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Theories & Measurement of Intelligence Flashcards

1
Q

Define

Wechsler Adult Intelligence Scale (WAIS)

A

developed by David Wechsler, and one of the most widely used, individually administered, intellectual assessment batteries; the latest version, WAIS-IV, was published in 2008

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2
Q

Define

Wechsler-Bellevue Intelligence Scale

A

the forerunner to the popular Wechsler Adult Intelligence Scale, it was created by David Wechsler and released in 1939 as a test of general intellectual ability; revised many times, it remains the most widely used individual test of ability

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3
Q

Define

Structure-of-intellect (SOI) model

A

JP Guilford’s multifactited model of intelligence consisting of 150 intellectual abilities arranged along three dimensions of operations, content and product

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4
Q

Define

General mental ability (‘g’/GMA)

A

global intellectual ability; the common variance when the results of different tests of mental ability are correlated (sometimes referred to as ‘psychometric g’, ‘Spearman’s g’ or the ‘general factor’)

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5
Q

Define

Intellectual disability

A

characterised by someone having an IQ below 70 (the median IQ is 100), as well as significant difficulty with daily living such as self-care, safety, communication, and socialisation.

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6
Q

Define

Intelligence test

A

A type of ability test for specific ability or global area

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7
Q

Define

Triarchic theory of intelligence

A

a theory proposed by Robert Sternberg in which intelligence comprises three components: analytical abilities (‘componential’), creative abilities (‘experiential’) and practical abilities (‘contextual’); it suggests that individuals high on the three components should experience real-life success

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8
Q

Define

Two-factor (Gf-Gc) theory of intelligence

A

Cattell’s original theory, which decomposed ‘g’ into two component parts: fluid and crystallised intelligence (Gf and Gc)

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9
Q

Define

Stanford-Binet Intelligence Scale

A

Lewis Terman of Stanford University revised the Binet-Simon test for use in the US; released in 1916, the Stanford-Binet has been revised many times and continues to be widely used

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10
Q

Define

Specific-ability test

A

an individual test or test battery that is designed to assess specific or narrow cognitive abilities, rather than generate a measure of broader abilities or ‘g’

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11
Q

Define

Specific ability (‘s’)

A

limited to a single or small number of tasks, as opposed to ‘g’, which is reflected in all mental ability tasks; all tasks require the application of ‘g’ and ‘s’, and individuals differ on levels of both

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12
Q

Define

ability

A

limited to a single or small number of tasks, as opposed to ‘g’, which is reflected in all mental ability tasks; all tasks require the application of ‘g’ and ‘s’, and individuals differ on levels of both

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13
Q

Define

Psychometric theory

A

a theory concerned with the measurement of psychological constructs (like intelligence); the two main theories underpinning test development are classical test theory and item response theory; psychometric techniques typically include factor analysis and its variants

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14
Q

Define

Primary mental abilities

A

seven broad ability factors that were identified by Thurstone: verbal comprehension, reasoning, perceptual speed, numerical ability, word fluency, associative memory and spatial visualisation; initially thought to be independent of one another, they were later shown to be correlated, and thus to also contain a ‘g’ factor

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15
Q

Define

Multiple intelligences

A

a theory usually associated with Howard Gardner, who proposed that intelligence comprises multiple, discrete modalities that are not aggregated to ‘g’

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16
Q

Define

Intelligence quotient (IQ)

A

the overall intelligence score obtained from one of the many currant intelligence tests; the IQ score is a raw score conversion drawn from the normative sample, which has an arbitrary set mean of 100 and an arbitrary set standard deviation of 15 for each age group

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17
Q

Define

Intelligence

A

cognitive abilities such as problem solving and learning, although some definitions include other aspects of the individual such as personality and creativity

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18
Q

Define

Hierarchical models of intelligence

A

psychometrical models that represent intelligence hierarchically, with many narrow abilities (first-order factors) at the first level, which define a smaller number of broader abilities (second-order factors), and the broader abilities are then represented by a general or ‘g’ factor at the top

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19
Q

Define

Implicit theories of intelligence

A

models or schema of the construct of intelligence generated by individuals and based largely on their observations of how the world works

