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Medical Psychology 104 > W8 Intelligence & Psychometric assesment > Flashcards

W8 Intelligence & Psychometric assesment Flashcards

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1
Q

Intelligence -

A

hypothetical mental ability, that enables people to direct their thinking, adapt to their circumstances and learn from their experiences.

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2
Q

Francis Galton’s theory of intelligence

A

Theory of Hereditary Genius (1869)

• Variation in ability within the population
• Variations are inherited
• nature vs nurture (biological predisposition vs environment)
• First to use questionnaire assessments

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3
Q

Alfred Binet & Theodore Simon’s theory of intelligence

A

• Identified typical intelligence for age
• Intelligence scale (1905,1908,1911)
• Mental age
• Developed norms f/ age: standards and expectations and tasks that one would expect children to perform in different ages

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4
Q

How norms for age (IQ) are calculated?

A

(mental age / chronological age) x 100 = IQ

Child aged 7 (chronological age) completed tasks for 7.7 years old (mental age) => (7.7 / 7)x100 = 110 => IQ = 110

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5
Q

IQ - ? how calculated?

A

Intelligence Quotient - Index of intelligence derived from scoring intelligence tests (Stern 1912)

originally calculated as (mental age / chronological age)x100

nowadays, calculated using percentile rankings which are then converted to equivalent IQ scores and projected onto a normal distribution curve

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6
Q

Charles Spearman (1940) theory of intelligence:

A

Two factor theory of intelligence: g (every person has - general intelligence, which helps us to survive) + s (special factors/abilities, for ex: the ability to read & understand)

g factor is more or less equal f/ everyone, what differentiates us is the s factor.

Performance on all tests comprise of g + s

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7
Q

Catell (1971) theory of intelligence:

A

• Crystallised intelligence (gc): the older you are, the more you have it. You learn by utilizing previous experiences.

• Fluid intelligence (gf): the younger you are, the more of it you have. You learn as you go along.

make up general intelligence

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8
Q

Howard Gardner (1993) theory of intelligence

A

Multiple intelligences – potentials rather than a general underlying intelligence.

  1. Linguistic
  2. Musical
  3. Logical / mathematical
  4. Spatial
  5. Bodily - kinesthetic
  6. Intrapersonal
  7. Interpersonal
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9
Q

2 areas that determine our IQ today:

A

2 dominant features: language (what makes us diff from animals) & practicality (use of knowledge)

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10
Q

Intelligence tests (IQ) -

A

• Two characteristics f/ IQ tests to be useful:
valid & reliable

Validity: performance on intellectual tasks correlates with performance on other tasks - is stable over time

Reliability: Consistency between tests infers an underlying level of general intelligence - g factor

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11
Q

Intelligence involves the ability to:

A
  • think
  • solve problems
  • analyse situations
  • understand social values, customs and norms
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12
Q

Two main forms of intelligence are involved in most intelligence assessments:

A
  • Verbal intelligence, is the ability to comprehend and solve language based problems
  • Nonverbal intelligence, is the ability to understand and solve visual and spatial problems

Usually we expect the results in the both parts the same (less than 7% difference)

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13
Q

Wechsler Intelligence Scale of Adults – Fourth Edition (WAIS-IV) - measures verbal (7) and non-verbal (7) intelligence

A

Verbal Subtests:
- vocabulary
- similarities
- arithmetic
- digit span
- information
- comprehension
- letter-number sequencing

Performance Subtests
- Picture Completion
- Digit Symbol Coding
- Block Design
- Matrix Reasoning
- Picture Arrangement
- Symbol Search
- Object Assembly

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14
Q

WAIS-IV Verbal Sub-tests: Vocabulary

A

“Listen carefully and tell me what each word means”
glove
tangible

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15
Q

WAIS-IV Verbal Sub-tests: Similarities

A

“In what way are food and petrol alike?”
“In what way are allow and restrict alike?”

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16
Q

WAIS-IV Sub-tests: Perceptual Reasoning / Matrix reasoning

A

Choose from pieces, which fits to the picture.

