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PSYO 1022 > Theories Of Intelligence (Ch 9) > Flashcards

Theories Of Intelligence (Ch 9) Flashcards

1
Q

Intelligence definition

A

A set of cognitive skills that includes abstract thinking, reasoning, problem solving, and the ability to acquire knowledge
-other qualities may include mathematical ability, general knowledge, and creativity

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2
Q

Summary of theories of intelligence

A

Spearman’s general theory: intelligence is a single general capacity

Thurstone’s multiple factors: intelligence consists of 7 primary mental abilities including spatial ability, memory, perceptual speed and word.

Cattle-Horn-Carol hierarchical intelligence: intelligence can be broken down into 3 levels of ability: general, broad, and narrow

Sternberg’s triarchic theory: intelligence is made up of 3 abilities: analytical, creative, and practical

Gardner’s multiple intelligences: intelligence includes at least 8 distinct capacities including: musical, interpersonal, and bodily-kinaesthetic

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3
Q

Charles Spearman

A
  • developed first theory of intelligence
  • intelligence as single general capacity
  • came to this conclusion after research consistently showed that spatial, verbal, perceptual, and quantitative factors all correlate strongly with one another suggesting that they are all measuring the same thing
  • i.e. People measuring strongly in one area were likely to do well in other areas also
  • known as g-factor theory (single, general factor)
  • implies that a single number can reflect a persons intelligence
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4
Q

Multiple-factor theory of intelligence

A

Different aspects of intelligence are distinct enough that multiple abilities must be considered

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5
Q

Raymond Cattel

A
  • one of the first to break intelligence in two
  • came up with fluid and crystallized intelligence
  • fluid intelligence: raw mental ability, pattern recognition, and abstract reasoning applied to a problem a person has never seen before
  • crystallized: knowledge gained from experience, learning, education, and practice
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6
Q

Fluid intelligence

A
  • raw mental ability, pattern recognition, and abstract reasoning applied to a problem a person has never seen before
  • neither culture nor vocabulary influence fluid intelligent
  • often measured by Raven’s Progressive Matrices Test
  • measures culture-fair
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7
Q

Crystallized Intelligence

A
  • knowledge gained from experience, learning, education and practice
  • influenced by vocabulary and knowledge of culture
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8
Q

John Carroll

A
  • further subdivided intelligence after Cattell
  • consists of 3 levels in a hierarchy: general, broad, narrow
  • general: similar to g-factor
  • broad: abilities such as crystallized and fluid as well as memory, learning and processing speed.
  • narrow: consists of 70 distinct abilities
  • called CHC model
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9
Q

Cattell-Horn-Carroll Model of Intelligence

A

-hierarchical model including general, broad, narrow intelligence

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10
Q

Sternberg

A
  • broader view of intelligence
  • successful intelligence made up by analytic, creative, and practical intelligence
  • known as triarchic theory
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11
Q

Analytic Intelligence

A
  • sternberg
  • involves judging, evaluation, comparing & contrasting information
  • resembles academic intelligence that leads to high test scores
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12
Q

Successful intelligence

A
  • sternberg

- integrated set of information-processing and cognitive abilities needed for life success

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13
Q

Creative intelligence

A
  • sternberg
  • involved in coming up with greasy and useful ideas for solving problems
  • traditional measures do not measure creative intelligence well
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14
Q

Practical intelligence

A
  • sternberg
  • ability to solve problems of everyday life efficient
  • plays key role in knowing how to do one’s job well and requires knowledge and skills that one learns on the street rather than in the classroom
  • eg. May be tested by asking people to come up with 3 solutions to real life problem
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15
Q

Howard Gardner

A
  • argues that intelligence consists of at least 8 distinct capacities:
    1. Linguistic
    2. logical-mathematical
    3. musical
    4. bodily-kinaesthetic
    5. spatial
    6. intrapersonal
    7. interpersonal
    8. naturalistic
  • many scientists divided… hard to call musical skills intelligence
  • addresses 2 problems
    1. different students learn in different ways
    2. some students who have demonstrated ability in some areas fail academic subjects and do poorly on intelligence tests
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16
Q

Linguistic intelligence

A
  • Gardner
  • ability to learn, understand, and use both spoken and written language
  • eg. Poets, writers, lawyers, politicians
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17
Q

Logical-mathematical intelligence

A
  • Gardner
  • ability to analyze information problems logically and to perform mathematical operations
  • eg. Scientists, engineers, accountants
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18
Q

Musical Intelligence

A
  • Gardner
  • ability in performing, composing, or appreciating musical patterns
  • musicians, dancers, songwriters
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19
Q

