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PSYC100 > Week 16: intelligence and Decision-Making > Flashcards

Week 16: intelligence and Decision-Making Flashcards

1
Q

What is intelligence?

A

Intelligence broadly encompasses the ability to learn, remember and use new information, to solve problems, and to adapt to novel situations.

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2
Q

Name at least two common strategies for measuring intelligence.

A
  • Binet-Simon test
  • Wechsler Adult Intelligence Scale (WAIS)
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3
Q

Who is considered the pioneer of measuring intellectual ability?

A

Alfred Binet

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4
Q

What does the term ‘IQ’ stand for?

A

Intelligence Quotient

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5
Q

What is the Flynn Effect?

A

The Flynn Effect refers to the observed increase in IQ scores over the decades.

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6
Q

True or False: Charles Spearman proposed the idea of multiple intelligences.

A

False

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7
Q

What did Francis Galton contribute to the study of intelligence?

A

He pioneered psychological measurement and proposed that intelligence is heritable.

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8
Q

Fill in the blank: The Wechsler Adult Intelligence Scale (WAIS) assesses a range of intellectual abilities including _______.

A

[memory, computation, language understanding, reasoning, information processing]

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9
Q

What are the two types of intelligence distinguished by Horn and Cattell?

A
  • Fluid intelligence
  • Crystalized intelligence
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10
Q

What is the main idea behind Howard Gardner’s theory of multiple intelligences?

A

People process information through different channels that are relatively independent of one another.

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11
Q

List the eight types of intelligence identified by Howard Gardner.

A
  • Logic-math
  • Visual-spatial
  • Music-rhythm
  • Verbal-linguistic
  • Bodily-kinesthetic
  • Interpersonal
  • Intrapersonal
  • Naturalistic
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12
Q

What is emotional intelligence?

A

Emotional intelligence emphasizes the experience and expression of emotion, including understanding one’s own and others’ emotions.

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13
Q

How does Carol Dweck’s concept of mindset relate to intelligence?

A

A growth mindset, where intelligence is viewed as changeable, is linked to better performance compared to a fixed mindset.

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14
Q

True or False: Genetics is considered an unimportant factor in intelligence.

A

False

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15
Q

What is the general intelligence factor referred to as?

A

g

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16
Q

What does the Stanford-Binet test allow for regarding intelligence scores?

A

It allows for easy and reliable categorizations and comparisons between individuals.

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17
Q

What is one criticism of the Stanford-Binet test that led to the creation of the WAIS?

A

It relied too heavily on verbal ability.

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18
Q

Fill in the blank: The ability to ‘think on your feet’ is associated with ______ intelligence.

A

[fluid intelligence]

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19
Q

What is the primary focus of the Binet-Simon test?

A

Assessing children’s intellectual capacity.

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20
Q

What is the relationship between emotional intelligence and job performance?

A

Emotional intelligence is linked to better job performance.

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21
Q

What does Carroll’s model of intelligence classify intelligence into?

A

Three levels: general intelligence factor (g), broad abilities, and specific skills.

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22
Q

What is a growth mindset?

A

A belief that intelligence is changeable and evolving

According to Dweck’s research, individuals with a growth mindset handle failure better and perform better.

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23
Q

What are the correlates of intelligence?

A

Genetics and environmental factors

Intelligence is largely inherited but not entirely; both genetics and a healthy attitude toward intelligence contribute to performance.

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24
Q

What does the term ‘G’ stand for?

A

General factor

‘G’ is often used synonymously with intelligence itself.

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25
Q

What percentage of faculty members in engineering were women in 1976?

A

1%

This statistic highlights the under-representation of women in math-intensive fields.

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26
Q

What percentage of faculty in math-intensive fields do women make up today?

A

Between 3% and 15%

This indicates a continued disparity in representation in these fields.

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27
Q

What are some hypotheses explaining sex differences in intellectual ability?

A

Societal expectations, test-taking strategies, individual interests

Ceci and colleagues argue against biological explanations for sex differences in intellectual abilities.

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28
Q

True or False: Research suggests that there is no overall difference between the sexes in terms of general intelligence.

A

True

Multiple studies indicate no significant difference in general intelligence between men and women.

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29
Q

What cognitive abilities do women generally outperform men in?

A

Fine motor skill, acquired knowledge, reading comprehension, decoding non-verbal expression, higher grades

These findings are based on Halpern’s review of research literature.

