Week 6 Flashcards
1
Q
Define Intelligence
A
- Intelligence is hard to get a grip on because it is a hypothetical construct
- Can’t be seen directly or measured tangibly
- Must be inferred from external factors
2
Q
Define Intelligence - Academics
A
- Ability to carry out abstract thinking - Terman 1916
- Power of good responses from the point of view of truth or fact - Thorndike 1921
- Ability to adapt or adjust to environment - Freeman 1955
- Ability to plan and structure behavior with a end goal in mind Das 1971
- Ability to resolve genuine problems or hardships we encounter - Gardner 1983
- Transmit information without errors through the cortex - Eysenck 1986 - This one is controversial
- Refelct survival skills beyond basic physiological processes - Sattler 2001
3
Q
Sternberg Study to Define Intelligence
A
- Asked psychologists and non psychologists to define intelligence
- Found there was some variablility in the answers and some common factors as well
- Non Psycologists favoured practical problem solving, Verbal Ability, Social Competence
- Psychologists favoured Verbal Intelligence, Problem solving and Practical Intelligence/Functioning Capacity
- This variability prompted all kinds of research into what Intelligence is.
4
Q
Intelligence - Evolutionary Perspective
A
- Ability to physically adapt, survive and reproduce
- Human social nature could have influenced intelligence
- Ability to experience own feelings and behaviours
- Allows us to imagine others feelings and behaviour
5
Q
Francis Galton
A
- 19th Century Psychologist
- One of the first to theorise and test intelligence
- We first process information by our senses and perceptual ability
- Intelligence was hereditary
- Argued for Eugenics
- Sensory discrimination and reaction time tests
- Found no relationships with senses and intelligence
- Overarching General Factor of intelligence and sensory perception
6
Q
Charles Spearman
A
- Statistical pioneer for correlation & factor analysis to identify common intelligence factors
- Intelligence made up of 2 components
- G for General Ability and S for Specific Abilities
- General Factor of Intelligence was common due to unexpected relationships
- Looking at multiple tests to see how they relate
7
Q
Psychometrics
A
- The design, administration and interpretation of quantitative tests
- Measures variables such as - aptitude, intelligence and personality traits
- Start with a test that measures intelligence and uses statistics to check if it really does
- Intelligence tests are unusual in scientific discourse, that is;
- Measure of intelligence were developed first
- Theories of intelligence evolved to fit those measures
- Led to holes in intelligence theory
8
Q
Alfred Binet
A
- Intellectual development was variable and dependant on environment and upbringing
- Tests had good predictive validity and spread through Europe and the US
- Asked to design tests that could identify children with special education needs
- Developed reasoning and logic tests to reflect typical abilities in children by age
- Sought to differentiate children who excel and who have problems with learning
- These tests are source of words like idiot and imbecile
9
Q
Criteria for Binet’s Test
A
- Related to common sense
- Part of everyday life
- Could differentiate between children
- Could be easily administered
- Developed on extensive observation of children
- Looked at general mental capacity at different ages
10
Q
Binet’s Test Mental Age
A
- Groups of typical intelligence children were used as a comparison point for future testing
- This was called Basal Level
- Then calculated the Mental Age of Child
11
Q
Lewis Terman
A
- Developed the Binest tests into Stanford-Binet Intelligence Battery
- Addedd Adult Questions
- Collaborated with Stern to introduce Intelligence Quotient IQ)
- IQ = (MA/CA)*100
12
Q
Intelligence Quotient
A
- IQ = (MA/CA)*100
- Mental Age x Chronological age x 100
- Allows us to compare across ages as if mental and chronological age are the same they get 100
- higher or lower indicates potential problems
- Good for assesing children but intelligence development slows in teenagers and stabilises in adults
- Today is calculated differently
13
Q
Wechlsler Adult Intelligence Scale (WAIS)
A
- 11 groups of similar items - more have been added
- Verbal and Non Verbal intelligence
- Attempt to remove biases assicated with other tests
- IQ measured in subtests which distingquish two intelligences
- Allow psychologists to identify areas of strength and weakneses
- Attempt to identiy those who struggle compared to their peers
- (WSIC) - Intelligence Scale for children
- (WPPSI) Scale of Intelligence for Pre & Primary age
14
Q
WAIS - Modern Day Changes
A
- Added Verbal Comprehension and General Knowledge to Verbal and Non Verbal Intelligence
- We test perceptual reasoning - Visual motor tasks like block building to match a puzzle
- Attention, Concentration and Mental control - processing information efficiently
15
Q
WAIS Question Examples - Verbal Comprehension
A
- Verbal Comprehension Scale
Similarities
How are a calculator and a typewriter alike?
Information
On what continent in France?
Comprehension
Why are children required to go to school?
