Thinking, Language, and Intelligence 2 Flashcards
intelligence
the ability to learn from one’s experiences, acquire knowledge, and use resources effectively in adapting to new situations or solving problems
theories of intelligence
spearman’s g factor, gardner’s multiple intelligences, stern berg’s triarchic theory
g factor
general intelligence
ability to reason and solve problems
spearman’s g factor
intelligence as two different abilities, g factor and s factor
believed superiority in one type of intelligence produces superiority overall
people think spearman oversimplified intelligence
s factor
specific intelligence
task-specific abilities in certain areas such as music, business, or art
gardner’s multiple intelligences
believe reason, logic, and knowledge different aspects of intelligence, along with other abilities
nine types of intelligence
but few studies/not much evidence for multiple intelligences
gardner’s nine intelligences
verbal/linguistic, musical, logical/mathematical, visual/spatial, movement, interpersonal (others), interpersonal (self), naturalist (nature), existentialist (can see big picture, ask big questions)
sternberg’s triarchic theory
three kinds of intelligence
triarchic theory of intelligence
includes analytical, creative, and practical intelligence
analytical intelligence
ability to break problems down into component parts, or analysis, for problem solving
measured by intelligence tests and academic achievements
book smarts
creative intelligence
ability to deal with new and different concepts and to come up with new ways of solving problems
divergent thinking
ability to automatically process certain aspects of information, which frees up cognitive resources to deal with novelty
practical intelligence
street smarts
ability to use information to get along in life
people with high degree of this know how to be tactful, how to manipulate situations to their advantage, and who to use inside info to increase odds of success
recent research on practical intelligence
practical intelligence predicts success in life but has low relationship with academic/analytical intelligence
higher practical intelligence means lower grades often
galton
pioneer in intelligence testing
first to use surveys to collect data
initiated use of statistics and standardization in order to review results
types of intelligence tests
bite’s mental ability test
stanford-binet iq
the wechsler tests
bite’s mental ability test
test that distinguishes between fast and slow learners and between kids of different age groups
fast learners give older answers, slow learners give younger answers
key element to be tested was kid’s mental age
mental age
average age at which children could successfully answer a particular level of questions
stanford-binet and IQ
terman adopt stern’s method, which was to divide mental age (MA) by chronological age (CA) and multiply the result by 100
chronological age
number of years since birth
IQ
intelligence quotient
IQ = (MA/CA)(100)
allows testers to compare intelligences of people from different age groups
IQ works well for young kids but
starts to produce meaningless scores as age passes 16
questions for particular age group lose power
today
most tests use age group comparison norms instead
sb5
stanford binet intelligence scales, fifth edition
often used by educators to make decisions about the placement of students into special educational programs, both for those with disabilities and those with exceptionalities
yields overall estimate of intelligence, verbal and nonverbal domain scores
wechsler tests
tests designed for specific age groups
one for adults, one for children, and one for preschool and primary intelligence
verbal and nonverbal
sb5 areas
five areas: fluid reasoning, knowledge, quantitative processing, visual-spatial processing, and working memory
wechsler tests four domains
verbal comprehension, perceptual reasoning, working memory, and processing speed
reliability
test produces consistent results each time it is given to the same individual or group of people
validity
the degree to which a test actually measures what it’s supposed to measure
ecological validity
extent to which obtained score accurately reflects the intended skill or outcome in real life situations, not just validity for testing or assessment situation
standardization
process of giving the test to a large group of people that represents the kind of people for whom the test is designed establishment of consistent and standard administration methods comparison group (whose scores will used to compare individual test results) chosen randomly from the population for whom the test is intended and must be representative of that population
norms
the scores from the standardization group
standard against which all others who take the test would be compared
normal curve
most tests of intelligence follow this
distribution in which the scores are the most frequent around the mean (average) and become less frequent further from the mean
standard deviation
average variation of scores from the mean
on wechsle IQ test percentages under each section of normal curve represent percentage of scores falling within that section for each standard deviation from the mean
deviation IQ scores
based on the moral curve distribution
normal curve allows IQ scores to be more accurately estimated than the old IQ scoring method formal derived by stern
reliable and valid relationship
test can fail in validity but still be reliable
test cannot fail in reliability and still be valid
crystallized intelligence
when use knowledge we’ve accumulated over time
this knowledge holds steady as we age
fluid intelligence
ability to problem solve and reason abstractly, as well as to pick up new skills
diminishes as we age
problem with IQ tests
unavoidable cultural bias
can’t escape, even in wording of questions or different cultural associations
cultural bias
hard to make test free of this
tendency of IQ tests to reflect, in language, dialect, and content, the culture of the person or persons who designed the test
person who comes from same culture as them will have an unfair advantage
dove
1971, dove counterbalance general intelligence test aka chitling test
try to demonstrate that significant language/dialect barrier exists among kids of different backgrounds
questions derived from african american culture and asked for info not readily available to non african americans
culturally fair
at least try to do this, use questions that do not create a disadvantage for people whose culture differs from that of the majority
many questions with use of nonverbal abilities
IQ tests generally
valid for predicting academic success and job performance
school tests often similar to intelligence tests
also skills in self-regulation and levels of motivation may impact IQ measures
intelligence testing important role in
neuropsychology
specifically trained psychologists use intelligence tests and other forms of cognitive and behavioral testing to assess neurobehavioral disorders in which cognition and behavior are impaired as the result of brain injury or brain malfunction
neuropsych sheds light on head injuries
athletics and military can cause serious brain injuries that impact intelligence and scores on IQ tests
IEDs in iraq
tackling in football
can impact day to day functioning
may lead to alzheimer’s or other neurodegenerative diseases