Bodily-kinesthetic Intelligence

A
  • Gardner
  • ability to use one’s body parts or parts of it to solve problems or create products
  • eg. Athletes, dancers, mechanics, craftspeople
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20
Q

Spatial Intelligence

A
  • Gardner
  • ability to think about and solve problems in 3-D space
  • eg. Navigators, pilots, architects, sculptors
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21
Q

Intrapersonal Intelligence

A
  • Gardner
  • ability to understand and be aware of other people’s intentions, motivations, thoughts, and desires; also the ability to work well with and get along with others
  • eg. Psychologists, social workers, teachers, politicians
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22
Q

Interpersonal Intelligence

A
  • Gardner
  • Ability to be aware of, understand, and regulate one’s own behaviour, thoughts, feelings and motivations
  • eg. Psychologists, monks, priests
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23
Q

Naturalistic Intelligence

A
  • Gardner
  • ability to recognize, classify, and understand the plants and animals in one’ environment
  • eg. Naturalists, biologists, botanists, veterinarians, hunters, farmers
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24
Q

Sir Francis Galton

A
  • first person to suggest the idea of intelligence testing in a paper
  • believed that intelligence was inherited and set out to demonstrate that people who were more socially and occupationally successful would perform better on a series of tasks that assessed mental ability
  • after experiment he found out that performance on the tasks wasn’t related to anything
25
Q

Multiple intelligences in schools

A
  • brought in to avoid limitations of traditional testing that discourage students who do not do well
  • children should have some freedom to choose activities on their own, and are encourages to try others they are not as keen on
  • children with learning disabilities improved remarkably when attending MI schools
26
Q

Alfred Binet

A
  • developed first true practical test of intelligence
  • test contained 30 problems of increasing difficulty
  • the idea that ability to solve increasingly difficult problems depends on age became widely influential (mental age)
  • mental age is the equivalent chronological age a child has reached based on his performance on an intellectual test
27
Q

Mental age

A
  • equivalent chronological age a child has reached based on his performance on an intellectual test
  • given mental age according to level or age group at which they can solve a problem
28
Q

William Stern + Intelligence Ratio

A
  • mental age divided by chronological age and multiplied by 100 to determine IQ (intelligence quotient)
  • doesnt work well with adults
29
Q

Stanford-Binet test

A
  • Lewis terman translated the test for American students

- named it Stanford-Binet test which established national norms for IQ test

30
Q

Wechsler Adult Intelligence Scaled (WAIS)

A
  • later developed test for children (WISC)
  • based on modern theories of intelligence
  • verbal subscales: similarities and comprehension
  • non-verbal subscales: picture arrangement and block design
31
Q

Reliability

A

Refers to the consistency of results

32
Q

Test-retest reliability

A

-a person who takes the same test on two different occasions will obtain very similar scores on both occasions

33
Q

Internal consistency

A

-when questions on a given subset also tend to correlate very highly with other items on the subset

34
Q

Validity

A

-requires that the tests really measure intelligence and not something else

35
Q

Construct validity

A

-refers to a test that measures the concept or construct it claims to measure

36
Q

Predictive validity

A

-addresses the question of whether the construct is related positively to real-world outcomes, such as school achievement or job success

37
Q

Kaufman-Assessment Battery for Children

A
  • differed from Stanford-Binet test in 4 ways
  • first to be guided theories of intelligence (fluid/crystallized/cognitive)
  • included fundamentally different kinds of problems for children of different ages and varied difficulty
  • measured several distinct aspects of intelligence
  • assessed different types of learning styles
38
Q

Aftermath of shift in intelligence tests

A
  • Kaufman and CHC shifts led to fundamental changes in intelligence tests including Stanford-Binet and Wechsler scales
  • still produce overall IQ but also yield scores on as many as seven dimensions of intelligence
  • newest version of WAIS include scores on verbal comprehension, perceptual reasoning, working memory, and processing speed
39
Q

WAIS updated model

A
  • include scores on 4 dimensions
    1. verbal comprehension (general verbal skills/verbal fluency)
    2. perceptual reasoning (ability to examine a problem, drawing upon visual-motor and visual-spatial skills)
    3. Working memory (used to solve a problem at hand)
    4. processing speed (how quickly a person can focus attention and quickly scan, discriminate between, and sequentially order visual information)
40
Q

Cultural test bias hypothesis

A

The notion that group differences in IQ scores are caused by different cultural and educational backgrounds, not by differences in intelligence

