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PSYC20008 - Theme 1: Cognitive > W4L1 - Intelligence > Flashcards

W4L1 - Intelligence Flashcards

1
Q

What are 4 ways of defining Intelligence

A
  1. ) Single Trait
  2. ) Few Basic Abilities
  3. ) Multiple Processes
  4. ) A Resolution? (Integrated Model of Intelligence)
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2
Q

Intelligence as a single trait. What has this been correlated with?

A

individuals possesses an amount of g (general intelligence), common to all intellectual tasks.

Performance on IQ tasks are positively correlated with

  • School achievement
  • Info-processing speed
  • Speed of neural trasmission
  • Knowledge of subjects not studied in school
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3
Q

Defining: Intelligence as few basic abilities

A

Two types of Intelligence:

Crystallized intelligence

  • Factual knowledge about the world

Fluid intelligence

  • Ability to think on the spot to solve problems
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4
Q

Defining: Intelligence as Multiple Processes. Contrast this with few basic abilities

A

Thurstone: Seven primary mental abilities

  • Verbal comprehension, word fluency, number facility, spatial visualization, associative memory, perceptual speed, and reasoning..

While the crystallized/fluid distinction offers simplicity, the seven primary mental abilities model offers greater precision.

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5
Q

Defining: Resolution of defining intelligence

A

Carroll: Three-stratum theory of intelligence

  • General Intelligence
  • Broad Abilites
  • Narrow Specific
  1. ) General intelligence (g)
  2. ) Fluid, Crystallized, General memory and learning, Broad visual perception, Broad auditory perception, Broad retrieval ability, Broad cognitive speediness, Processing speed (8)
  3. ) Further processes
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6
Q

Measuring Intelligence

2 Contents/Properties of Intelligence Tests

A
  • Measures based on observable behavior
    • Intelligene tests observe problem solving on tasks that require a variety of types of abilities
  • Intelligence tests measure somewhat different aspects in different ages
    • With greatest success with preschoolers and older children
    • “Good test” for 4, 8, 12 yo for the same construct may change
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7
Q

Measuring Intelligence: Most widely used for children. What are the sections?

A

Wechsler Intelligence Test for Children (WISC)

For Children 6yo and up

2 Main Sections

  • Verbal
    • General knowledge and skill using language
  • Performance
    • Spatial and perceptual abilities
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8
Q

Measuring Intelligence: What is IQ

A

A quantitative measure of intelligence relative to others.

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9
Q

Measuring Intelligence: Can we measure infant’s intelligence

A

Lots of test of cognitive development for babies but NONE test intelligence for babies

Measures of infant intelligence help identify babies with problems (e.g. status measures)

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10
Q

Measuring Intelligence: Gifted Children. Who are they but what is the sad reality

A
  • Specific areas (numbers, music); or
  • Exceptional in wide range of intellectual areas.

Exceptional early ability does not always foreshadows later achievement (e.g., Autistic child nadia and horse)

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11
Q

Measuring Intelligence: Longitudinal. What is the stability of IQ. What might change IQ.

A

Longitudinal studies 5-years and upwards

  • Measurements conducted closer in time are more closely correlated than measures conducted further in time
  • Scores are more stable at older ages

Changes in IQ may be reflective of parental practices.

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12
Q

Measuring Intelligence: IQ as predictors of outcome. Is IQ the only predictor of outcomes?

A
  • Predictor of academic, economic, and occupational success (Stronger than SES)
  • Nonetheless, motivation, creativity, health, social skills, are implicated in later success (IQ is not the only predictor)
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13
Q

Genes, Environment, and IQ: Genes

How does “Nature” contribute to thier own development

A

Children contribute to their own intellectual development through:

  • Genetic endowment
    • Likely many genes with small effects
  • Reactions they elicit from other people
    • Evocative effects of the genotype
  • Choice of environments
    • Active effects of the genotype
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14
Q

Genes, Environment, and IQ: Environment

How does “Nuture” affect IQ. What is HOME and what has it been correlated/causal with?

A

HOME (Home Observation for Measurement of the Environment)

  • Measure of quality of family environment
  • Children’s IQ scores positively correlates with HOME
    • no CAUSAL relationship between home and IQ
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15
Q

Genes, Environment, and IQ: Environment.

What has a study on schooling found and what is the relationship with IQ

A

Study

  • In an IQ test, children who were slightly older but who had a year more schooling do much better than slightly younger children in the grade below them
  • Average IQ and achievement test scores rise during the academic year and drop during the summer
    • Jumping Grades Lines
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16
Q

Genes, Environment, and IQ: Society

A

Flynn Effect

  • Average IQ rise in last 70 years, especially in lower 10% (Not top 10%)
    • Probably reflecting better nutrition, healthcare, access to education
17
Q

Genes, Environment, and IQ: Risk Factors. What is the correlation with risk factor and what are the risk factors

A

Negative correlation between risk factors and IQ

  • Risk factors in 4-year-old’s environment not only correlates highly with child’s IQ score at age 4
  • Predicts likely changes in the child’s score between
    ages 4 and 13

10 risks but the main ones:

  • Low occupational parents
  • At least 4 children
  • Maternal anxiety, mental health, interaction
  • African American Family
  • Stressful events
  • Rigidity of parental beliefs
18
Q

Alternative Perspective to Intelligence

A

Gardner’s Multiple Intelligence:

(At least) 8 Types of Intelligence

19
Q

Alternative Perspective to Intelligence: What are the types

A
  1. Linguistic: Words
  2. Logical-Mathematical: Objects and Symbols
  3. Spatial: Visual World perception
  4. Musical: Music
  5. Naturalistic: Plants, animals
  6. Bodily-Kinesthetic: Body
  7. Intrapersonal: Introspection
  8. Interpersonal: EQ
20
Q

Alternative Perspective to Intelligence: What is proposed about the three types of abilities

A

Gardner proposed individual children learn best through instruction that allows them to build on their strengths (Is it really possible?)

  • Creative
    • Intellectual flexbility and innovation for adaption to novel circumstances
  • Practical
    • Reasoning about everyday problems, conflict resolution
  • Analytic
    • Linguistic, Mathematical, Spatial
21
Q

Acquisition of Academic Skills: Reading and Maths. What is the stability of these skills?

A
  • Individual differences in reading and math tend to be stable over time
    • Reflect both shared genes and shared environments.
22
Q

Acquisition of Academic Skills: Reading and Maths - Dyslexia. What is it? What is the distribution? What are they bad at? And What we should do?

A
  • Inability to read well despite normal intelligence
    • ​Non-Overlapping
  • 5-10% in US
  • Weakness at phonological processing: Ability to discriminate and remember sounds within words, with support from brain imaging
  • Taught to use strategies that enhance their phonological recoding skills.

Importantly they have normal IQ

23
Q

Dyslexia. 13-14 yo vs 7-8yo

A

13 -14 yo = 7-8 yo

24
Q

Acquisition of Academic Skills: Reading and Maths - Dyscalculia What is it? What is the distribution? What do they do in math?

A
  • Mathematical disabilities despite normal intelligence
  • Little overlap between dyslexia and dyscalculia
  • 8% Worldwide
  • Use of immature strategies in mathand arithematic (while typical developing children use better strategy)

Remember they have normal IQ

25
Q

What are the dyscalculics immature strategies employed? What are the stages?

A

From immature to mature.

  • Guess
  • Count All
  • Count On
  • Min Strategy
  • Decomposition of number facts and retrieval of answers from memory

PSYC20008 - Theme 1: Cognitive (6 decks)

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