Week 11-Theory of intelligence Part 2

Question 1

Define explicit theories of
intelligence

Answer 1

-devised by experts (e.g., psychologists or other scientists)
-explicitly construct/run tests that elicit intelligent functioning

Question 2

Define implicit theories of intelligence

Answer 2

-personal constructs people hold implicitly
-everyday ideas on what intelligence is guided by implicit theories e.g., borrowing lecture notes off someone perceived as smart

Question 3

What two implicit theories of intelligence do people tend to have?

Answer 3

1.Entity theory- intelligence is a fixed, stable quality

2.Incremental theorists-intelligence is malleable and can be changed through effort

Question 4

What did Rickert, Meras, and Witkow (2014) find in relation to students and entity theory?

Answer 4

Those who strongly believed in entity theory, was associated with procrastination (if you believe you’re dumb what’s the point in revising) and self-handicapping (essentially means giving up on stuff)

Question 5

What four reasons are there for implicit theories according to (Sternberg, 2001)?

Answer 5

1.Important for things in everyday life practically (decisions, evaluating, perceptions)
2.Can generate formal theories(can be investigated/empirically tested to better it)
3.Can be investigated if explicit theory is wrong (springboard to better theory)
4.Can inform theoretical/psychological constructs (e.g., other cultures)

Question 6

How did Sternberg, Conway, Ketron, & Bernstein (1981) explore individuals’ concepts of intelligence?

Answer 6

Group 1 - Individuals studying in college library (n = 61)
Group 2 - Individuals going into supermarket (n = 63)
Group 3 - Individuals waiting for train (n = 62)
-Each group asked to list behavioural characteristics of intelligence labelling it as varying forms of intelligence e.g., everyday, academic,unintelligent etc.,
-A different group of raters (N = 122) asked to rate how well the behaviours (listed by groups 1-3) reflected intelligence.

Question 7

What did Sternberg, Conway, Ketron, & Bernstein (1981) find on individuals’ concepts of intelligence?

Answer 7

3 dimensions of intelligence emerged:
1.Practical problem-solving
2.Verbal ability
3.Social competence

Question 8

How did Sternberg, 1985 test laypersons’ theories of intelligence?

Answer 8

N = 47 adults asked to think of an intelligent person’s characteristic behaviours

Analysis - 40 descriptors of ‘intelligent behaviours’ emerged
-N = 40 Yale students did sorting task of behaviours found together in a person

Results – 6 aspects to intelligence:
1.Practical problem-solving ability
2.Verbal ability
3.Intellectual balance and integration
4..Goal orientation and attainment
5.Contextual intelligence
6.Fluid thought (how well can you reason and expand and build on other things e.g., critical thinking)

Question 9

How do implicit theories differ over cultures?

Answer 9

-Western cultures emphasise the individual (speed of mental processing, fluid thought etc.,)
-Eastern cultures include social, historical aspects of everyday interactions e.g., considerate of others, respect the elderly etc.,
-African and Asian cultures emphasise harmonious intergroup relationships (Ruzgis and Grigorenko (1994)) and may include a spiritual need (consequences for the soul)

Question 10

How did Yang and Sternberg (1997) investigate ideas on intelligence in Taiwanese Chinese participants?

Answer 10

(N = 68, study 1; N =434, study 2)
Study 1 – asked to characterise intelligence; Study 2 – rate/sort the (120) attributes in order of frequency and importance
Factor analysis and 5 factors frequently emerged:
1.General cognitive factor of intelligence (problem-solving, abstract ideas)
2.Interpersonal intelligence (empathetic)
3.Intrapersonal intelligence (personal philosophy, controls desire to show off)
4.Intellectual self-assertion (puts own interest first)
5.Intellectual self-effacement (likes to think quietly or daydream)

4 factors of importance in intelligence=1,2,3 and 4 + intellectual enjoyement

Question 11

What did Yang and Sternberg (1997) conclude?

Answer 11

-General cognitive ability similar in US and TC sample
-Taiwanese conception of intelligence is similar to older kin (cf. younger adults in other Sternberg work)
-Greater emphasis on practical aspects of intelligence outside the U.S.
-Taiwanese results nearer to broader theories of intelligence (practical, social, inter/intrapersonal)

Question 12

What was Bråten, Lien and Nietfield’s (2017) cross-cultural study on intelligence?

Answer 12

-Gave students in Norway/US a rational thinking task involving motivation and effort (Cognitive Reflection Test)
-Brief ‘one-shot’ instructions for the task aligned with either incremental or fixed intelligence views
-Expt 1. N = 74 undergraduates in Norway
Three conditions: 1) learning & motivation; 2) personal innate ability; 3) control (just ‘solve it’)

Question 13

What was Bråten, Lien and Nietfield’s (2017) results in their cross-cultural study on intelligence?

Answer 13

No significant difference was seen between conditions. This may be because:
-Students didn’t listen to instructions
-Students had learnt related theory which may have affected results
-Low attendance (due to revision priority) so couldn’t explore gender (as fewer males)

Question 14

How have theories of intelligence changed over time?

