unit 10 - intelligence

Question 1

intelligence

Answer 1

• our ability to learn from experience, solve problems, and use our knowledge to adapt to new situations
• in research studies our intelligence is whatever the intelligence test measures (this tends to be “school smarts”

Question 2

reification

Answer 2

• the process of when you think of, or view something abstract as a real thing, which is an extremely incorrect way to analyze

psychologists belive that intelligence is a concpet and not a real thing

Question 3

intelligence - one vs. many controversy

Answer 3

the big debate about intelligence is whether intelligence is one thing or many things

Question 4

spearman’s general intelligence theory

Answer 4

summary: intelligence is 1 thing. known as general intelligence or the 6 factor. used factor analysis: taking many scores and averaging into 1 score

strengths: many abilities do tend to overlap

weakness: humans abilities are too diverse to give 1 score

Question 5

thurstone’s primary mental abilities theory

Answer 5

summary: thought intelligence was many things (7) but those things were still all “book smart” abilities

strengths: gives much more information about a person’s abilities than a single score

weakness: those 7 scores all tend to be around the same value from person to person, suggesting that there may be 1 single intelligence score

Question 6

gardner’s multiple intelligences

Answer 6

summary: intelligence is many things (8-9). stretches intelligence the furthest into things like music and sports, also including, standard “book-smart” intelligence

strengths: includes the largest number of abilities so it is the most inclusive theory

weakness: many argue that things like music or sports abilities are talents, not intelligence (taking intelligence too far)

Question 7

sternberg’s triarchic theory

Answer 7

summary: intelligence is 3 things:
1. analytical: (“book smarts”)
2. creative: generating new ideas, adapting to new scenarios
3. practical: (“street smarts”)

strengths: seen by many to be the best of both worlds, not too many, not too few intelligence

weakness: newest theory (2003), so much more research is needed to prove it’s validity

Question 8

emotional intelligence

Answer 8

the ability to perceive, understand, manage, and use emotions

Question 9

things needed to be creative

Answer 9

1. expertise: you must know your subject matter really well
2. imaginative thinking: thinking outside the box
3. adventuresome personality: willing to take risks
4. intrinsic motivation: wanting to do a task for yourself, not for any other reason
5. creative environment: a creative and supportive environment that fosters creativity

Question 10

intelligence & the brain

Answer 10

• people that are of high intelligence tend to have bigger brains
• people with higher intelligence tend to have brains that fire quicker

Question 11

alfred binet

Answer 11

• worked for the paris school system created intelligence tests for incoming school children
• he is often known as “the father of intelligence testing”

Question 12

lewis terman

Answer 12

in the us, took the ideas on binet and created the stanford-binet intelligence test possibly ever created

Question 13

stanford-binet intelligence test

Answer 13

created by lewis terman

Question 14

david wechsler

Answer 14

• developed the wechsler adult intelligence scale (WAIS) and later the wechsler intelligence scale for children (WISC), and intelligence test for preschooler
• these are 2 of the most commonly used intelligence tests today

Question 15

mental age

Answer 15

what you perform on the test

Question 16

chronological age

Answer 16

your actual age

Question 17

how to measure iq

Answer 17

Question 18

aptitude test

Answer 18

• ex. act
• intended to predict your ability to learn a new skill

Question 19

achievement test

Answer 19

• ex. ap psych exam
• intended to reflect what you have already learned

Question 20

standardization

Answer 20

involves administering the test to representative sample of future test takers in order to establish a basis for meaningful comparison

step 1: give your test to a group that is similar to the group you are interested in
step 2: establish the normal distribution (bell curve)
step 3: give the test to your actual group
step 4: base your scores off of the normal distribution

one criteria of the 3 criteria for an acceptable test

Question 21

normal distribution / bell curve

Answer 21

Question 22

reliability

Answer 22

your test is consistent (gives the test taker a similar or same score each time they take it)

split half reliability: dividing the test into 2 equal halves and assessing how consistent the scores are (maybe odds and evens)
different forms: use 2 forms of the test and assess how consistent the scores are
test-retest: use the same test twice to measure consistency

one criteria of the 3 criteria for an acceptable test

Question 23

split-half reliability

Answer 23

dividing the test into 2 equal halves and assessing how consistent the scores are (maybe odds and evens)

Question 24

validity

Answer 24

the test measures what it is supposed to measure

construct validity,
predictive validity

Question 25

content validity

Answer 25

the test has the correct material on it

Question 26

predictive validity

Answer 26

the test predicts what it is meant to predict

Question 27

flynn effect

Answer 27

the fact that test scores have risen steadily on average over the last 60 years

Question 28

stability of intelligence scores

Answer 28

intelligence scores become stable after about 7 years of age. meaning, if you are of above average intelligence at age 7 you are likely to be of above intelligence at age 70

Question 29

extremes of intelligence

Answer 29

• IQ scores of 70 or lower is considered cognitive disabled
• IQ score of 135 and above is considered high intelligence or gifted

Question 30

degrees of cognitive disability

Answer 30

Question 31

down’s syndrome

Answer 31

• intellectual disability is often caused by down’s syndrome
• a person has an extra 21st chromosome
• cause cognitive disability

Question 32

high intelligence / gifted

Answer 32

the sterotype of highly intelligent people being “nerdy” or socially awkward is wrong. studies show that people of high intelligence are, on average, very good at communication with others, which sometimes leads to popularity and sucessful

Question 33

nature vs. nurture on iq scores

Answer 33

we know that both play a part in development

1. identical twins seperated at birth
2. identical vs. fraternal twins
3. adopted children

Question 34

group differences on iq scores

Answer 34

this difference is purely environmental: poverty, less opportunity, worse schooling, less two-parent households, test bias –> sterotype threat

white americans: average iq: 100
black americans: average iq:85

gender:
1. girls are better spellers
2. girls are verbally fluent and have large vocabularities
3. girls are better at locating objects
4. girls are more sensative to touch, color, taste
5. boys outernumber girls in counts of underachievement
6. boys outperform girls at math problem solving, but under perform at math computation
7. women detect emotions more easily than men do

Question 35

stereotype threat

Answer 35

if you feel a test isn’t fair to you, you will do worse on it