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30
Q

What cognitive abilities do men generally outperform women in?

A

Fluid reasoning related to math and science, perceptual tasks involving moving objects, mental rotations of physical spaces

These findings are also noted by Halpern.

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31
Q

What is stereotype threat?

A

Concern about conforming to a stereotype, impacting performance

This phenomenon can lead to worse outcomes for individuals from stereotyped groups.

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32
Q

What effect does self-affirmation have on stereotype threat?

A

Can improve performance by erasing the effects of stereotype threat

Studies show that self-affirmation helps women improve math scores in the presence of stereotype threat.

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33
Q

What is an IQ score?

A

A score that ranks a person’s intellectual ability against others

IQ stands for intelligence quotient.

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34
Q

What is the definition of intelligence?

A

An individual’s cognitive capability, including acquiring, processing, recalling, and applying information

This encompasses various cognitive functions.

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35
Q

What does ‘standardize’ refer to in the context of assessments?

A

Giving assessments in the exact same manner to all people

Standardized scores are individual scores computed against normative scores for a population.

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36
Q

Fill in the blank: Assessments are given to a representative sample of a population to determine the range of scores for that population, known as _______.

A

[norm]

Norms help place an individual’s score in context with the population at large.

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37
Q

What ongoing issue is important in intelligence research?

A

Bias in measures against certain groups

Researchers are actively discussing how to address and rectify systematic biases in intelligence testing.

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38
Q

What is a possible outcome of a supportive social environment in terms of intelligence?

A

Enhanced intellectual performance

A supportive environment can complement genetic predispositions toward intelligence.

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39
Q

What does the research suggest about men and cognitive functioning?

A

Men are disproportionately represented on the low end of cognitive functioning

This includes conditions like intellectual disability, dyslexia, and attention deficit disorders.

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40
Q

What are the three key components that contribute to accomplishments in education and work?

A

Talent, passion, and commitment

These components reflect how much effort and time one is willing to invest in personal development.

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41
Q

What is the purpose of the model for organizing intellectual abilities, interests, and mastery?

A

To understand talent development and conceptualize personal development opportunities

This model helps in selecting opportunities in learning and work settings that are personally meaningful.

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42
Q

Define satisfactoriness in the context of performance.

A

Correspondence between abilities and ability requirements

It refers to competence in meeting performance standards.

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43
Q

Define satisfaction in the context of performance.

A

Correspondence between interests and reward structures

It refers to fulfillment derived from the work environment.

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44
Q

What is the relationship between satisfactoriness and satisfaction?

A

When they co-occur, motivation to stay in the environment increases

If there’s a dis-correspondence, motivation to leave or be dismissed occurs.

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45
Q

What framework does the model of talent development emphasize?

A

Equal emphasis on assessing the individual and the environment

This includes abilities, interests, response requirements, and reward structures.

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46
Q

What are the three classes of determinants necessary for effective performance?

A
  • Cognitive factors
  • Affective factors
  • Conative factors

These determinants are essential for comprehensive treatments of psychological phenomena.

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47
Q

What is the general factor of intelligence commonly referred to as?

A

g

It represents the complexity and sophistication of a person’s intellectual repertoire.

48
Q

What is the significance of general mental ability (g) in life outcomes?

A
  • Covaries with educational achievement (.70–.80)
  • Influences work performance (.20–.60)
  • Correlates with income (.30–.40)
  • Associated with criminal behavior (-.20)
  • Linked to socioeconomic status (SES)

Measures of g have broad implications beyond educational settings.

49
Q

True or False: There is an ability threshold beyond which more ability does not matter.

A

False

More ability does matter even among the top 1%.

50
Q

What determines the effectiveness of specific ability tests?

A

The extent to which tests covary based on content and complexity

Tests that share complexity and content are closer together in the radex model.

51
Q

List the chief specific abilities identified in the text.

A
  • Mathematical reasoning
  • Spatial reasoning
  • Verbal reasoning

These abilities have implications for choices and performance in learning and work settings.

52
Q

What is the Theory of Work Adjustment (TWA) related to?

A

Organizational dimensions of human individuality for performance in learning and work

It links intellectual abilities and occupational interests to learning and work environments.

53
Q

How does the model of talent development contribute to personal and organizational development?

A

Identifies ‘optimal promise’ for growth

It moves beyond basic satisfaction and competence to assess what individuals like the most and can do best.

54
Q

What does a radex model illustrate in relation to cognitive abilities?