41
Q

Test bias

A
  • whether a test predicts outcomes equally well for different groups
  • if a test is a more valid measure for one group than another it is biased
42
Q

Standardization

A
  • a norm used to develop intelligence tests that reflects the makeup of the general population
  • separate Norma’s are established for the use and interpretation of intelligence tests within different countries
43
Q

Test fairness

A
  • reflects values, philosophical differences, and the ways in which the test results are applied
  • concerns the application of the test results rather than the test itself
  • an unbiased test results could be applied unfairly
  • eg.Muir was involuntarily sterilized based on her IQ score which deemed her mentally retarded. Muir scored 20 points higher several years later
44
Q

Intellectual disability

A
  • formerly referred to as mental retardation
  • individual must show significant limitations in intellectual functioning as well as in everyday behaviour
  • deficits must start before age 18
  • used to be solely based on IQ
  • 4 levels of intellectual disability
    1. mild
    2. moderate
    3. severe
    4. profound
  • adaptive behaviour has been added to criterion
  • approx 50% of cases are organic (genetic or brain damage)
45
Q

Adaptive behaviour

A
  • how well a person adjusts to and copes with everyday life

- most current diagnoses of intellectual disability emphasize adaptive functioning over IQ scores

46
Q

Down syndrome

A
  • a disorder that results from trisomy 21 (3 #21 chromosomes)
  • related to maternal age
  • sometimes due to neglect and poor nutrition
  • sometimes called familial-cultural intellectual disability which is more prevalent among people of low economic status and tends to occur mildly in more than one family member
47
Q

Giftedness

A
  • lies at the high end of the intelligence spectrum
  • student often admitted to gifted programs if their IQ is 130-140
  • takes form of prodigies or savants
48
Q

Prodigies

A
  • a prodigy is a young person who is extremely gifted and precocious in one area such as math, music, art, or chess, and is at least of average intelligence
  • mostly under age of 20
  • sometimes possess extreme talent in more than one domain such as math and language
  • Mozart played piano by age 3 and composed music by age 8
49
Q

Savants

A
  • a rare condition characterized by serious mental handicaps and isolated areas of ability or remarkable giftedness
  • often individuals cannot speak or speak poorly
  • around 100 in the world today
  • 50% of whom suffer from autism and other 50% from other psychological disorder
  • most often occurs in music, art, math, calendar calculations and spatial/mechanical skills
  • many savants have no corpus callosum
50
Q

Daniel Tammet

A
  • individual who has savant syndrome and synesthesia

- can recall Pi up to 22514 digits but seeing a rolling landscape of coloured shapes rather than numbers

51
Q

Brain response to intelligence problems

A
  • -region most often involved in IQ tasks is in the prefrontal cortex
  • for verbal tasks, only left prefrontal cortex is activated
  • for spatial tasks, both left and right regions are activated and occipital lobes
  • frontal lobes more involved when an individual is performing fluid intelligence tasks such as pattern recognition, rather than crystallized intelligence tasks
  • brains of highly intelligent people are larger
52
Q

Nature vs Nurture in intelligence

A
  • genetic factors account for 50% of variability in intelligence
  • environment accounts for about 40%
  • remaining 10% is undetermined
53
Q

Reaction range

A
  • genetically determined range within which a given trait, such as intelligence, may fall
  • the traits exact value depends on quality of environment
  • reaction range for IQ is generally about 25 points
  • prenatal experience can contribute
54
Q

Birth order

A
  • first-born children have an advantage

- caused by differences in family interactions

55
Q

Flynn Effect

A
  • suggests that IQ scores have increased by almost 3 points per decade
  • too rapid to be from genetic changes
  • most likely the result of environmental influences
  • possibly due to increased test-taking sophistication and motivation to score well
56
Q

Arthur Jensen and IQ scores among different ethnic groups

A

-received death threats for publishing research that reports differences in IQ among racial-ethnic groups, and argued that because IQ is under genetic influence, racial-ethnic differences in IQ must be at least partially genetically caused

57
Q

Stereotype threat

A
  • Culturally held stereotypes of intellectual ability can have adverse impact on the test performance of members of such groups
  • threat occurs when people become worried they will confirm the stereotype, and this self-doubt may actually worsen their test performance
58
Q

Non-western views of intelligence

A
  • western culture emphasizes verbal and cognitive skills first
  • African cultures see social skills, such as being socially responsible, cooperative, and active in a family and social life to be crucial aspects of intelligence
  • Asian cultures emphasized humility, awareness, doing the right thing, and mindfulness as important qualities

PSYO 1022 (12 decks)

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