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20
Q

Define

Global intelligence

A

the overall or summary ability of an individual, which might be represented as the Full Scale IQ in modern intelligence tests; in hierarchical models of intelligence, global intelligence (‘g’) sits at the top of the intelligence hierarchy

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21
Q

Define

Flynn effect

A

refers to a steady increase in scores on IQ tests since about the 1930s; first drawn to the public’s attention by James Flynn

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22
Q

Define

Fluid intelligence

A

the more pure, inherited aspects of intelligence used to solve novel problems and deal with new situations

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23
Q

Define

Explicit theories of intelligence

A

theories of intelligence devised by psychologists and other scientists; the theories grow out of and are validated using scientific methods, although they can be informed by implicit theories

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24
Q

Define

Deviation IQ

A

a method that allows an individual’s score to be compared with same- age peers; the score is reported as distance from the mean in standard deviation units

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25
# Define Crystallised intelligence (Gc)
the accumulated knowledge and skills resulting from educational and life experiences
26
# Define Culture fair test
a test devised to measure intelligence while relying as little as possible on culture-specific knowledge (e.g. language); tests are devised to be suitable across different peoples, with the goal to measure fluid rather than crystallised intelligence
27
# Define CHC theory of intelligence
the Cattell-Horn-Carroll model; a merging of the Cattell and Horn's Gf-Gc theory and Carroll's three stratum theory, which proposes three levels or strata of abilities: narrow, broad and general (or 'g')
28
# Define Achievement test
a test to assess past learning
29
# Define Aptitude test
a test to assess future learning potential
30
# Define Intellectual giftedness
an intellectual ability significantly higher than average
31
# Define Learning disability
due to genetic and/or neurobiological factors that alter brain functioning in a manner which affects one or more cognitive processes related to learning
32
# Definition developed by David Wechsler, and one of the most widely used, individually administered, intellectual assessment batteries; the latest version, WAIS-IV, was published in 2008
Wechsler Adult Intelligence Scale (WAIS)
33
# Definition the forerunner to the popular Wechsler Adult Intelligence Scale, it was created by David Wechsler and released in 1939 as a test of general intellectual ability; revised many times, it remains the most widely used individual test of ability
Wechsler-Bellevue Intelligence Scale
34
# Definition JP Guilford's multifactited model of intelligence consisting of 150 intellectual abilities arranged along three dimensions of operations, content and product
Structure-of-intellect (SOI) model
35
# Definition global intellectual ability; the common variance when the results of different tests of mental ability are correlated (sometimes referred to as 'psychometric g', 'Spearman's g' or the 'general factor')
General mental ability ('g'/GMA)
36
# Definition characterised by someone having an IQ below 70 (the median IQ is 100), as well as significant difficulty with daily living such as self-care, safety, communication, and socialisation.
Intellectual disability
37
# Definition A type of ability test for specific ability or global area
Intelligence test
38
# Definition a theory proposed by Robert Sternberg in which intelligence comprises three components: analytical abilities ('componential'), creative abilities ('experiential') and practical abilities ('contextual'); it suggests that individuals high on the three components should experience real-life success
Triarchic theory of intelligence
39
# Definition Cattell's original theory, which decomposed 'g' into two component parts: fluid and crystallised intelligence (Gf and Gc)
Two-factor (Gf-Gc) theory of intelligence
40
# Definition Lewis Terman of Stanford University revised the Binet-Simon test for use in the US; released in 1916, the Stanford-Binet has been revised many times and continues to be widely used
Stanford-Binet Intelligence Scale
41
# Definition an individual test or test battery that is designed to assess specific or narrow cognitive abilities, rather than generate a measure of broader abilities or 'g'
Specific-ability test
42
# Definition limited to a single or small number of tasks, as opposed to 'g', which is reflected in all mental ability tasks; all tasks require the application of 'g' and 's', and individuals differ on levels of both
Specific ability ('s')
43
# Definition limited to a single or small number of tasks, as opposed to 'g', which is reflected in all mental ability tasks; all tasks require the application of 'g' and 's', and individuals differ on levels of both
ability
44
