W3 - Intelligence

Question 1

What are Thorndike’s, Boring’s, and Sternberg’s historical definitions of intelligence?

Answer 1

Thorndike: ‘Quality of mind’; Boring: ‘What tests measure’; Sternberg: ‘Purposive adaptation to environments.’

Question 2

How does Gottfredson define intelligence?

Answer 2

General mental capacity for reasoning, planning, problem-solving, abstract thinking, and quick learning.

Question 3

What is Spearman’s ‘g’ factor?

Answer 3

A universal cognitive ability underlying performance on all intellectual tasks.

Question 4

What is Thurstone’s view of intelligence?

Answer 4

Intelligence consists of seven independent mental abilities, like reasoning and spatial skills.

Question 5

How do fluid and crystallized intelligence differ?

Answer 5

Fluid intelligence is innate and peaks early; crystallized intelligence is accumulated knowledge that grows over time.

Question 6

What was Alfred Binet’s main contribution to intelligence testing?

Answer 6

Developed tasks to identify struggling students; first formal test manual appeared in 1908.

Question 7

What is the Flynn Effect?

Answer 7

The observation of generational increases in IQ scores due to better education, nutrition, and healthcare.

Question 8

How does Gardner’s theory of multiple intelligences differ from traditional views?

Answer 8

Proposes distinct intelligences (e.g., linguistic, spatial), focusing on individual strengths instead of ‘g’.

Question 9

What are the three components of Sternberg’s Triarchic Theory?

Answer 9

Analytical (problem-solving), creative (novelty), and practical (real-world applications).

Question 10

How did the Scottish Mental Surveys contribute to understanding intelligence?

Answer 10

Showed stability in crystallized intelligence and decline in fluid intelligence over time.

Question 11

How does reaction time relate to intelligence?

Answer 11

Faster reaction times correlate with higher intelligence, especially in younger individuals.

Question 12

What are the key criticisms of intelligence testing?

Answer 12

Cultural bias, limited scope, reinforcement of inequalities, and ethical concerns about misuse.

Question 13

How has socioeconomic status been linked to intelligence?

Answer 13

SES affects access to quality education, resources, and preparation, leading to performance disparities.

Question 14

What are the strengths of intelligence testing?

Answer 14

Predicts academic success, job performance, and helps identify educational needs.

Question 15

How has the history of intelligence research been linked to eugenics?

Answer 15

Early studies supported selective breeding to ‘improve’ human traits, reinforcing harmful biases.

Question 16

How is intelligence shaped by culture?

Answer 16

Definitions and applications vary; Western cultures focus on analytical abilities, others on social or practical skills.

Question 17

How does the concept of intelligence apply to education policy?

Answer 17

Tests inform resource allocation but may perpetuate SES-based inequalities.

Question 18

What ethical concerns arise from intelligence research?

Answer 18

Risk of discrimination, eugenics history, and reinforcement of social hierarchies.

Question 19

What factors contribute to the Flynn Effect?

Answer 19

Improved education, healthcare, nutrition, and increased familiarity with test formats.

Question 20

What is the ‘Volvo Effect’?

Answer 20

SES-related advantages in educational outcomes linked to family income and resources.