(blue and yellow pointy circle)
(triangles and circles in 9-spaced square)

17
Q

WAIS-IV Attention or Auditory attention span: e.g. Digit-span

A

Person is asked to memorize numbers, the number of digits grows => we can see the attention span

3-5-1
4-6-5-9
7-5-8-2-4
9-2-6-5-1-0
8-3-4-1-7-9-2
1-7-6-2-5-4-9-3

18
Q

WAIS-IV Attention

A

To identify which symbols can be found in both parts of the picture

19
Q

WAIS-IV: Block design

A

Manual + blocks

the person has to reproduce the shapes in the manual w/ the blocks

20
Q

The bell shaped IQ curve

A
  • 95% of population are within +/- 2SDs of the mean (IQ 70 to 130)
  • 68% (2/3) of the population have an IQ within 1SD of the mean
  • Average is considered to be within +/- 1SD of the mean (85 -115)
21
Q

Common Intelligence Tests

A

• Wechsler scales - WAIS, WASI, WISC, WPPSI
• Raven’s Progressive Matrices – non-verbal
• Cattell’s Culture Fair IQ Test
• National Adult Reading Test (NART)
• Bayley Scales of Infant &Toddler Development

22
Q

Intellectual ability / disability

A

Very superior > 130
Superior 120-129
High Average 110-119
Average 90-109
Low average 80-89
Borderline 70-79

**Learning disability < 70 **
Mild 55-70
Moderate 40-54
Severe 25-39
Profound <25

23
Q

Clinical uses of IQ tests (6):

A
  1. diagnosing and quantifying the extent of learning disability
  2. diagnosing and characterising specific learning difficulties
    ex: dyslexia, attention deficit hyperactivity disorder (ADHD), dyscalculia, dysgraphia
  3. assessing intellectual impairment following trauma (head injury, stroke, poisoning)
  4. Αssessing intellectual impairment associated with medical problems or disease processes (Alzheimers Disease, Dementias, Multiple Sclerosis, Psychosis)
  5. Αssessing intellectual capabilities in genetic or developmental disorders (Downs syndrome, foetal alcohol disorders)
  6. Assessing the suitability for particular occupations or educational opportunities
24
Q

External influences on IQ test scores (6):

A
  1. Familiarity with the particular concepts and materials used
  2. Motivation to do well
  3. Distraction
  4. The way the test is administered
  5. Sensory problems
  6. Cultural issues - language, difference in world view
25
Q

Internal influences on IQ test scores (3):

A
  1. Emotional state – anxiety, depression, bereavement
  2. Physical illness
  3. Mental illness - psychosis, schizophrenias
26
Q

Gender differences in IQ score

A
  • Test scoring designed to reduce any sex differences
  • Males are better at performance tasks, females are better at verbal tasks
  • Greater variation in males scores – more spread out – more males at extreme ends.
  • Females scores tend to cluster around mean.
27
Q

IQ testing at the age of 11 and re-tested at the age of 80:

A
  • Stability in scoring
  • Lower IQ scores at age 11 were later associated with: mortality, lifespan, more likely to develop lung cancer, more likely to experience psychiatric illness and/or dementia
28
Q

Nature vs Nurture

A

• Heritability is the proportion of variation in intelligence attributed to genetic variation in a population.
• Heritability for intelligence in UK ranges between 40 to 70%
• “The more successful we are at equalising environments, the more genes account for the differences between us.” Prof. Robert Plomin (2007)

29
Q

Environmental influences on intelligence

A
  • Poor childhood nutrition (Guatemala, protein supplements => higher IQ test scores)
  • Εxposure to environmental toxins (lead, mercury) leads to lower IQ test scores
  • Exposure to certain drugs in utero (alcohol, cocaine) leads to lower IQ test scores
  • Lack of exposure to an intellectually stimulating environment in childhood
  • Neurological injury or disease
  • Genetic disorders affecting brain development
30
Q

Higher childhood IQ is associated with (6):

A
  • Fewer adult hospital admissions for injuries/assault
  • More likely to become vegetarian in adulthood
  • Less likely to smoke
  • Less likely to become obese
  • Lower morbidity and mortality
  • PTSD, severe depression and schizophrenia are less prevalent in higher IQ bands
31
Q

Lower IQ is associated with:

A
  • Lower socio-economic status
  • Increased chance of hospitalisation due to violent assault
  • Imprisonment
  • Early death

Medical Psychology 104 (6 decks)

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