W7 - intelligence testing Flashcards
Lay definitions of intelligence
- reasons logically and well
- reads widely
- common sense
- open-minded
- writes without difficulty
- sensitive towards others need and desires
Common factors in lay intelligence definitions
- problem solving
- verbal ability
- social competence
Differences to experts:
- motivation and narrower (experts)
- interpersonal aspects and broader (lay)
Intelligence in children
- younger children tended to emphasize interpersonal skills, eg., being nice, helpful and polite
- older children emphasized academic skills eg., reading, doing well in class
- > developmental progression in understanding of intelligence differs from adults
Intelligence cross-culturally
- different values constitute different views of what intelligence consists of
- greater emphasis on social aspects of intelligence in both African and Asian cultures compared to Western
- > adults in Zambia
- > social responsibilities, cooperativeness and obedience
- > intelligent children expected to be respectful to adults
Francis Galton (1883) intelligence
more intelligent = higher sensory abilities
- advocated for tests of visual acuity or hearing ability as measure of intelligence
- > subsequent research notes a small but positive correlation between sensory acuity and intelligence scores
- Galton developed many sensorimotor and perception related tests by which he attempted to measure his definition of intelligence
Alfred Binet (1895) intelligence
did not define explicitly but described various components of intelligence, including reasoning, judgement, memory and abstraction
- criticised Galton’s approach and called for more complex measurements
- viewed intelligence as inseparable abilities that required complex measurements to determine
- kickstarted modern intelligence measurement
Charles Spearman (1904, 1927)
believed that across all of the various specific cognitive tasks that were used in intelligence tests there was a substantial overlap
g
*look up image
David Wechsler (1958)
“the aggregate capacity of the individual to act purposefully, to think rationally and to deal effectively with his environment. It is composed of elements or abilities which are qualitatively differentiable”
- advocated measuring two qualitatively differentiable abilities which were verbal or performance based in nature
- Wechsler scales still in use today
Jean Piaget (1954, 1971)
focused his research on the development of cognitive abilities in children (how they think, understand themselves and the world). Piaget believed many of these were cultivated through play and engagement with others
Four stages of cognitive development
- sensorimotor
- preoperational
- concrete operational
- formal operational
Howard Gardner (1983, 1994)
Argued that traditional IQ tests were limited and only covered a subset of human intelligence. Citing lay definitions emphasizing social competence, emotional insight and socially valued human abilities such as musical, artistic expression
8 types of intelligence
- logical-mathematical and linguistic
- spatial and bodily kinaesthetic
- musical and naturalistic
- interpersonal and intrapersonal
Thurstone’s Primary Mental Abilities PMA (1931)
- concluded that several factors (not a single g) could best explain empirical results
- proposed approximately a dozen factors
- > verbal comprehension, world fluency, number, space, associative memory, perceptual speed, inductive reasoning
- developed a test (PMAT) to assess each of these factors - however acknowledged the inter-relationships between subtests
Fluid and crystallised intelligence - Horn and Cattell
Fluid intelligence: largely non-verbal and culture reduced form of mental efficiency
- > related to a person’s inherent capacity to learn and problem solve
- > used when a person needs to adapt to a new situation
Crystallised intelligence: highly culturally dependent and used for tasks that require a learned response
- > acquired skills and knowledge
- > related to education (both formal and informal), more ‘learned experience’
Cattell (1941-1965)
Spearman’s g reflected by Gf and Gc which symbolise fluid and crystallised intelligence, overarching sub categories
Cattell and Horn (1940-1970) extended theory
“Gf” – fluid intelligence “Gq” – quantitative knowledge “Gc” – crystallised intelligence “Grw” – reading and writing ability “Gsm” – short-term memory “Gv” – visual processing “Ga” – auditory processing “Glr” – long-term retrieval “Gs” – processing speed “CDS” – correct decision speed
Gardner’s theory of multiple intelligences 1983
linguistic = word smart logical mathematical = logic smart naturalist = nature smart spatial = picture smart bodily kinaesthetic = body smart musical = music smart interpersonal = people smart intrapersonal = self smart
Carroll’s 3 stratum theory of cognitive abilities 1993
- John Carroll reviewed all of the factor analytic research since SApearman
- > reanalysed > 460 data sets (1500 references)
- revised Cattell and Horn model to hierarchal 3-strata model
- inclusion of g as over-arching factor
- look up image