A

The hierarchical organization of cognitive abilities based on content and complexity

It visually represents how cognitive ability assessments covary.

55
Q

What is the implication of the SAT composite for high ability samples?

A

It serves as an excellent measure of general intelligence

The SAT scores can predict outcomes in advanced education.

56
Q

What is a notable characteristic of individuals pursuing advanced degrees in STEM?

A

High general intelligence with a focus on mathematical and spatial abilities

These students differ in ability patterns compared to those in other disciplines.

57
Q

What are the salient characteristics of individuals who pursue advanced education credentials in STEM?

A

High general intelligence and an intellectual orientation dominated by high mathematical and spatial abilities, relative to verbal ability

58
Q

How do students in STEM domains differ from those in non-STEM educational groups?

A

STEM students are more capable, especially in nonverbal intellectual abilities; for STEM, spatial ability > verbal ability, whereas for others, spatial ability < verbal ability

59
Q

What does Figure 3 illustrate regarding participants’ abilities?

A

Average z scores of participants on verbal, spatial, and mathematical ability for terminal bachelor’s, master’s, and doctoral degrees by field

60
Q

What is the hexagonal structure of vocational interests according to John Holland?

A
  • Realistic (R)
  • Investigative (I)
  • Artistic (A)
  • Social (S)
  • Enterprising (E)
  • Conventional (C)
61
Q

True or False: The hexagonal structure of vocational interests shows that interests covary positively with the distance between them.

A

False

62
Q

What are the two major classes of individual differences identified in the context of mastery?

A
  • Abilities
  • Conative determinants
63
Q

Fill in the blank: It takes about ______ hours of practicing a skill to become an expert.

A

10,000

64
Q

What factors are critical catalysts for individual differences in accomplishments among highly select graduate students?

A

Conative determinants

65
Q

What does the term ‘g’ refer to in the context of intelligence?

A

General mental ability

66
Q

What is the definition of ‘satisfaction’ in the context of vocational interests?

A

Correspondence between an individual’s needs or preferences and the rewards offered by the environment

67
Q

What is the difference between ‘satisfaction’ and ‘satisfactoriness’?

A
  • Satisfaction: Needs/preferences vs. environmental rewards
  • Satisfactoriness: Abilities vs. ability requirements of the environment
68
Q

What does the concept of specific abilities refer to?

A

Cognitive abilities that contain an appreciable component of g but also a large content-focused talent component

69
Q

What is the consequence of extreme selection in abilities and interests?

A

Distinct profiles emerge that reflect different ‘types’

70
Q

True or False: Individual differences are negligible among exceptional intellectual talent.

A

False

71
Q

What three determinants should be emphasized to understand human development?

A
  • Abilities
  • Interests
  • Opportunities for learning and personal growth
72
Q

What is the main conclusion regarding the psychological study of human individuality since Spearman’s work?

A

Intellect is organized hierarchically, interests are multidimensional, and individual differences are significant.

73
Q

According to the text, what is a common characteristic of world-class performers?

A

Deep commitment to their pursuits and significant time investment

74
Q

Fill in the blank: The ability pattern for STEM educational groupings is characterized by ______ ability being greater than ______ ability.

A

spatial; verbal

75
Q

What is the implication of having a high level of general ability?

A

Predictive validity for the magnitude of accomplishment

76
Q

What do ability patterns predict according to the text?

A

The nature of accomplishments and the domains they occur in

77
Q

What is the core understanding of the field of judgment and decision making?

A

Humans depart from perfection or rationality in systematic and predictable ways.

78
Q

What are the learning objectives related to judgment and decision making?

A
  • Understand systematic biases affecting judgment and decision making
  • Develop strategies for making better decisions
  • Experience biases through sample decisions.
79
Q

Who argued that our decisions are bounded in their rationality?

A

Herbert Simon.

80
Q

What does the bounded rationality framework suggest?

A

Cognitive limitations prevent humans from making fully rational decisions.

81
Q

What are the six steps to making a rational decision according to Bazerman and Moore?

A
  • Define the problem
  • Identify the criteria
  • Weight the criteria
  • Generate alternatives
  • Rate each alternative
  • Compute the optimal decision.
82
Q

What do Tversky and Kahneman’s research focus on?

A

Specific systematic and predictable biases that influence judgment.

83
Q

What is a heuristic?

A

A simplifying strategy or rule of thumb used in decision making.

84
Q

What is overconfidence in decision making?

