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Cognitive Psychology > Week 10/11 > Flashcards

Week 10/11 Flashcards

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1
Q

Define intelligence

A
  • Capacity to learn from experience
  • Using metacognitive processes to enhance learning
  • Ability to adapt to the environment
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2
Q

Phrenology?

A

The theory that individual faculties in the brain correspond to particular abilities or intelligence traits

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3
Q

Focuses of early approaches of intelligence measurement

A

Psychophysical abilities (e.g. strength and coordination) and judgmental abilities (e.g. thinking)

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4
Q

Wave 1 of intelligence testing

A

General ability - distinguishing peoples ability from each other. 1904-now

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5
Q

Wave 2 of intelligence testing

A

Clinical profile analysis. Comparing individuals against markers of intelligence. 1940s-now

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6
Q

Wave 3 of intelligence testing

A

Psychometric profile analysis. Use of standardised tests. 1970s-now.

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7
Q

Wave 4 of intelligence testing

A

Application of theory to interpretation. How do we take this knowledge and measurements and apply them to demonstrate what intelligence is.

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8
Q

Key features of factorial intelligence models

A
  • Core characteristics that can be defined as intelligence
  • Looks at the underlying features of intelligence
  • Heavy use of factory analysis
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9
Q

Factor analysis?

A

A statistical technique for identifying the common components that underlie a large number of intercorrelated variables

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10
Q

Spearman’s g factor

A

A single, general factor that pervades performance on all tests of mental ability, and specific factors, each of which involve a single type of mental ability test

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11
Q

Spearman’s suggestion

A

That all intelligent behaviour is defined from one unitary source, rather than individual components

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12
Q

Guilford’s proposal

A

A mode that looks at intelligence and is predominantly interested in the structure

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13
Q

Key features of Guillford’s model

A

It includes up to 150 factors. Each specific skill that we have is considered a combo of 3 dimensions.

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14
Q

Guillford’s 3 dimensions

A

Operations
Contents
Products

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15
Q

Guillford’s operations

A

Particular mental processes, such as memory, divergent production and cognition

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16
Q

Guillford’s contents

A

The kinds of features of a problem or task to solve, such as verbal, spatial and auditory processing

17
Q

Guillford’s products

A

The kinds of responses required, such as single words or pictures, grouped responses organised in some hierarchy

18
Q

Key features of Thurstone’s theory

A

Proposed 7 primary mental abilities based on testing. Acknowledged the existence of a single g factor, and said these abilities stem from it

19
Q

Thurston’s 7 mental abilities

A
  • Verbal comprehension
  • Verbal fluency
  • Inductive reasoning
  • Spatial visualisation
  • Number
  • Memory
  • Perceptual speed
20
Q

Carroll’s theory

A
  • Considered Spearman’s g factor but also abilities that stem from the G factor
  • Identified 3 stratum
21
Q

Carroll’s 3 stratum

A

Stratum 1: Narrow specific abilities, such as spelling

Stratum 2: General abilities (speed and accuracy of abstract reasoning, accumulated knowledge and vocab)

Stratum 3: Single general intelligence, like Spearman’s G

22
Q

Weschler’s test

A
  • Wäscher objected to Binet’s single score
  • Argued intelligence can’t be compounded to one single factor
  • Factors other than intellectual ability are involved in intelligent behaviour
23
Q

Stanford-Binet IQ test

A
  • Focused on the ability to learn within an academic setting

- Comprehension, inventiveness, direction, criticism

24
Q

Gardner’s theory

A
  • Intelligence is not unitary
  • Many types of intelligence
  • Linguistic
  • Logical mathematical
  • Musical
  • Spatial
  • Bodily kinaesthetic: movement
  • Interpersonal
  • Interpersonal
  • Naturalist
  • Existential
25
Q

Sternberg’s theory

A
  • We have capacity for there different types of intelligence
26
Q

Sternberg’s 3 sub theories

A
  • Componential sub theory: actually learning
  • Experiential theory: how we use certain types of knowledge
  • Contextual sub theory: creative domain, looking at knowledge from different perspectives
27
Q

Lykken & Bouchard’s (1990) Minnesota Twin Study

A
  • Used all identical twins to compare those raised together to those raised apart
  • Concluded that intelligence comes from interaction of genes, physical health, and sociocultural variables
  • Genetics probably set an upper limit of intelligence
28
Q

Define emotional intelligence

A

A form of intelligence relating to the emotional side of life such as the ability to recognise and manage emotions, motivation and handling relationships

Cognitive Psychology (11 decks)

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