# Definition a theory concerned with the measurement of psychological constructs (like intelligence); the two main theories underpinning test development are classical test theory and item response theory; psychometric techniques typically include factor analysis and its variants
Psychometric theory
45
# Definition seven broad ability factors that were identified by Thurstone: verbal comprehension, reasoning, perceptual speed, numerical ability, word fluency, associative memory and spatial visualisation; initially thought to be independent of one another, they were later shown to be correlated, and thus to also contain a 'g' factor
Primary mental abilities
46
# Definition a theory usually associated with Howard Gardner, who proposed that intelligence comprises multiple, discrete modalities that are not aggregated to 'g'
Multiple intelligences
47
# Definition the overall intelligence score obtained from one of the many currant intelligence tests; the IQ score is a raw score conversion drawn from the normative sample, which has an arbitrary set mean of 100 and an arbitrary set standard deviation of 15 for each age group
Intelligence quotient (IQ)
48
# Definition cognitive abilities such as problem solving and learning, although some definitions include other aspects of the individual such as personality and creativity
Intelligence
49
# Definition psychometrical models that represent intelligence hierarchically, with many narrow abilities (first-order factors) at the first level, which define a smaller number of broader abilities (second-order factors), and the broader abilities are then represented by a general or 'g' factor at the top
Hierarchical models of intelligence
50
# Definition models or schema of the construct of intelligence generated by individuals and based largely on their observations of how the world works
Implicit theories of intelligence
51
# Definition the overall or summary ability of an individual, which might be represented as the Full Scale IQ in modern intelligence tests; in hierarchical models of intelligence, global intelligence ('g') sits at the top of the intelligence hierarchy
Global intelligence
52
# Definition refers to a steady increase in scores on IQ tests since about the 1930s; first drawn to the public's attention by James Flynn
Flynn effect
53
# Definition the more pure, inherited aspects of intelligence used to solve novel problems and deal with new situations
Fluid intelligence
54
# Definition theories of intelligence devised by psychologists and other scientists; the theories grow out of and are validated using scientific methods, although they can be informed by implicit theories
Explicit theories of intelligence
55
# Definition a method that allows an individual's score to be compared with same- age peers; the score is reported as distance from the mean in standard deviation units
Deviation IQ
56
# Definition the accumulated knowledge and skills resulting from educational and life experiences
Crystallised intelligence (Gc)
57
# Definition a test devised to measure intelligence while relying as little as possible on culture-specific knowledge (e.g. language); tests are devised to be suitable across different peoples, with the goal to measure fluid rather than crystallised intelligence
Culture fair test
58
# Definition the Cattell-Horn-Carroll model; a merging of the Cattell and Horn's Gf-Gc theory and Carroll's three stratum theory, which proposes three levels or strata of abilities: narrow, broad and general (or 'g')
CHC theory of intelligence
59
# Definition a test to assess past learning
Achievement test
60
# Definition a test to assess future learning potential
Aptitude test
61
# Definition an intellectual ability significantly higher than average
Intellectual giftedness
62
# Definition due to genetic and/or neurobiological factors that alter brain functioning in a manner which affects one or more cognitive processes related to learning
Learning disability
63
What is the mean and SD of IQ?
Mean: 100 SD: 15
64
True or False: Intelligence is a latent construct
True It can't be directly measured
65
What did Alfred Binet define intelligence as?
Defined intelligence as combined capacity to: 1. Find and maintain a definite direction or purpose 2. Make necessary adjustments along the course to achieve that purpose 3. Be willing to engage in self-criticism/ reflection to allow for adaptation
66
Who coined the terms general mental ability and age differentiation?
Alfred Binet
67
Who was credited with the general factor (g) of intelligence?
Charles Spearman
68
What did Charles Spearman conclude about intelligence?
Based on positive correlations between diverse ability tests, Spearman concluded performance on tests was largely contingent on general mental ability
69
According to Spearman, what are the two factors of intelligence?
General factor (g) Numerous specific factors (s)
70
Who put forth the idea of fluid and crystallised intelligence?
Raymond Cattell
71
What did Thurstone believe about intelligence?
Rather than a single general factor, intelligence is made up of seven broad independent factors
72
Who put forward the Triarchic theory of intelligence? What does it include?
