Week 16: Intelligence and Decision Making Flashcards
Learning Objectives:
List at least two common strategies for measuring intelligence.
Name at least one “type” of intelligence.
Define intelligence in simple terms.
Explain the controversy relating to differences in intelligence between groups.
Intelligence
An individual’s cognitive capability. This includes the ability to acquire, process, recall and apply information.
animal intelligence
primates—monkeys and apes (including humans)—are among the most intelligent animals.
*Dogs smarter than snakes, they can learn commands
Through a complex social environment, what have primates learned to develop? (4)
deception
altruism
numerical concepts
“theory of mind” (a sense of the self as a unique individual separate from others in the group)
intellectual ability
ability to learn, remember and use new information, to solve problems and adapt to novel situations.
Charles Spearman “general factor” or “g”
Short for “general factor” and is often used to be synonymous with intelligence itself.
*Noticed people who perform well in one intellectual area such as verbal ability also tend to perform well in other areas such as logic and reasoning
Francis Galton
*believed intelligence was heritable
*Cousin of Darwin
*one of the earliest systematic measures of individual ability
- helped pioneer psychological measurement
- Physical | measured grip strength
- Psychological | measured ability to judge distance
- Psychological | measured how we discriminate between colors
Alfred Binet
*development of intelligence
*Would observe children
*blindfolded chess players and saw that some of them had the ability to continue playing using only their memory to keep the many positions of the pieces in mind
Alfred Binet & Theodore Simon
*First IQ Test
(Binet-Simon Test)
3-year olds: should be able to point to her mouth and eyes
9-year olds: should be able to name the months of the year in order
12-year olds: ought to be able to name sixty words in three minutes
What is IQ (intelligence quotient)
How to calculate IQ score?
IQ now?
*the score of the Binet-Simon test
Score = dividing a child’s mental age (the score from the test) by their chronological age to create an overall quotient.
Short for “intelligence quotient.” This is a score, typically obtained from a widely used measure of intelligence that is meant to rank a person’s intellectual ability against that of others.
Stanford-Binet Test
by Lewis Terman (Stanford professor)
*probably the most famous intelligence test in the world
*Advantage: Was standardized
- Based on a large sample of children Terman was able to plot the scores in a normal distribution, shaped like a “bell curve” allowing for easy and reliable categorizations and comparisons between individuals.
define standardized
Assessments that are given in the exact same manner to all people . With regards to intelligence tests standardized scores are individual scores that are computed to be referenced against normative scores for a population (see “norm”).
IQ Score Distribution
0 - 55: population 0.1%
55 - 70: population 2%
70 - 85: population 14%
85 - 100: population 34%
100 - 115: population 34%
115 - 130: population 14%
130 - 145: population 2%
145 < #: population 0.1%
Wechsler Adult Intelligence Scale (WAIS)
by David Wechsler
critique to Standford-Binet test?
*can provide clues to a definition of intelligence itself
- tests wide range of intellectual abilities
- made up of a pool of specific abilities
critique to Standford-Binet test:
- relied so heavily on verbal ability
- used single score to capture all of intelligence
Wechsler Adult Intelligence Scale (WAIS)
| pool of specific abilities (5)
pool of specific abilities (5)
- remember
- compute
- understand language
- reason well
- process information quickly
Define normed testing
Assessments are given to a representative sample of a population to determine the range of scores for that population. These “norms” are then used to place an individual who takes that assessment on a range of scores in which he or she is compared to the population at large.
Flynn Effect
by James Flynn
+possible reasons
IQ tests have an average score of 100. When new waves of people are asked to take older tests they tend to outperform the original sample from years ago on which the test was normed
*better nutrition
*greater familiarity with testing in general
*more exposure to visual stimuli
Carroll ‘s 400 data set Review’s THREE LEVELS of intelligence/strata
*most abstract down to the most specific
Stratum III
G (general intelligence)
Stratum II
A. Fluid
B. Crystalized
C. Visual Perception
D. Auditory Perception
E. Broad Retrieval
F. Cognitive Speediness
G. Processing Speed
______Broad Abilities______
- Reading, writing
- Short term memory
- Long term memory
- Quantitative
Stratum I
- inductive reasoning
- verbal comprehension
- foreign language aptitude
- visual memory
- spatial scanning
- sound localization
- world fluency
- reaction time
Fluid intelligence
ability to “think on your feet;” that is, to solve problems.
