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PSY3041 > Theories & Measurement of Intelligence > Flashcards

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
Q

Define

Crystallised intelligence (Gc)

A

the accumulated knowledge and skills resulting from educational and life experiences

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26
Q

Define

Culture fair test

A

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

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27
Q

Define

CHC theory of intelligence

A

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’)

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28
Q

Define

Achievement test

A

a test to assess past learning

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29
Q

Define

Aptitude test

A

a test to assess future learning potential

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30
Q

Define

Intellectual giftedness

A

an intellectual ability significantly higher than average

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31
Q

Define

Learning disability

A

due to genetic and/or neurobiological factors that alter brain functioning in a manner which affects one or more cognitive processes related to learning

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32
Q

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

A

Wechsler Adult Intelligence Scale (WAIS)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

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

A

Wechsler-Bellevue Intelligence Scale

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Definition

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

A

Structure-of-intellect (SOI) model

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

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’)

A

General mental ability (‘g’/GMA)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

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.

A

Intellectual disability

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Definition

A type of ability test for specific ability or global area

A

Intelligence test

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

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

A

Triarchic theory of intelligence

How well did you know this?
1
Not at all
2
3
4
5
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39
Q

Definition

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

A

Two-factor (Gf-Gc) theory of intelligence

How well did you know this?
1
Not at all
2
3
4
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Perfectly
40
Q

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

A

Stanford-Binet Intelligence Scale

41
Q

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’

A

Specific-ability test

42
Q

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

A

Specific ability (‘s’)

43
Q

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

A

ability

44
Q

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

A

Psychometric theory

45
Q

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

A

Primary mental abilities

46
Q

Definition

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

A

Multiple intelligences

47
Q

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

A

Intelligence quotient (IQ)

48
Q

Definition

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

A

Intelligence

49
Q

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

A

Hierarchical models of intelligence

50
Q

Definition

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

A

Implicit theories of intelligence

51
Q

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

A

Global intelligence

52
Q

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

A

Flynn effect

53
Q

Definition

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

A

Fluid intelligence

54
Q

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

A

Explicit theories of intelligence

55
Q

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

A

Deviation IQ

56
Q

Definition

the accumulated knowledge and skills resulting from educational and life experiences

A

Crystallised intelligence (Gc)

57
Q

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

A

Culture fair test

58
Q

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’)

A

CHC theory of intelligence

59
Q

Definition

a test to assess past learning

A

Achievement test

60
Q

Definition

a test to assess future learning potential

A

Aptitude test

61
Q

Definition

an intellectual ability significantly higher than average

A

Intellectual giftedness

62
Q

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

A

Learning disability

63
Q

What is the mean and SD of IQ?

A

Mean: 100

SD: 15

64
Q

True or False:

Intelligence is a latent construct

A

True

It can’t be directly measured

65
Q

What did Alfred Binet define intelligence as?

A

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
Q

Who coined the terms general mental ability and age differentiation?

A

Alfred Binet

67
Q

Who was credited with the general factor (g) of intelligence?

A

Charles Spearman

68
Q

What did Charles Spearman conclude about intelligence?

A

Based on positive correlations between diverse ability tests, Spearman concluded performance on tests was largely contingent on general mental ability

69
Q

According to Spearman, what are the two factors of intelligence?

A

General factor (g)

Numerous specific factors (s)

70
Q

Who put forth the idea of fluid and crystallised intelligence?

A

Raymond Cattell

71
Q

What did Thurstone believe about intelligence?

A

Rather than a single general factor, intelligence is made up of seven broad independent factors

72
Q

Who put forward the Triarchic theory of intelligence? What does it include?

A

Robert Sternberg

It includes analytical, creative and practical

73
Q

True or False:

Sternberg believed that intelligence is fixed

A

False

He believed it was modifiable

74
Q

What did Piaget believe about intelligence?

A
  • 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
Q

What is the PASS theory of intelligence?

A

Planning, Attention-arousal, Simultaneous and Successive (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
Q

What did most pioneers of intelligence believe was the main driving factor of an individuals intellectual ability?

A

Most pioneers of intelligence believed that individual differences in intellectual ability and personality were largely inherited or innate

77
Q

Why are Twin Studies so useful for studying intelligence?

A

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
Q

About a third of the total variance in overall intelligence can be explained by ____________________

A

About a third of the total variance in overall intelligence can be explained by shared environmental influences

79
Q

The importance of upbringing _________ after adolescence and the effect of genes tends to ______ overtime.

A

The importance of upbringing declines after adolescence and the effect of genes tends to increase overtime.

80
Q

What happens to verbal and nonverbal IQ scores as we age?

A

Verbal IQ scores remain stable with age, while nonverbal IQ scores show a decline

81
Q

What happens to fluid and crystallised intelligence as we age?

A
82
Q

What do cross-setional and longitudinal studies suggest about intelligence as we age?

A
83
Q

What are the issues with cross-sectional studies of intelligence?

A

Changes in culture and age

84
Q

What are the issues with longitudinal studies of intelligence?

A

Practice effects

Selective attrition

85
Q

Cross-sectional studies tend to _________ declines in intellectual ability prior to 60y

A

Cross-sectional studies tend to over-estimate declines in intellectual ability prior to 60y

86
Q

According to the Flynn effect, how many points does IQ increase by per decade?

A

~3 points per decade

87
Q

What are some possible explanations of the Flynn Effect?

A
  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
Q

Individuals with an IQ over ___ are considered to have intellectual giftedness

A

Individuals with an IQ over 130 are considered to have intellectual giftedness

89
Q

Individuals with an IQ under ___ are considered to have intellectual disability

A
90
Q

What are learning disabilities?

A

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
Q

What must be present to diagnise intellectual disability?

A
  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
Q

Why are standard IQ tests unreliable for gifted individuals?

A

Ceiling effects

Multiple intelligence

Abilities might not be captured by standard tests

93
Q

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?

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

A

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?

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
Q

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?

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

A

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?

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
Q

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?

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

A

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?

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
Q

Which of the following statements about intelligence is true?

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

A

Which of the following statements about intelligence is true?

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
Q

Which theorist is formally credited with ‘g’ which represents a general or global capacity for intelligence?

a) Raymond Cattell
b) David Wechsler
c) Alfred Binet
d) Charles Spearman
e) None of the above

A

Which theorist is formally credited with ‘g’ which represents a general or global capacity for intelligence?

a) Raymond Cattell
b) David Wechsler
c) Alfred Binet

d) Charles Spearman

e) None of the above

98
Q

__________ described intelligence as modifiable factor, compose of three distinct abilities that need to be more broadly assessed by intelligence

a) David Wechsler
b) Alfred Binet
c) Robert Sternberg
d) Jean Piaget
e) Alexandria Luria

A

__________ described intelligence as modifiable factor, compose of three distinct abilities that need to be more broadly assessed by intelligence

a) David Wechsler
b) Alfred Binet

c) Robert Sternberg

d) Jean Piaget
e) Alexandria Luria

PSY3041 (12 decks)

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