Robert Sternberg It includes *analytical*, *creative* and *practical*
73
True or False: Sternberg believed that intelligence is fixed
False He believed it was modifiable
74
What did Piaget believe about intelligence?
* Biological (genetic) factors provide raw materials required for progressive construction, through active experiences and interactions with the environment * Intellect develops through two major processes: * **Assimilation**: fitting new experiences into pre-existing cognitive schemata * **Accommodation:** development of new schemata as a result of new experiences. * Intellect develops during 4 major periods * **Sensorimotor (0-2 years)** * **Preoperational (2-6 years)** * **Concrete operational (7-12 years)** * **Formal operational (12 years - adult)**
75
What is the PASS theory of intelligence?
**P**lanning, **A**ttention-arousal, **S**imultaneous and **S**uccessive (PASS) * Proposed in 1975 by Das revised and further developed by Naglieri, Das and Goldstein in 2012 * Neuroimaging and Clinical Studies (Alexendra Luria) * Brain is made up of interdependent, but separate, functional systems (modularized). * Our cognition is organised into three systems and four processes (see diagram)
76
What did most pioneers of intelligence believe was the main driving factor of an individuals intellectual ability?
Most pioneers of intelligence believed that individual differences in intellectual ability and personality were largely inherited or innate
77
Why are Twin Studies so useful for studying intelligence?
Fraternal/dizygotic (DZ) twins share 50% of their genes, while identical/monozygotic (MZ) twins share 100% of their genes. Comparing MZ andDZ twins will provide evidence for the effect of genes (as in matched designs)
78
About a third of the total variance in overall intelligence can be explained by \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
About a third of the total variance in overall intelligence can be explained by **shared environmental influences**
79
The importance of upbringing _________ after adolescence and the effect of genes tends to ______ overtime.
The importance of upbringing **declines** after adolescence and the effect of genes tends to **increase** overtime.
80
What happens to verbal and nonverbal IQ scores as we age?
Verbal IQ scores remain stable with age, while nonverbal IQ scores show a decline
81
What happens to fluid and crystallised intelligence as we age?
82
What do cross-setional and longitudinal studies suggest about intelligence as we age?
83
What are the issues with cross-sectional studies of intelligence?
Changes in culture and age
84
What are the issues with longitudinal studies of intelligence?
Practice effects Selective attrition
85
Cross-sectional studies tend to _________ declines in intellectual ability prior to 60y
Cross-sectional studies tend to **over-estimate** declines in intellectual ability prior to 60y
86
According to the Flynn effect, how many points does IQ increase by per decade?
~3 points per decade
87
What are some possible explanations of the Flynn Effect?
1. Participant Characteristics * Rising levels of education * Opportunity for education among different groups * Increased familiarity with IQ tests 2. Methodological Explanations * Changes in measures from one sampling period to another * Changes in motivation, effort, etc. * Changes in stimulating environments 3. Biological Explanations * Improved nutrition? * Infectious diseases * Heterosis!
88
Individuals with an IQ over ___ are considered to have intellectual giftedness
Individuals with an IQ over **1****30** are considered to have intellectual giftedness
89
Individuals with an IQ under ___ are considered to have intellectual disability
90
What are learning disabilities?
Impairments in speech, language, or reading * These are not deficits in general intelligence. * They are deficits in specific abilities * Recall factor-analyses theories (Spearman, etc)
91
What must be present to diagnise intellectual disability?
1. IQ below 70 2. Significant limitations both intellectual functioninf and in adaptive behaviour as expressed in conceptual, social and practical adaptive skills 3. Disability originates before the age of 18
92
Why are standard IQ tests unreliable for gifted individuals?
Ceiling effects Multiple intelligence Abilities might not be captured by standard tests
93
Taylor is a talented pianist who has competed internationally and has been recognised by her peers as being 'excepional' in her field. She completed an IQ test and obtained a score of 125. Which of the following is _false_? ## Footnote a) Taylor is not gifted b) Taylor is a gifted musician c) Taylor scored higher than average on a standardised test of intelligence d) A standardised intelligence test may not be accurate reflection of Taylor's ability e) All of the above
Taylor is a talented pianist who has competed internationally and has been recognised by her peers as being 'excepional' in her field. She completed an IQ test and obtained a score of 125. Which of the following is _false_? ## Footnote **a) Taylor is not gifted** b) Taylor is a gifted musician c) Taylor scored higher than average on a standardised test of intelligence d) A standardised intelligence test may not be accurate reflection of Taylor's ability e) All of the above