*Associated with youth
Crystalized intelligence
ability to use language, skills and experience to address problems.
*Improvement with age
Howard Gardner “multiple intelligences”
8 common intelligences
Theory: people process information through different “channels” and these are relatively independent of one another.
*suggests that people each learn in unique ways.
- logic-math
- visual-spatial
- music-rhthym
- verbal-linguistic
- bodily-kinesthetic
- interpersonal
- intrapersonal
- naturalistic
Emotional intelligence
Schmidt and Hunter - job performance
emphasizes the experience and expression of emotion.
*intelligence is the single best predictor of doing well in job training programs, of learning on the job. They also report that general intelligence is moderately correlated with all types of jobs but especially with managerial and complex, technical jobs.
Carol Dweck - Believe in yourself
Research: looking at the differences between high IQ children who perform well and those who do not, so-called “under achievers.”
children who believe that their abilities in general—and their intelligence specifically—is a fixed trait tend to underperform. By contrast, kids who believe that intelligence is changeable and evolving tend to handle failure better and perform better
*Growth mindset people do better
MEN VS WOMEN IN INTELLIGENCE
Women account for a disproportionately small percentage of those employed in math-intensive career fields such as engineering
*superior to men on measures of fine motor skill, acquired knowledge, reading comprehension, decoding non-verbal expression, and generally have higher grades in school.
Men are disproportionately represented on the low end of cognitive functioning including in intellectual disability, dyslexia, and attention deficit disorders
*superior to women on measures of fluid reasoning related to math and science, perceptual tasks that involve moving objects, and tasks that require transformations in working memory such as mental rotations of physical spaces.
Intelligence - Stereotype Threat
The phenomenon in which people are concerned that they will conform to a stereotype or that their performance does conform to that stereotype, especially in instances in which the stereotype is brought to their conscious awareness.
Identify the most accurate statement about one’s intelligence quotient (IQ).
a. It is based entirely on one’s genetics.
b. On a typical bell curve of IQ scores, most people fall above a score of 130 or below a score of 70.
c. It has been dropping by 2-3 points every 15 years for the past 3 generations.
d. It ranks an individual’s intellectual ability against that of other people.
e. It has been found to change significantly between childhood and adulthood.
d. It ranks an individual’s intellectual ability against that of other people.
Learning Objectives:
Compare and contrast satisfaction and satisfactoriness.
Discuss why the model of talent development offered in this module places equal emphasis on assessing the person and assessing the environment.
Articulate the relationship between ability and learning and performance.
Understand the issue of an “ability threshold” beyond which more ability may or may not matter.
List personal attributes other than interests and abilities that are important to individual accomplishment.
Plato’s triarchic view of the human psyche | Phaedra
- intellect
*charioteer - affect (interests)
- will (to master)
*as horses that draw the chariot
The Trilogy of Mind
- magnitude
- nature
- sophistication
…of intellectual development toward learning, working, and creating.
*each indispensable and deficits on anyone can markedly hobble the effectiveness of the others
Under-determined or misspecified causal models
Psychological frameworks that miss or neglect to include one or more of the critical determinants of the phenomenon under analysis.
Theory of Work Adjustment
organizational scheme for critical dimensions of human individuality for performance in learning and work settings
- To the extent that satisfactoriness and satisfaction co-occur, the individual is motivated to maintain contact with the environment and the environment is motivated to retain the individual; if one of these dimensions is dis-correspondent, the individual is motivated to leave the environment or the environment is motivated to dismiss.
Define Satisfaction
Correspondence between an individual’s needs or preferences and the rewards offered by the environment.
Define Satisfactoriness
Correspondence between an individual’s abilities and the ability requirements of the environment.
General mental ability
The general factor common to all cognitive ability measures, “a very general mental capacity that, among other things, involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly, and learn from experience. It is not merely book learning, a narrow academic skill, or test-taking smarts. Rather, it reflects a broader and deeper capability for comprehending our surroundings—‘catching on,’ ‘making sense of things,’ or ‘figuring out’ what to do”
Freud’s two important life domains
arbeiten and lieben
*working and loving
