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1002PSY > Week 2 > Flashcards

Week 2 Flashcards

1
Q

Key considerations in measurement

A

► Reliability
► Validity
► Standardisation
► Bias

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2
Q

Reliability

A

Extent to which a measure yields consistent results for individuals

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3
Q

Types of reliability

A

► Test-retest
► Alternate forms
► Split-half
► Inter-rater

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4
Q

Validity

A

Extent to which a measure measures what it’s meant to measure

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5
Q

Types of validity

A

► Construct validity
► Content validity
► Criterion validity

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6
Q

Test-retest

A

Similar performance on repeated administration of test?

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7
Q

Alternate forms

A

Similar performance on alternate versions of test?

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8
Q

Split half

A

Similar performance on two halves of test?

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9
Q

Inter-rater

A

Observations from two researchers

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10
Q

Construct Validity

A

Does test measure X?

Scores on test comparable to scores on past measures of X?

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11
Q

Content Validity

A

Does test capture all aspects of X?

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12
Q

Criterion Validity

A

Whether the test can make predictions based on performance

If an applicant takes a job test to determine their ability to perform the job, the test has criterion validity

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13
Q

Standardisation

A

Giving test to large random sample to find out:
► Average performance
► Variation in performance around average

Tells us how well someone has performed

Important to know what population the test is standardised on

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14
Q

Bias

A
  • The extent to which a test is geared towards a specific population
  • Differences between groups on other factors may explain differences in test performance, not lack of ability
  • Fairness = lack of bias
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15
Q

General Intelligence “G”

A

“G” underlies all mental capacities

e.g., music, math, language, etc.

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16
Q

Multiple Intelligences (Gardner 1983)

A
  • No general intelligence
  • Intelligence made up of sub-skills
  • E.g., linguistic, logical/math, spatial, bodily/kinesthetic, intra-personal, inter-personal intelligence
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17
Q

Thurstone’s 7 Factor Model 1983

A
  • Verbal comprehension
  • Verbal fluency
  • Reasoning
  • Number
  • Memory
  • Spatial visualisation
  • Perception speed
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18
Q

Spearman’s 2 Factor Theory

A

g factor:
An intelligence underlying all mental capacities

s factor:
Ability specific to a certain test/task

19
Q

Horn and Cattell’s Theory

A

GF-GC
GF:
fluid intelligence
capacity to learn, reason; solve new problems across all domains no specific content; performance on culture-free tasks (ability to adapt in the moment, expected to decline with age)

GC:
crystallised intelligence
store of knowledge,“acquired” Intelligence; assessed through tasks requiring prior information (e.g. vocabulary)
(thought to increase throughout life with newly acquired knowledge)

20
Q

Sternberg’s Triarchic Theory

A

Analytical intelligence academic, computational problem solving

Creative intelligence imagination, innovation in novel contexts

Practical intelligence “street smarts”, adapting to context

21
Q

Gardner’s Theory

A
  • Naturalistic
  • Interpersonal
  • Intrapersonal
  • Logical/ Mathematical
  • Visual/ Spatial
  • Existential
  • Bodily/ Kinesthetic
  • Musical
  • Linguistic
22
Q

Horn, Cattell and Carroll Theory

A 
► Gsm: short-term memory
► Gc: crystallised intelligence
► Gq: quantitative knowledge
► Gf: fluid intelligence
► Gy: general memory; learning
► Gs: processing speed 
► Grw: reading; writing ability
► Glr: long-term storage; retrieval
► Gv: visual processing
► Gu: auditory processing
23
Q

Gardner’s Theory for Multiple Intelligences

A

Isolated areas in the brain responsible for each type of intelligence
- different area responsible for music than math
Developmental: some intelligences develop earlier than others
Savants/prodigies: lack some intelligence areas, but good in others
- an autistic man has low interpersonal intelligence however high intelligence for pattern memory

24
Q

Goleman’s 5 Domains for Emotional Intelligence 1996

A
  1. Self-awareness (knowing your emotions)
  2. Self-regulation (managing your emotions)
  3. Self-motivation (motivating yourself/ intrinsic v extrinsic)
  4. Empathy (understanding others’ emotions)
  5. Handling relationships (managing others’ emotions)
25
Q

The Binet-Simon Scale 1905

A

Measured children’s “intellectual powers” in order to establish whether they had intellectual / learning difficulties

Wrote test items for different age groups then standardised across age groups

Children assigned a “mental age” based on age-normed items they could pass

26
Q

The Stanford-Binet Scale (Terman 1916)

A

Introduced measure of IQ in terms of chronological age and measured mental age

IQ = mental age / chronological age X 100
Problem: Highest items for measuring mental age were age 16 items, but chronological age keeps rising

