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Psycholgy > Unit 2, topic 1 > Flashcards

Unit 2, topic 1 Flashcards

1
Q

define intelligence quotient

A

a standardised score for an individuals score measured by specific intelligence test. IQ scores are based on how much an individuals test score deviates from the mean score for the standardised group.

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2
Q

psychologist’s consider intelligence to be a …..

A

A hypothetical construct: a concept that is not directly measurable or observable, but gives rise to measurable phenomena and patterns of data.

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3
Q

define intelligence

A

intelligence can therefore be defined as involving the application of cognitive skills and knowledge to learn and solve problems. It is the ability to acquire and apply knowledge and skills in ways that enable one to adapt to new situations.

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4
Q

what do intelligent people typically posses?

A

intelligent people typically posses a high level of metacognition

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5
Q

define metacognition

A

an understanding and use of the way a person thinks when solving problems, reasoning, planning and decision making.

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6
Q

Explain the difference between intelligence and intelligence quotient.

A

The concept of intelligence can be defined in many ways, including one’s capacity for learning, problem solving and applying knowledge and skills to adapt to unfamiliar situations. in western cultures, intelligence usually refers to one’s capacity to learn, remember, problem solve and comprehend. Whereas IQ is a standardised score for an individuals intelligence as measured by a specific intelligence test. IQ scores are based on how much one’s score deviates from the mean score for a standardised group, and is computed by dividing the IQ by the mental age and multiplying it by 100.

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7
Q

explain the theory of multiple intelligence’s

A

Howard Gardner’s (1985 to 1999) theory of multiple intelligence is based on the systems model approach. Gardner suggests that there is a range of different types of intelligence that are all related to each other. Gardner examined the cognitive abilities of average individuals, those with brain damage as well as prodigies and savants. His research concluded that humans have a greater number of abilities than just the mathematical and linguistic that are emphasised in traditional intelligence tests in the psychometric approach.

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8
Q

what were the reasons Howard Gardner believed in his multiple theories?

A
  1. evolutionary standpoint - they should help organisms to survive or make it easier for them to be accepted by potential mates.
  2. based on systems model of intelligence
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9
Q

define fluid intelligence

A

Capacity to learn new ways of solving problems.

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10
Q

define crystallised intelligence

A

accumulated knowledge of the world acquired over time

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11
Q

define the idea of multiple intelligences

A

idea that people vary in their ability levels across different domains intellectual skill

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12
Q

define triarchic model

A

model of intelligence proposed by robert sternberg three distinct types of intelligence: analytical, practical and creative

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13
Q

define systems model of intelligence

A

Explains intelligence as including a range of types of abilities that function as a system.

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14
Q

explain linguistic intelligence

A

linguistic intelligence is the ability to perceive or generate spoken or written language.
EG: reading, writing, poetry, understanding and communicating in the spoken word.

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15
Q

explain logical-mathematical intelligence

A

ability to appreciate and use numerical, abstract and logical reasoning to solve problems.
EG: accounting, managing bank accounts, mathematics and science.

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16
Q

explain musical intelligence

A

ability to create, communicate and understand meanings made with sound.
EG: singing, playing an instrument and composing music

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17
Q

explain spatial intelligence

A

ability to perceive, modify, transform and create visual or spatial images.
EG: architecture, sculpting or reading a map

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18
Q

explain body - kinaesthetic intelligence

A

the ability to use all or part of ones body to solve problems or make something.
EG: athletes and dancers

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19
Q

explain naturalistic intelligence

A

naturalistic intelligence refers to one’s ability to recognise and classify objects in the natural environment.
EG: knowledge of plants and the environment, archaeology

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20
Q

explain interpersonal intelligence

A

ability to recognise, appreciate and dispute feelings, beliefs and intentions of other people.
EG: relating to other people and their behaviour, motives or emotions: necessary for teachers and leaders.

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21
Q

explain intrapersonal

A

ability to understand oneself - emotions, desires, strengths and weaknesses.
EG: self control, self understanding, ability to accurately describe oneself to those who know one well.

22
Q

what are the criticisms of Howard Gardner’s theory of multiple intelligence?

A

critics of this approach point out that it is difficult to develop tests to identify all of the different aspects of intelligence and that some of the types of intelligence he identified tend to correlate with each other, meaning to a great extent they may be aspects of the same thing. This suggests that perhaps Spearman’s notion of general intelligence may still have value in means of describing intelligence.

In addition, Gardner has not developed standard measuring techniques of each type of intelligence.

No criteria for defining intelligence.

23
Q

what is an advantage of Howard Gardner’s theory of multiple intelligence?

A

Credits people who have different kinds of intelligence, and succeed in one type of intelligence yet under perform in another aspect of intelligence.

