Test 3

Question 1

What is intelligence?

Answer 1

A multifaceted capacity that includes the abilities to:
a. acquire and apply knowledge
b. reason logically, plan effectively, and infer perceptively
c grasp and visualize concepts
d. find the right words and thoughts with facility
e. cope with and adjust to novel situations

Question 2

Can the definition for intelligence given be set in stone?

Answer 2

No, because intelligence is not limited to the list above and should be considered as a reminder of one’s personal definition for intelligence

Question 3

Definition of intelligence?

Answer 3

• Done by Sternberg
• look at intelligence in two parts:
  a. motivation (experts lean towards this)
  b. interpersonal motivation (lay persons lean towards this)

Question 4

Lay person’s: Seigler and Richards (1980)

Answer 4

• asked develop. psych students to list behaviors of intelligence as associated with the developmental stages (infancy, adolescence, adulthood)
• hard to measure intelligence in infancy

Question 5

Lay person’s: Yussen and Kane (1980)

Answer 5

• intelligence begins to appear as early as first grade
• Younger children: emphasize interpersonal skills
• Older children: emphasize academic skills

Question 6

Experts: Galton (1883)

Answer 6

• believed that intelligence could be seen through sensory abilities
• first person to publish that intelligence is heritable
• used sensory and perception-related tests as a form of measure for his definition on intelligence

Question 7

Experts: Alfred Binet

Answer 7

• Viewed that intelligence comprised of various components including: reasoning, judgment, memory, and abstraction.
• Criticized Galton’s work and felt that intelligence was more complex ways of measuring it.
• Intelligence was one unit and required many complex measurements to determine it.

Question 8

Experts: Weschler (1958)

Answer 8

• we have skills that are qualitatively different, don’t overlap, verbal- or performance-based in nature
• The Weschler Bellevue (W-B) Scale provided the calculation of a Verbal IQ and a Performance IQ (FIRST DRAFT)

Question 9

Experts: Piaget

Answer 9

• Piaget thought intelligence was based on where they are in Piagetian Stages of Development
• none of his theories corporated into what we use for intelligence

(Psych majors should know what schemas, assimilation, and accommodation are. Ask Macalister if you don’t know lol)

Question 10

Factor-analytic theories of intelligence

Answer 10

Focus on identifying what abilities comprise of intelligence

Question 11

Factor analysis

Answer 11

a statistical technique used to find the relationship between sets of variables

Question 12

Factor Analysis: Spearman

Answer 12

• made up the terms general intellectual ability (g) and specific factors of intelligence (s)
• Blended “s’s” to get “g”
• modified Weschler’s ideas with what we know now about Spearman’s “g”

Question 13

Between s or g, which one had the best prediction prediction of overall intelligence?

Answer 13

• G

- G is also best measured through abstract-reasoning problems

Question 14

What are group factors?

Answer 14

the middle class factor, common to all groups, but not all

Question 15

Multiple-factor models: Gardner (still under factor analysis)

Answer 15

• developed a theory of seven intelligences (or skills)
• depending on where your intelligence is depends on what career you fall in
• no relation to intelligence tests
• can be related to overall intelligence, but not necessarily

Question 16

Horn and Cattell developed which two major types of cognitive abilities?

Answer 16

• Crystallized intelligence: we acquire information from the world around us (ex. who is the president of the United States during the civil war)
• Fluid intelligence: nonverbal, relatively culture-free, and independent of specific instruction

-tend to keep crystallized intelligence as we age versus fluid

Question 17

Information-processing theories

Answer 17

depends on how much active energy needs to be focused on

PROBLEM: we think we can multi-task, but we can’t

two types: simultaneous and successive

Question 18

Simultaneous (parallel) processing:

Answer 18

process everything all at once

Question 19

Successive (sequential) processing

Answer 19

process information individually and in a sequential order

Question 20

Sternberg’s triarchic theory

Answer 20

Three elements

• metacomponents: planning actions, self-eval, self-monitor
• Performance components: how do we use meta-components to move, act
• Knowledge-acquisition components: involved in “learning how to do something in the first place”

Question 21

Sternberg’s successful intelligence

Answer 21

one effectively adapts, shares, shapes, and selects environments in a way that conforms to both personal and societal standards of success

• intelligence is defined by society
• our definition of intelligence is limited

Question 22

Why is the negative issue(s) associated with Sternberg’s Triarchic Theory

Answer 22

It would not be used because it is difficult to measure intelligence