27
Q

The Stanford-Binet Fifth Edition

A 
Fluid reasoning (fluid intelligence)
- novel problem solving, e.g. matrices
Knowledge (crystallised intelligence)
- e.g. vocabulary
Quantitative reasoning
- numerical ability
Visual-spatial reasoning
- ability to see patterns in visual stimuli
Working memory
- short-term memory
28
Q

Wechsler Intelligence Scales

A

► Current version: WAIS-IV (2008)
► Overall IQ broken down into four indices:
verbal comprehension index, working memory index, perceptual reasoning index, processing speed index

Wechsler Intelligence Scale for Children (age 7 - 16)
► Current version: WISC-V (2014)

Wechsler Preschooler; Primary Scale of Intelligence (ages < 7)

29
Q

Full Scale IQ (FSIQ)

A
  • Verbal Comprehension Index (VCI)
  • Working Memory Index (WMI)
  • Perceptual Reasoning Index (PRI)
  • Processing Speed Index (PSI)
30
Q

Verbal Comprehension Index (VCI)

A 
Similarities
- In what ways are apples and pears alike?
Vocabulary
- What is a guitar?
Information
- What is the capital of France?
Comprehension
- Why are we tried by a jury of our peers?
31
Q

Working Memory Index (WMI)

A

Digit span
- Repeat these numbers back to me: 4-6-2-3-9
Arithmetic
- Imagine that you bought six postcards for 45¢ each. How much change would you receive back from $5? (paper; pencil cannot be used)
Letter-numbering sequencing
- Repeat the sequence Q-1-B-3-J-2, but place the numbers in numerical order and then the letters in alphabetical order

32
Q

Perceptual Reasoning Index (PRI)

A

Block design
- How many patterns can you replicate given a probe item
Matrix reasoning
- What pattern fits in the blank space (similar to patterns shown)
Visual puzzles
- Choosing a like image to replicate the given image
Picture completion
- What is missing from the given picture
Figure weights
- Choosing an item to give a scale equal weight

33
Q

Processing Speed Index (PSI)

A

Symbol search
- Whether certain symbols are present in a list
Coding
- Developing a code using symbols and numbers
Cancellation
- Cancelling the given symbols out of a list

34
Q

Raven’s Progressive Matrices

A
  • Matrices in order of increasing difficulty
  • Identify the missing element to complete the pattern
  • Reasoning ability
  • Non-verbal test, independent of language, reading, writing skills
  • Used for selection
35
Q

Arguments against Raven’s Progressive Matrices

A

Tests not reliable?
► Performance affected by range of situational, emotional, motivational factors (e.g. health, test anxiety, test setting)
Tests not valid?
► Don’t measure intelligence
► Measure what has been learned, rather than ability to learn
► Biased towards dominant group members, people with rich, academic backgrounds
► What about the other forms of intelligence?
Labelling; ‘self-fulfilling prophesies’

36
Q

Arguments for Raven’s Progressive Matrices

A

Decisions have to be made about people
► Does this person have a learning disability?
Tests are more objective and less biased than other methods
Good reliability
► High correlation between scores people receive on two different occasions (r ≈ 0.85)
Good validity
► Tests predict performance quite well – school grades, number of years of education, occupational attainment, job performance (r ≈ 0.3  0.8)

37
Q

Genetic and Environmental Influences

A
  • Genetic make-up
  • Genetic; chromosomal abnormalities (e.g. Down’s Syndrome)
  • Prenatal events (e.g. teratogens - drugs, nutrition, trauma)
  • Postnatal events (e.g. environmental deprivation/enrichment)
  • Planned interventions (e.g. Head Start program)
38
Q

Environment for intelligence

A

► stimulation, enrichment
► parental involvement: scaffolding, assistance, warmth
► modelling
► reward contingencies

39
Q

Twin studies

A
  • Identical twins reared together are most similar in intelligence
  • Identical twins reared apart are similar in intelligence
  • Fraternal twins are least similar in intelligence
40
Q

Adoption studies

A
  • Children have a higher intelligence correlation with their biological parents (living apart) rather than their adoptive parents (living together)
41
Q

Types of Creativity

A 
► Artistic
► Scientific
► Everyday
► Interpersonal
► Professional
42
Q

Important for Creativity

A

► Years of preparation to develop expertise
► High levels of intrinsic motivation
► A “risk-taking” attitude
► An intellectually and emotionally supportive environment

43
Q

Creativity tests are measured in terms of

A

► Fluency: How many responses?
► Flexibility: How different are the responses from each other?
► Originality: How different are responses from other people’s?
► Elaboration: How detailed are responses?

44
Q

Intelligence V Creativity Tests

A

Intelligence tests: one best or correct answer, convergent thinking
Creativity tests: many acceptable answers, divergent thinking

1002PSY (11 decks)

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