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Unit 1 "cognition" > Unit 1 "cognition" > Flashcards

Unit 1 "cognition" Flashcards

1
Q

Define Intelligence (1) mark

A

The global capacity to act purposely, think rationally, and deal effectively with the environment (David Weschler)

Also, abstract thinking or reasoning, problem-solving ability, memory, capacity to acquire knowledge and adaptation to one’s environment. (Snyderman & Rothman, 1987)

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2
Q

What are 2 problems with defining intelligence (2) marks

A

-Intelligence cannot readily be observed…
1884 Galton: tried to measure intelligence through “simple tests” i.e head circumference

-Non-cognitive tasks can show intelligence but are not ‘counted’, e.g. music, dance, practical skills.

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3
Q

What is Galtons theory of general intelligence (3) marks

A
  • believed a person’s success was due to superior qualities being ‘handed’ down by heredity.
  • noted the importance of individual differences.
  • Intelligence is a general ability, showed in different ways and dependent on the environment.
  • Believed intelligence could be measured using simple tests
  • first to use questionnaires as tests of mental ability
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4
Q

What is factor analysis (1) marks

A

a complicated statistical method measuring cognitive abilities and their relationship to other attributes Eg: school or job success

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5
Q

Explain Spearman’s two factor theory (2) marks

A

proposed that intelligence consisted of two factors: general factor and specific factors

  • General factor – underlying intelligence factor
  • Specific factor - specific skills, unique abilities (eg mechanical, mathematical or verbal skills)
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6
Q

Who was the first theorist to use questionnaires as tests of mental ability (1) mark

A

Galton

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7
Q

Define Alfred Binet’s theory of general intelligence (1) mark

A

Intelligence is seen in a range of mental abilities (reasoning, perception, imagination)

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8
Q

Who developed the first standardised intelligence test (1) mark

A

Alfred Binet (1905)

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9
Q

What was the purpose of Binet’s standardised intelligence test (1) mark

A

To differentiate ‘normal’ kids from ‘special needs’

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10
Q

Explain the 1905 Binet-Simon intelligence scale test (3) marks

A

-30 questions measuring a range of mental abilities such as,
Naming objects, common knowledge, memory, counting exercises
-Arranged in increasing difficulty
Classified people into three groups - Idiots (most deficient), morons or imbeciles (least deficient).

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11
Q

What 3 things do do IQ scores depend on (3) marks

A
  1. Test
  2. Participants
  3. Conditions
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12
Q

What was calculation for IQ proposed William Stern (1) mark

A

IQ= mental age / Chronological age X 100

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13
Q

How was the Binet test further developed to the Standford- Binet intelligence scale of 1916
(2) marks

A

Lewis Terman developed the original Binet test further
Which made the Binet-Simon test more appropriate to Americans.
And extended the test so it was more appropriate for adults.

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14
Q

What were the Five cognitive areas (verbal and non-verbal) of the Binet Intelligence Test (3) marks

A 
Fluid reasoning
Knowledge
Abstract Visual-spatial Reasoning
Quantitative Reasoning 
Short-Term Memory (working memory)
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15
Q

Factors of the Alfred Binet intelligence scale test (3) marks

A

Age-related
Questions ordered from least difficult to most difficult
Test trialled on a large number of children of different ages
Fair if 65-75% could answer correctly
Test administered individually

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16
Q

What is Mental Age (1) mark

A

Mental Functioning

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17
Q

What is chronological age (1) mark

A

Actual age

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18
Q

Explain The Raven Test (2) marks

A

is a non-verbal ‘culture fair’ multiple choice IQ test, that measures your fluid intelligence your reasoning and problem solving ability.

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19
Q

What were Howard Gardeners 9 Multiple intelligences (3) marks

A 
(1983)
Linguistic
Musical
Logical-mathematical
Visual-Spatial
Bodily-kinaesthetic
Intrapersonal
Interpersonal
(1995, 1998)
Naturalistic 
Existential
20
Q

What is linguistic intelligence (1) mark

A

Linguistic intelligence is the ability to think in words and to use language to express and appreciate complex meanings

21
Q

Naturalistic intelligence? (1) mark

A

“nature smart”

Ability to recognize and categorize plants, animals and other objects in nature

22
Q

Explain Existential Intelligence (1) mark

A

Sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here.