94
Jess is a 20 year old woman with an IQ of 69. Jess's parents report that she achieved all her developmental milestones on time and that she had no difficulties at home or at school. She completed Year 12 and was described as a fairly average student. She was involved in a car accident at the age of 10 and her parents report that she has never been the same since the accident. Which of the following statements is most likely to be _true_? ## Footnote a) Jess has a mild intellectual disability b) Jess had borderline intellectual functioning prior to her car accident c) Jess could have had a intellectual disability before her car accident, however more information is needed about her adaptive behaviour skills for a diagnosis of ID d) Jess does not have an intellectual disability, and her current cognitive difficulties are likely to be a result of brain injury sustained in the car accident e) Jess was gifted before the car accident, however now she has an intellectual disability
Jess is a 20 year old woman with an IQ of 69. Jess's parents report that she achieved all her developmental milestones on time and that she had no difficulties at home or at school. She completed Year 12 and was described as a fairly average student. She was involved in a car accident at the age of 10 and her parents report that she has never been the same since the accident. Which of the following statements is most likely to be _true_? ## Footnote a) Jess has a mild intellectual disability b) Jess had borderline intellectual functioning prior to her car accident c) Jess could have had a intellectual disability before her car accident, however more information is needed about her adaptive behaviour skills for a diagnosis of ID **d) Jess does not have an intellectual disability, and her current cognitive difficulties are likely to be a result of brain injury sustained in the car accident** e) Jess was gifted before the car accident, however now she has an intellectual disability
95
If intelligence Test A was initially normed in 1990 and then revised and re-normed as Test A2 in 2010, which of the following is _false_? ## Footnote a) Average scores on Test A is likely to be higher than average score on Test A2 b) Average scores on Test A2 is likely to be higher than average score on Test A c) Average score on Test A might be up to 9 points higher than is should be if it were renormed in 2020 d) The Flynn effect is likely to inflates the average scores obtained on both tests e) None of the above are false
If intelligence Test A was initially normed in 1990 and then revised and re-normed as Test A2 in 2010, which of the following is _false_? ## Footnote a) Average scores on Test A is likely to be higher than average score on Test A2 **b) Average scores on Test A2 is likely to be higher than average score on Test A** c) Average score on Test A might be up to 9 points higher than is should be if it were renormed in 2020 d) The Flynn effect is likely to inflates the average scores obtained on both tests e) None of the above are false
96
Which of the following statements about intelligence is _true_? ## Footnote a) Intelligence is relatively stable across the lifespan b) Genetics an environment have combinedand interactive effect on overall intelligence c) Flynn effect representes genuine trend of increasing population IQ overtime which can be reset when a test is renormed d) Cross-sectional studies overestimate declines in intelligence overtime e) All of the above
Which of the following statements about intelligence is _true_? ## Footnote a) Intelligence is relatively stable across the lifespan b) Genetics an environment have combinedand interactive effect on overall intelligence c) Flynn effect representes genuine trend of increasing population IQ overtime which can be reset when a test is renormed d) Cross-sectional studies overestimate declines in intelligence overtime **e) All of the above**
97
Which theorist is formally credited with '*g*' which represents a general or global capacity for intelligence? ## Footnote a) Raymond Cattell b) David Wechsler c) Alfred Binet d) Charles Spearman e) None of the above
Which theorist is formally credited with '*g*' which represents a general or global capacity for intelligence? ## Footnote a) Raymond Cattell b) David Wechsler c) Alfred Binet **d) Charles Spearman** e) None of the above
98
\_\_\_\_\_\_\_\_\_\_ described intelligence as modifiable factor, compose of three distinct abilities that need to be more broadly assessed by intelligence ## Footnote a) David Wechsler b) Alfred Binet c) Robert Sternberg d) Jean Piaget e) Alexandria Luria
\_\_\_\_\_\_\_\_\_\_ described intelligence as modifiable factor, compose of three distinct abilities that need to be more broadly assessed by intelligence ## Footnote a) David Wechsler b) Alfred Binet **c) Robert Sternberg** d) Jean Piaget e) Alexandria Luria

PSY3041 (12 decks)

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