24
Q

explain the information processing model

A

the information processing theory focuses on how people process information and aims to examine the processes that underlie intelligent behaviour rather than quantify basic abilities.

this includes describing and measuring how we process information by examining 1) the speed of processing, 2) knowledge base and 3) the ability to learn and apply mental strategies.

25
Q

what are the assumptions that underpin the information processing model?

A
  1. information made available by the environment is processed by a series of processing systems (perception, short term memory)
  2. these processing systems transform or alter the information in systematic ways
  3. the aim of research is to specify the processes and structures that underlie cognitive performance.
  4. information processing in humans resembles that in computers.
26
Q

define the speed of processing

A

refers to how rapidly a person can perform a mental task. it positively correlates with measures of academic achievement in both children and uni students.

27
Q

define knowledge base

A

the amount of information stores in our working memory and long term memory.

28
Q

define the ability to learn and apply mental strategies

A

the ability to acquire and apply cognitive strategies to solve problems or adapt to new situations.
- we become more efficient in using different mental strategies across our lifespan.

29
Q

explain the first criticism of the information processing model

A
  1. this model assumes serial processing of stimulus.
    - serial processing means one processes has to be
    completed before the next starts, however there is
    evidence to support parallel processing (which
    assumes some or all processes involved in a
    cognitive task occur at the same time.

whether parallel or serial processing is used depends on the task and the amount of practise on that task (more skilled = more likely to use parallel processing).

30
Q

explain the second criticism of the information processing model

A
  1. the analogy between human cognition and computer functioning adopted by the information processing approach is limited.

computers are regarded as IP systems insofar as they:

  • combine info presented to with stored info to provide solutions.
  • computers have central processor of limited capacity and it usually assumed the capacity limitations affect the human attentional systems.

BUT

the brain has the capacity for extensive parallel processing and computers rely on serial processing.

humans are influenced in their cognitions by various conflicting emotional and motivational factors.

31
Q

explain the third criticism of IP model

A

the evidence for theories/models of attention that support the IPS are largely controlled and under scientific conditions.
- lack ecological validity as the experiments have been carried out other cognitive and motivational factors.

32
Q

explain the emotional intelligence model (EQ)

A

suggests emotions are valuable sources of info that help people operate in a social context. Refers to one’s ability to perceive, use, understand and manage emotions in both ourselves and others.

33
Q

what are the critiques of the EQ theory?

A
  1. ET is apart of general intelligence which includes the ability to deal with life situations and emotions, which is more a skill than an intelligence.
  2. the majority of EQ tests are self reports, therefore difficult to validate and quantify for research.
  3. lacks rigorous operational definitions.
34
Q

what is Salovey and Mayer’s (1994) model in EQ?

A

perceiving emotions - the ability to perceive emotions in oneself and others, as well in objects, stories, art and music.

facilitating thought - the ability to generate, use and feel emotion as necessary to communicate feelings feelings or employ them in other cognitive processes.

understanding emotions. The ability to understand emotional info and how emotions combine and progress through a relationship and to appreciate emotional meanings.

managing emotions - the ability to be open to feelings, and to modulate them in oneself and others so as to promote personal understandings and growth.

35
Q

explain Akers and Porter (2018) model in EQ

A

self awareness - ability to recognise ones own emotions and effects of these.

self-regulation: involving the socially appropriate monitoring and control of personal emotions, supressing impulses and effective management of moral and ethical behaviour.

motivation - ones ability to initiate action to improve drive, focus, commitment, fostering initiative and maintaining optimism.

empathy - involves understanding others, developing those around us and skill in navigating the political environment of social groups.

social skills - a broad set of abilities that include the ability to communicate, influence, manage, change and conflict, lead others and fostering collaboration and cooperation.

36
Q

explain the standford-binet scale

A

used the concept of mental age.

Binet summed that children’s abilities increase with age . Items measured a persons mental level or mental age.

based on adaptive testing and determined the age level of the most advanced items a child could consistently answer correctly.

children whose mental age = chronological were said to be regular intelligence.

37
Q

what are the criticisms of the standford-binet’s scale of intelligence?

A

have been shown to be biased and have been scientifically discredited.

38
Q

what are the current iterations of the standford-binet scale?

A

at its 5th iteration it attempts to evaluate intelligence in multidimensional model.

at the top is general intelligence:
- crystallised intelligence: reflects learning and accumulation of knowledge, facts and skills acquired throughout life.

