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Psychology and the Individual > Week 3 (theories and measurements of intelligence) > Flashcards

Week 3 (theories and measurements of intelligence) Flashcards

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1
Q

what did thorndike say that intelligence was?

A

“let intellect be defined as that quality of mind in respect to which aristotle, Plato, Thucydides and the like differed to most athenian idiots of the say”

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2
Q

What did Binet and Simon say that intelligence was?

A

“it seems to us that there is a fundamental faculty of intelligence, any alteration or lack of which is of the utmost importance for practical life”
“This judegement is also known as common sense, good sense and the ability to adapt onself to life”
“to judge well, to reason well, to comprehend well are essential ingredients”

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3
Q

What did terman define intelligence?

A

The ability to carry out abstract thinking

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4
Q

What did Gardner say about intelligence?

A

There are multiple intelligences and our standard intelligence tests ail to identify them

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5
Q

what does sternberg define intelligence as?

A

The ability to learn from experience and adapt to ones environment

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6
Q

According to Sternbergs excercise, what did lay people say intelligence consists of?

A

practical problem solving
Verbal ability
Social competence

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7
Q

According to Sternbergs excercise, what did arts experts say intelligence consistst of?

A
  • knowledge
  • ability to use knowledge to weigh up possible alternatives
  • To see analogies
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8
Q

According to Sternbergs excercise, what did buisness experts say intelligence consists of?

A
  • think logically
  • focus on essential aspects of a problem
  • follow others arguments and see where they lead
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9
Q

According to Sterbergs excercise, what did philosophy experts think intelligence consists of?

A
  • critical and logical abilities
  • ability to follow complex arguments
  • ability to find errors in arguments and generate new arguments
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10
Q

According to Sternbergs excercise, what did physics experts think intelligence consists of?

A
  • precise mathematical thinking
  • ability to relate physical phenomena to the laws of physics
  • to grasp the laws of nature quickly
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11
Q

what was catells approach to measuring intelligence

A

intelligence can be measured by measures of sensory aquity and reaction time

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12
Q

what was binets approach to measuring intelligence

A
  • they aimed to seperate a childs natural intelligence from instruction/teaching
  • they argue that age can be used as an independent criterion for measuring intellectual intelligence
  • therefore a child could be measured as advance or backward for their age
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13
Q

What was termans appraoch to measuring intelligence

A
  • Terman adapted binets argument to children in california and introduced a measure of IQ
  • IQ = mental age/chronological age * 100
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14
Q

what was Weschlers formula for IQ

A

IQ= (actual test score * 100) / expected score

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15
Q

what was Spearmans approach to measuring intelligence

A
  • all correlations between IQ tests are positive
  • factor analysis will therefore yield a general factor of intelligence that accounts for this
  • spearman refers to this general factor (g) as a ‘mental energy’
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16
Q

what was eysencks definition of ‘G’

A

Intelligence is a function of the fidelity and speed of transmission of neural signals

17
Q

What was Andersons definition of G?

A
  • general intelligence cannot be specific to any domain of knowledge
  • it must therefore either be a function of a cognitive control process that is present in all domains, or a non-cognitive physiological property of the brain
18
Q

Describe Cattels Crystillised and Fluid intelligences

A

CRYSTALLISED INTELLIGENCE:

  • aquired knowledge and skills
  • increases through life
  • includes: volcabulary size, verbal fluency, working memory, numerical ability

FLUID INTELLIGENCE:

  • primary reasoning ability; ability to solve abstract relational problems
  • free of cultural influences
  • includes: analogical reasoning, working memory, executive control
19
Q

Describe Thurstones multifactor approach to intelligence

A
  • argues that ‘g’ results from 7 primary abilities:
    1. Associative memory; ability for rote memory
    2. Numberical
    3. Perceptual speed
    4. Reasoning
    5. Spatial abilities
    6. Verbal comprehension
    7. word fluency
20
Q

What were Gardners 9 distinct intelligences?