Answer 14

1.Western emphasis on cognitive components spread to non-cognitive
-Theory of multiple intelligences (e.g., Gardner, 1993) AND emotional intelligence (Bar-on, 1985)
2.Lim, Plucker and Im (2002) western and korean concepts of intelligence merge over time
3.Individual intelligence changes over time (i.e., over a lifespan)

Question 15

State 5 psychologists contributing to multi-factor intelligence

Answer 15

1.Charles Spearman did factor analysis
2.Spearman’s concept of g as general intelligence (influenced others)
3.Louis Thurstone
4.Raymond Cattell
5.J. P. Guilford

Question 16

Who is Louis Thurstone and how did he contribute to the multi-factor of intelligence?

Answer 16

-US psychologist who did the first multi-factor theory of intelligence
-did factor analysis and agreed with Spearman’s g but instead said g was a correlate of intelligence
-g results from seven primary mental abilities (not just a central factor behind intelligence)

Question 17

What are Thurstone’s
seven primary mental abilities behind intelligence?

Answer 17

1.Word fluency (ability to generate and use large sum of words)
2.Verbal comprehension (ability to read and comprehend verbal analogies)
3.Number (mathematical ability)
4.Spatial visualisation (ability to mentally transform spatial figures)
5.Association/associative memory - ability for rote learning and memorising
6.Perceptual speed (ability to perceive details, similarities, anomalies in visual stimuli)
7.Reasoning (ability in inductive and deductive reasoning)

Question 18

Who is Raymond Cattell
(1905 – 1998) and what did he contribute towards the multi-factor?

Answer 18

-Born U.K. Lifetime achievement award from the APA in 1997
-Worked with Charles Spearman in London (thus, also factor analysis)
-Worked in U.S. with Thorndike
-Factor analysis of many traits reduced to 16 traits (worked with J. Horn)
-16PF published in 1949
-Idea that intelligence is fluid and crystallised
-Fluid intelligence (Gf) is capacity to reason (e.g., problem solve); abstract/free from cultural influences (problem solving/reasoning)
-Crystallised intelligence (Gc) is knowledge acquired from experience and interaction with world (like pub quiz knowledge)

Question 19

Who is J.P. Guilford (1897-1987) and what did he contribute towards the multi-factor?

Answer 19

-did factor analysis but did not acknowledge g (as intelligence is too complex to be one factor)
-thought intelligence was a combo of 150 different independent abilities
-presented a 3-dimensional structure of intelligence (the structure of intelligence (SI) theory

Question 20

What are the 3 main parts of the structure of intellect model?

Answer 20

1.Products (The kinds of answered required)
2.Operations (The kinds of thinking required)
3.Content (what a person thinks about)

Question 21

What aspects are in the products portion of the structure of intellect model? (Guilford)

Answer 21

1.Units
2.Classes
3.Relations (between people e.g., puppy is to dog as a kitten is to a cat)
4.Systems (phone operating systems, vending machine etc.,)
5.Transformations (equations)
6.Implications

Question 22

What aspects are in the operations portion of the structure of intellect model? (Guilford)

Answer 22

1.Evaluation
2.Memory
3.Cognition
4.Convergent production (reducing it down to one thing)
5.Divergent production (expanding to several things/themes)

Question 23

What aspects are in the contents portion of the structure of intellect model? (Guilford)

Answer 23

1.Visual
2.Auditory
3.Semantic
4.Symbolic
5.Behavioural

Question 24

What ideas did Howard Gardner (1943 - ) have on intelligence?

Answer 24

-Traditional notion of IQ testing limited and disliked certain intelligence myths
-claimed intelligence is not a sensory system but a sum of processes regardless of SS E.g., linguistic intelligence demonstrated via sight, sound, touch, smell, taste
-Nine distinct intelligences (hence, multiple intelligence theory)
-Western educational systems favour logical-mathematical and linguistic intelligences (but could have focused on e.g., interpersonal)

Question 25

What 9 aspects are in Gardner’s multiple intelligences theory?

Answer 25

1.Linguistics
2.Logical-mathematical
3.Spatial
4.Musical
5.Bodily Kinaesthetic
6.Interpersonal
7.Intrapersonal
8.Naturalist (interacting with nature)
9.Existentialist (understand surroundings and ones place in the grand scheme of things)

Question 26

What is Robert Sternberg (1949 - )
Triarchic theory of intelligence?

Answer 26

-Intelligence tests only test ‘school smarts’ (3 levels = analytic, creative and practical)
-No empirical evidence for triarchic but influential anyway
-The componential sub-theory – mental mechanisms that underpin intelligent behaviour
-Metacomponents (how to recognise problem, what strategy/which mental resources to process/solve it, evaluate)
-Performance components (processes actually involved in solving problem, generate solutions and so on)
-Knowledge-acquisition components (learn new material, exclude what’s irrelevant, compile new information)
The contextual sub-theory – how mental mechanisms interact with world to demonstrate intelligent behaviour:
-Adaptation – individual adapts to the world
-Shaping – individual shapes the world
-Selection

The experiential sub-theory – how experience interacts with internal/external world to form intelligent behaviours:
-Novelty
-Automation

Question 27

What are the 5 main key aspects of Bar-On’s emotional intelligence model?

Answer 27

1.Intrapersonal: self-regard, emotional self-awareness, assertiveness, independence and self-actualisation
2.Interpersonal: empathy, social responsibility, interpersonal relationships
3.Adaptability: reality testing, flexibility, and problem solving
4.Stress management: stress tolerance and impulse control
5.General mood: optimism and happiness