancies
- differences in chorion (+ differences in prenatal nutrition) some effect on development of foetus
- reduces effect of pure genes
nature/nurture
- nutrition
- breastfeeding = effect remains a possibility (better nutrition)
- not established (no difference between siblings who were/were not breastfed) - gestation (prenatal) = nutrition as foetus associated with higher levels of intelligence (twins: share nutrients, lower intelligence scores than non-twin siblings)
- changes in levels = lower levels of vitamin B12 associated with higher risk of relative decline between childhood and old age
nature/nurture
- birth order
- first-born children have slightly higher IQs than second-born children
1. biological hypothesis: womb environment becomes less favourable with each pregnancy
2. social hypothesis: early-born have better social environment (undivided attention, intellectual stimulation, teaching their younger siblings) - -> link due to differences in intellectual stimulation
evolutionary function
- new genetic mutations:
- mutations become less frequent due to natural selection
BUT never eliminated (mutations arise with each generation) - costs and benefits of higher mental ability:
- benefits: survival, reproduction, parenting
- costs: larger brain = consume more energy, longer development
BUT more advantages - sex differences: (nowadays)
- different selection pressures: selection for abilities during prehistoric times –> differences in IQ tasks today (spatial ability high in men = hunting)
life outcomes
- school performance = .5
- job performance: .3-.5 (depends on job)
- career success: .53
- juvenile crime: -.19 (high-IQ-people more law-abiding)
- life expectancy: lifestyle, risk taking
flynn effect
= scores on intelligence scores increased over several decades
- stronger gains for fluid than crystallised intelligence (but increase in both)
- decreasing gains in more recent decades
- non-linear gains
- stronger gains for adults than children
- stronger gains on low-g tests
causes for flynn effect
- environmental
- education: crystallised IQ
- effects of technology: fluid IQ
- decreasing family size
- test-taking behaviour: increased guessing behaviour
causes for flynn effect
- biological
- hybrid vigor: increased heterozygosity due to mating of different sub-populations
causes for flynn effect
- hybrid
- improved prenatal/postnatal nutrition
- reduced pathogen/bacterial stress
- reduced IQ variability
- social multipliers: improved environment –> individual improvement –> better environment
- SLOWER LIFE HISTORY SPEED: fewer sexual patterns and thus less kids and more energetic investment in cognitive abilities