A 
Linguistic
Logical Mathematical
Spatial
Musical
Bodily kinaestetic
Intrapersonal
Interpersonal
Naturalist (ability to interact with nature)
Existentialist
21
Q

Describe the Stanford Binet IQ test?

A
  • focussed on a series of 30 short tasks related to everyday life
  • e.g coin counting and word definitions
  • These tests can determine a childs mental age
22
Q

Describe the Weschler IQ test

A
  • initially standardised among 2000 adults

- includes features such as digit span, block design, picture completion

23
Q

Describe Ravens Progressive Matrices

A
  • based on spearmans G
  • includes the abstract ability to draw relationships between objects, events and information and draw inferences from those relationships
  • It was designed to minimise the influence of culture and language
24
Q

Describe some problems with IQ tests

A
  • the predictive strength of IQ tests varies over time, demographics and context
  • examiner errors on the Weschler test have been shown to impact scores
25
Q

Is IQ stable over time

A
  • IQ is relative to age
  • It has been shown that after the age of 8 IQ is relatively stable over time
  • However, different types of intelligences do not age equally
26
Q

What are differences between Western and Eastern views of intelligence?

A

WESTERN VIEWS- good cognitive skills and good memory refer only to the individual
EASTERN VIEWS- These ideas extend to social, historical and spiritual aspects of everyday interactions, knowledge and problem solving
-There is also more of a focus on social responsibility and cooperativeness

27
Q

Describe Fang and Keats findings of intelligence in Chinese and American individuals

A

SIMILARITIES:
- willingness to think, observation and independent thinking= intelligence

DIFFERENCES:

  • Australians thought problem solving and logical reasoning = intelligence
  • Chinese thought the ability to learn, analytical ability, sharp thinking and confidence = intelligence
28
Q

Describe Ling et als findings of implicit intelligence in korean and american individuals

A
  • Korean adults emphasise social skills more than americans and other asian samples
29
Q

What was Baral and Das’s findings of implicit intelligence theories in India

A
  • intelligence= high levels of thinking, judgement and decision making
  • However its the way that these aspects interact with each other is most crucial
  • The optimal interaction is thought to result from self awareness and consciousness
  • Intelligence also included appreciating others, politeness and modesty
30
Q

What is Chen and Chens findings about intelligence in Chinese vs. English language schools

A
  • both say verbal reasoning, non verbal reasoning, social skills, numeracy and memory = intelligence
  • Students from chinese language schools rated verbal skills as less important
31
Q

What was yan and sternbergs findings about implicit and intelligence in the two philosophical appraoches in china

A

CONFUCIAN TRADITIONS
- intelligence through benevolence, doing the right thing and behaving properly

TAOIST TRADITIONS

  • intelligence= freedom from traditional and conventional dimensions of judgement
  • The ability to be perceptive and responsive to changes in circumstances
  • The ability to show full knowledge and understanding of the world and oneself
32
Q

What was Okagaki and sternbergs findings on implicit intelligence in California?

A
  • anglo-american parents gave higher value to cognitive attributes
  • Latinx parents were more likely to equate intelligence with social competence
  • Asian parents were more likely to equate it with motivation, self management and cogitive skill
33
Q

What IQ tests did Safolske and collegaues find were the most commonly used globally?

A

The weschler IQ scales and the Ravens progressive matrices

34
Q

What were Shuttleworth Edwards findings about the use of Weschler tests in other countries?

A
  • they found that the factor structure is similar across cultures so the test can be used across cultures
  • however they found that the population norms are not similar so norms must be standardized for each specific country
  • however this can cause issues when there are different subgroups within a country
35
Q

What were Drame and Fergusons findings about the use of Ravens progressive Matrices in Mali?

A
  • They found that children from mali had lower standardised scores but that this was not associated with lower academic performance or adaptive living performance
  • Therefore the IQ test was not showing concurrent/predictive validity
  • It may be because these children are less familiar with the types of tasks and questions

Psychology and the Individual (6 decks)

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