A

The tendency to be overly confident in one’s judgments.

85
Q

True or False: Most people surround a high percentage of their 98% confidence ranges with the actual values.

A

False.

86
Q

What is anchoring in the context of decision making?

A

The influence of an initial anchor on subsequent judgments, even if the anchor is arbitrary.

87
Q

What is framing in decision making?

A

The way choices are presented can significantly affect people’s decisions.

88
Q

According to Tversky and Kahneman, how do people typically respond to gains vs. losses?

A

People are generally risk-averse regarding gains and risk-seeking regarding losses.

89
Q

What is bounded willpower?

A

The tendency to prioritize immediate concerns over long-term interests.

90
Q

What does bounded ethicality refer to?

A

The limitations in our ethical judgments that we may not be aware of.

91
Q

What is bounded awareness?

A

Focusing failures that lead us to overlook obvious and important information.

92
Q

What is System 1 decision making?

A

Intuitive, fast, automatic, and emotional decision making.

93
Q

What is System 2 decision making?

A

Slower, conscious, effortful, explicit, and logical decision making.

94
Q

How can we reduce the effects of bias in our decisions?

A

By transitioning from intuitive System 1 thinking to deliberative System 2 thought.

95
Q

What is System 1 thinking?

A

Our intuitive decision-making system, which is typically fast, automatic, effortless, implicit, and emotional.

96
Q

What is System 2 thinking?

A

Our more deliberative decision-making system, which is slower, conscious, effortful, explicit, and logical.

97
Q

True or False: System 1 thinking is sufficient for making all types of decisions.

A

False

98
Q

What is the key to reducing the effects of bias in decision making?

A

Transition from trusting intuitive System 1 thinking toward engaging more in deliberative System 2 thought.

99
Q

What factors increase reliance on System 1 thinking?

A

Busyness, having many things on one’s mind, and a frantic pace of professional life.

100
Q

Who documented the limitations of baseball executives’ intuition?

A

Michael Lewis

101
Q

What common biases do baseball professionals exhibit according to Lewis?

A
  • Overgeneralization from personal experiences
  • Being overly influenced by recent performances
  • Overweighing personal observations
102
Q

What is a ‘nudge’ in decision-making?

A

A strategy to help people make better decisions by changing the environment to account for human biases.

103
Q

What did Thaler and Sunstein propose in their book ‘Nudge’?

A

They outlined a strategy for decision architects to change environments to trigger better decisions.

104
Q

What effect does changing defaults have on people’s enrollment in 401(k) programs?

A

It significantly increases enrollment rates.

105
Q

What is the difference between opt-in and opt-out organ donation policies?

A
  • Opt-in: Requires proactive consent
  • Opt-out: Consent is assumed unless declined
106
Q

What were the consent rates for organ donation in opt-in vs. opt-out policies?

A
  • Opt-in: 4.25%–44%
  • Opt-out: 85.9% to 99.98%
107
Q

What do Simon, Kahneman, and Tversky contribute to the field of decision making?

A

They created a field that highlights the surprising and predictable deficiencies of the human mind.

108
Q

What is ‘anchoring’ in decision making?

A

The bias to be affected by an initial anchor, even if arbitrary, and to insufficiently adjust judgments away from that anchor.

109
Q

Define ‘bounded rationality’.

A

A model suggesting that humans try to make rational decisions but are bounded due to cognitive limitations.

110
Q

Fill in the blank: The systematic and predictable mistakes that influence judgment are called _______.

A

[biases]

111
Q

What does ‘bounded willpower’ refer to?

A

The tendency to place greater weight on present concerns rather than future concerns.

112
Q

What is ‘framing’ in the context of decision making?

A

The bias to be systematically affected by the way information is presented, while holding the objective information constant.

113
Q

What are ‘heuristics’?

A

Cognitive strategies that simplify decision making by using mental shortcuts.

114
Q

What does ‘overconfident’ bias refer to?

A

The bias to have greater confidence in judgment than is warranted based on rational assessment.

115
Q

What is ‘bounded self-interest’?

A

The systematic and predictable ways in which we care about the outcomes of others.

116
Q

What does ‘bounded ethicality’ mean?

A

The systematic ways in which our ethics are limited in ways we are not even aware of ourselves.

117
Q

What is ‘bounded awareness’?

A

The systematic ways in which we fail to notice obvious and important information that is available to us.

PSYC100 (13 decks)

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