  • fluid-analytic abilities - represents a person’s abilities to acquire crystallised intelligence.
  • short term memory - refers to memory abilities
39
Q

define wechsler intelligence scale

A

emphasised that speed/timed tasks handicapped adults.

made for adults - items have content validity. does not handicap older adults, considers intellectual deterioration with age.

point scale - credit received for each item passed, items grouped by content, yields multiple scores

performance scale - nonverbal measure of intelligence, nonverbal/ performance tasks grouped together.

allows psychologists to identify areas of strengths/ weaknesses within individuals and determine the presence of a learning disability or a developmental delay, in identifying giftedness and in track intellectual development.

is calculated by deviation method

aimed to minimise cultural bias

40
Q

explain the two sections of WIAS

A

performance scale (6 parts)

  • spatial and perceptual abilities
  • measures fluid intelligence
verbal scale (6 parts) 
- general knowledge of the world and skill in using language 
measures crystallised intelligence

each part becomes increasingly difficult

41
Q

what are three things that need to be considered when designing an intelligence test?

and what are the two categories of intelligence tests

A
  1. standardised - allows comparability, standard
  2. reliability - the extent to which the test yields consistent results.
  3. validity - the extent to which the instrument measures or predicts what is supposed to.

2 categories:
achievement tests - assess what a person has learned.
aptitude tests - predict an individual’s future performance (capacity to learn).

42
Q

what is the flynn effect in IQ?

A

James Fylnn’s research showed that standardised test scores in IQ tests has risen over the last century.

  • estimated to increase 3 points per decade
  • this growth is so strong that IQ tests have recalibrated so that the mean/mode/median is at 100.
43
Q

criticisms of intelligence testing

A

cultural bias:
- unintended consequences of cultural bias in
intelligence tests as scores depend on language and
cultural experiences.
- biased towards wester, white, middle class education system.

lack of theoretical bias (no underlying construct was used to devise tests):
- focuses on cognitive domains while ignores creativity, working memory, alternative solutions etc.

  • does not measure ‘practical’ intelligence
44
Q

list the factors influencing intelligence

A
  • nature: intelligence inherited from parents (hereditary)
  • nurture: influence of environment on intelligence (maximised/ through exposure to a stimulating and healthy environment & visa versa).
  • both: the interaction of nature and nurture (complex interaction of hereditary and the environment).
45
Q

explain the biological approach to intelligence

A

genes:

  • evidence suggests genes are linked to intelligence via those with syndromes )eg: down syndrome)
  • Human genome project also had found links between particular genes and scores on IQ.

neuroanatomy:
- neuroimaging of patients with damaged and/or intact brains.
- specific areas in the brain be larger and more active
- has allowed for breakthroughs in associating particular parts of the brain with intelligent behaviour.

family, twin, and adoption studies:

  • help to shed light on heredity
  • families generally share us the same environment, twins the same genes and adoption studies show the same genes and different environments.
46
Q

what evidence exists for intelligence as nature

A

case studies with brain and neuroimaging are used to investigate the association between the physical brain and intelligence.

MRI studies have estimated a moderate correlation of 0.4 to 5.0 between IQ level scores with brain. this suggests that the larger a person’s brain, the higher their level of intelligence.

PET scans have shown that during problem solving tasks such as playing Tetris, people with higher levels of intelligence consumed less glucose than brains of less intelligent people.

47
Q

evidence for intelligence as a heritable trait

A

twin and adoption studies
- twin and adoption research has a focus on cognitive ability (using IQ)expressed using a heritability coefficient (between 0 and 1, represents percentage of inherited intelligence vs environmental influence).

48
Q

explain Bouchard et al. (1990) contribution to intelligence as a hereditary trait

A

Bouchard’s longitudinal studies since 1979 of twins reared apart are world-renowned because it provides evidence for the extent to which intelligence are inherited.

FIND RESULTS

49
Q

explain the contexts that provide evidence for intelligence as nurture

A

adoption studies:

  • twin studies raised apart (same genes so assumed to be due to environment)
  • unrelated children raised apart have more variation in intelligence then unrelated children raised together (suggests environment raised in contributes to intelligence).

studies of deprived environments:

  • case studies of children raised in orphanages or poverty vs an enriched environment showed significant impacts on IQ scores.
  • interventions can assist in improving intellectual development (sherman & key, 1992; stoddard, 1943)
50
Q

explain evidence for nature and nurture for intelligence

A

it is generally accepted that both heredity and environment influence intelligence:

  • born with a brain disease (inherited): treated medically (environment)
  • born with high IQ (inherited): raised in deprived environment (environment)
  • normal IQ (inherited): access to education or overall health
51
Q

define reaction range

A

reaction range refers of intelligence the amount by which IQ scores may vary depending on the interaction of hereditary and the environment.

EG: intelligence is closely associated with education and social class.

Psycholgy (16 decks)

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