Unit 3 Flashcards
INT Varies, Prof. Agree & Disagree
Prof. cannot agree.
-“INT is what INT tests measure”
Agree INT is:
-Capacity to learn w/ exp
-Ability to adapt (to ENV)
What is INT? Lay person VS Prof. VS Contemporary tests
Lay person: SOC competence
-Verbal ability, PS
Prof.: Practical INT
Contemporary tests measure verbal, quantitative, spatial-vis. ability (Block test, Candy crush), & Mem.
-Above skills important in school & work in W SOC
What isn’t considered in the INT Def.?
Cultural diff., E VS Africa
-Kpelle object food sort (ex: W = utensils together VS A = Food w/ utensils)
Capacity to learn
-Dynamic Ass.: Eval client performance on new material/what learn “on the fly”
What isn’t considered in the INT Def.? pt 2
Cr. (D production)
-Novel solutions to common problems
-CT VS DT: CT: logic, DT: Cr.
Practical INT
Contextual INT
Practical INT
How to function effectively & efficiently in ED life & situations
Contextual INT
Ability to adapt to, shape, and select suitable ENV
3 Ways INT is studied/Measured
Psychometric Approach: Exam test structure
Info-Processing Approach: How we & brain processes/intakes info
-Eye reacting to light
-Mental processes for learning & PS
COG Approach: Adapting to ENV & IRL demand
INT Theories
Galton, Binet, Wechsler
Galton’s INT Th.
INT is good sensory abilities b/c info enters brain via senses
-EX: Anthropometric lab & Brass instrument testing
Binet INT Th.
INT is H mental skills, not sense keenness
-Judgement, understanding, & reasoning
-INT can grow & be practiced
-WK: All verbal
Wechsler INT Th.
INT is the capacity to think purposefully, rationally, & effectively in the ENV
-Recognition of non-INT factors other than, COG ability, that impact INT performance like ANX, motive, frustration tolerance, & emo. state
Factor Analysis
Data reduction tech. looking for clusters of items (subtests) w/ a common factor
EX: Meat:
-Poultry, pork
*Poultry: Chicken, duck
*pork: Bacon, ham
Lumper VS Splitter INT Theories
Lumpers believe INT is 1, tapped by all COG abilities. Splitters believe INT is composed of diff. varying w/ independence.
Splitters:
-Ability used depends on COG activity engaged in
-Some brain areas DEV more than others
-EX: There are many ways to travel (walk, run, drive, plane, ect)
Lumper INT Theories
Charles Spearman, Raymond Cattel, & A. Luria
Charles Spearman’s 2 Factor Th. of INT
g-factor: General INT ability necessary for INT functioning
-Mental energy for PS, neural efficiency
-s-factor: Specific INT factor necessary for specific task
Cattel 2-factor Th.
Fluid g(f) INT: H reasoning to solve unique & novel problems
-Sm depend on storage knowledge
-EX: Matrix reasoning
-Adapt to new situations, COG flexibility
-Measured w/ NV tasks
-L dependent on culture, training in attnt & working memory helps tho
-Decline after adolescence
*Pre-frontal cortex mediates g(f) & deteriorates w/ age
Crystalized INT g(c): Breadth & depth of INT obtained via formal instruction & outside learning
-Relies on culture & schooling
-Stored know. about nature of IRL
-Lang. & IRL know. & info used to PS
-g(c) accumulates w/ application of g(f) to new info
-Is robust w/ age, w/out degenerative COG disease
A. Luria’s Info-Processing Th., PASS
(S)equential (serial) Processing: Info processed step by step
(S)imultaneous (parallel) Processing: Info integrated at once, forming a whole
-Instructions/directions
(A)ttending relevant info & (P)lanning effective solutions are critical.
PASS Th.: Planning, Attending, Simultaneous, Sequential
Splitter Theories
Louis Thustone’s 7 mental abilities, Guilford’s Structure of INT Model
Thurstone’s 7 Primary Mental Abilities
Each mental ability is independent but corr.
-Verbal comprehension
-Word fluency
-Number ability
-Spatial Ability
-Assoc. Memory
-Perceptual (clerical) speed
-Inductive Reasoning
*Inductive r. EX: 1, 3, 6, 10, ____. Ans: 15, diff. INC by 1 at a time
Guildford’s Structure of INT Model
4 types of content (input), X 5 mental operations = ~120 INT abilities
-Helpful for DT VS CT & production
Of INT models/Ths, who is right?
It depends! Vernon’s Hierarchal model resolves debates between lumpers & splitters
Vernon’s Hierarchal Model: g(eneral) INT factor at top, broader factors in following LVLS (Verbal & Practical INT)
-Specific factors in each broad lvl
-g: Verbal (education) & Practical (Spatial & mech.)
*Verbal: Vocal, arithmetic
*Practical: BD, OA, Mazes
Cattel-Horn-Carroll (CHC) Th.
Most used hierarchal model
-Cattel: Fluid VS Crystal INT
-Horn: Extends g(f) & g(c), adding broad abilities
-Carroll: Brings together decades of factor analysis rsch, makes “big picture” of INT
g is still at top, broad abilities in 2nd tier, narrow abilities at bottom
Challenges of g theory
Savant syndrome: Mildly retarded w/ H INT in one area
-EX: Spongebob is a great sculptor
Number obtained during test VS INT profile of client
R. Sternberge Triarchic Theory of INT
Analytical (component) INT: Most commonly measured
Cr. (experimental) INT: Ability to deal w/ novelty
Practical (Contextual) INT: Adapt to ENV, shape ENV, selecting ENV