23
Q

Logical-Mathematical Intelligence is… (1) mark

A

Ability to think conceptually and abstractly, and capacity to discern logical or numerical patterns

24
Q

Musical intelligence is…. (1) mark

A

Ability to produce and appreciate rhythm, pitch and timber

25
Q

Define Visual-Spatial Intelligence (1) mark

A

Capacity to think in images and pictures, to visualize accurately and abstractly

26
Q

What is Bodily-Kinesthetic Intelligence (1) mark

A

Ability to control one’s body movements and to handle objects skillfully

27
Q

What is Interpersonal Intelligence (1) mark

A

Capacity to detect and respond appropriately to the moods, motivations and desires of others

28
Q

Define Intrapersonal Intelligence (1) mark

A

Capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes

29
Q

What were Gardner’s two key assumptions of his Multiple Intelligence Theory (2) marks

A
  1. All people possess all these intelligences

2. All individuals have a unique combination of the different intelligences

30
Q

Strengths of The Multiple intelligence theory (2) marks

A
  • Simplistic nature

- Acknowledges that intelligence is more than an IQ score

31
Q

Limitations of The Multiple intelligence theory (2) marks

A
  • Little empirical support
  • It is questioned whether intelligences such as interpersonal skills and body control are talents or abilities rather than intelligence
  • The theory is not complete
  • Lack of clarity in distinguishes between the intelligences
32
Q

Define Savant Syndrome (1) mark

A

A condition where an individual as a low overall IQ, but displays an isolated skill

33
Q

Define emotional Intelligence (1) mark

A

The capacity to be aware of, control and express one’s emotions, and to handle interpersonal relationships judiciously and empathetically

34
Q

Explain Salovey and Mayer’s ability-based model of emotional intelligence (2) marks

A
  • This approach extends Gardner’s theory exploring interpersonal and intrapersonal intelligences
  • Defined as “the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions.”
35
Q

What is The 4 Branch model of Emotional Intelligence (3) marks
(Mayer & Salovey, 1997)

A
  • Perceiving Emotions: able to understand nonverbal signals such as body language and facial expressions.
  • Reasoning with Emotions: Using emotions to promote thinking and cognitive activity.
  • Understanding Emotions: An observer being able to interpret the emotions and think of possible causes.
  • Managing Emotions: manage emotions effectively and responding appropriately.
36
Q

Mixed Model’ of EI is a combination of 2 other models… what 2 models are these? (2) marks

A
  1. Ability Model by Salovey & Mayer
  2. Trait Model by Konstantin Vasily Petrides
    - People with a high EI have a greater mental health.
37
Q

What are the 5 constructs of Emotional intelligence (3) marks

A
  • Self Awareness: ability to know ones emotions, strengths, weaknesses, drives
  • Self-Regulation: controlling and redirecting disruptive emotions.
  • Social Skill: managing relationships
  • Empathy: considering feelings of others
  • Motivation: being driven
38
Q

Instruments used to test emotional intelligence that are thought to be reliable and valid (2) marks

A
  • Mayer, Salovey and Caruso Emotional Intelligence Test
  • Trait meta moon scale
  • Assessing emotions scale
  • Campbell and Moore Deakin Emotional intelligence scale
39
Q

Criticisms of Emotional Intelligence (4) Marks

A
  • EI is not clearly defined
  • EI is not recognisable as a form of intelligence, it is argued to be confused with ‘moral qualities’
  • Ability-based measures examine knowledge and not real ability
  • Concerns exist as to the predictive power of EI
  • Innate EI is not measured and culture, beliefs or personality is not taken into consideration
40
Q

What are the Varieties of Wechsler’s intelligence test? (2) marks

A

WPPSI-III (Wippsi)
WISC
WAIS (IV)

41
Q

Wechsler scales provide what 3 scores, what are these? (2) marks

A

Verbal IQ
Performance IQ
Combined scores of the subtests

42
Q

What is the WPPSI? What does it asses? (2) marks

A

Wechsler Primary and Pre-School Scale of Intelligence

  • Assesses students 2 years 6 months through to 7 years 3 months
  • Composed of 14 subtests
  • Provides subtest and composite scores that represent intellectual functioning in verbal and performance cognitive domains
  • Measure of general ability
43
Q

What is the WISC? What does is assess?

(2) marks

A
  • 5-15 years
  • Wechsler Intelligence Scale for Children
  • assessing general intellectual abilities and includes verbal and performance items
  • assessment is individually administered
  • distractions are minimised and motivation is maintained.
  • Results are generally reported in, percentile ranks and scaled scores.
44
Q

What is the WAIS (IV) (1) mark

A

Wechsler Adult Intelligence Scale

for adults over 16 years old

45
Q

What is the Wechsler Nonverbal Scale WNV (2) marks

A
  • WNV is an individually administered
  • designed to measure the general cognitive ability
  • examinees ages 4 years through to 21 years 11 months.
  • measures general cognitive ability using a variety of non verbal subtests.
46
Q

Advantages of the Wechsler Nonverbal Scale (WNV) (2) marks

A

Valuable as…

  • valid for use with those are diverse in terms of linguistic, cultural educational and socioeconomic backgrounds,
  • Well as those who have language disabilities, Autism or are deaf or hard of hearing

Unit 1 "cognition" (1 decks)

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