16
Q
WAIS Question Examples - Working Memory
A
- Working Memory
Arithmetic
How many hours will it take to drive 150km at 50 km/hour
Digit Span
Repeat these numbers backwards 2 4 3 5 1 8 6
17
Q
WAIS Question Examples - Perceptual
Reasoning
A
- Perceptual Reasoning
Picture Completion
Tell me what is missing?
Block Design
Number of blocks put together to match a design, 2, 4 or 9
18
Q
WAIS Question Examples - Processing Speed
A
- Processing Speed
Cancellation
Draw a line through each red square and yellow triangle
Coding
Examines copies symbols that are paired with numbers within specified time limit
19
Q
Process of Intelligence Theory
A
- Tests designed first
- Then Theories developed to match them
- This is backwards to the Scientific Method
- Today the theories are holding and the tests are trying to catch up
*
20
Q
Intelligence Testing Today
A
- Modern Stanford-binet and Wechlser tests have been extensivley revised
- Avoid reading and writing skills to avoid bias
- administered individually
- Up to 2 hours to complete
- Standardised and Norms established because a large number of poeple haven taken the test
- Are valid and reliable
21
Q
Return of Biological Measures
A
- Galton early intelligence theorist
- idea re-emerging tha intelligence is related to fundamental sensory and intellectual process
- Intelligence dependent on physiological measures like reaction time and sensory sensitivity
- Intelligence is partly the efficiency of the brain’s information processing
22
Q
Biological Indices - Reaction Times
A
- There may be biological markers to indicate General Intelligence Factor that could be measured
- Reed & Jensen 1993
- Uses ERP - Event Related Potential
- Found positive correlation between participants nerve responses and non verbal IQ
- Fast nerves responses matched higher IQ
23
Q
Limitations of Reaction Times
A
- Correlations are generally weak (.2-.3)
- Not usefule or practical indicator of IQ
- Sophisticated modern measurements produce the same results
- Intelligence is complex & multi faceted
- Can’t be reduced to a single factor
- Most tests are time limited so processing speed could become a bias factor
24
Q
Standardisation Groups
A
- Individual scores are compared to the larger group
- Large groups needed to wout out test norms
- Standardisation may be specific or general
- Dependant on age and development
- Children might be grouped by single ages e.g. ,5 6, 7
- Adults grouped in blocks e.g. 40-50
25
Q
Intellectual Disability
A
- Measures wide range of cognitive abilities
- includes adaptive functioning
- Well below average intellectual functioning - IQ <70
- Concurrent deficits or impairment in adaptive funcitoning
- Onset in developmental period
- Defecits in More that one domain
26
Q
Types of Intellectual Disability
A
- Genetic in origin e.g. Down Syndrome
- Biological in origin e.g. Phenylketonuria
- Environmental in origin through exposure to teratogens e.g. Foetal Alcohol Syndrome
27
Q
Intellectual Disability
A
Adaptive Functioning
* Self-care (dress self)
* Community use (shopping)
* Communication (use the telephone)
* Home living (cook a meal)
* Social interaction (cope with other’s demands)
* Health/safety (recognise illness)
28
Q
Extreme Intelligence - Giftedness
A
- Can reflect academic, music, social, creative or athletic ability
- IQ above 130 - 2 Std Dev above the mean
- 3 components - Well above average intellectual ability, creativity and Task Commitment
- Occurs in certain people at certian times and is situational
29
Q
Giftedness Causality
A
- Giftedness goes hand in hand with hard work
- Does giftedness result in hard work? or does Hard work result in giftedness
- Creativity is difficult to measure but is also a key factor
- Giftedness is situational, perhaps producing creativity that inspires hard work at certain times
- IQ tests meaure convergent thinking but creativity is divergent thinking- think outside the square
30
Q
Gifted Characteristics - Positive
A
- Lewis Terman started collecting data in 1921
- 1500 children with IQ above 150, Had no control group
- Follow ups in 1959, 1990, 1992
- Giftedness associated with above agerage height, strength, emotional maturity as children
- Above average health, emotional stability and satisfaction in adulthood
- Challenged Nerd stereotype of weak individuals and burnout of giftedness
31
Q
Gifted Characteristics - Negative
A
- Gross in Australia 1999
- Participants IQ above 160
- Giftedness could lead to social isolation in school
- Reiterated need fro gifted programs in schools
32
Q
Criticism of IQ Tests - Theoretical Basis
A
- Tests focus on convergent thing
- Theories ignore creativity and working memory
- Tests came first then the Theories - didn’t follow scientific method
- Causes a gap in our knowledge about intelligence
33
Q
Criticism of IQ Tests - Cultural Bias
A
- Scores dpend on language, cultural experiences
- Biased towards Westen, White and middle class systems
- No connection to Insanity or Mental Disability
34
Q
Criticism of IQ Tests - Open to Abuse
A
- Appear straightforward and easy to interpret and administer
- Limitations mus be understood if we want to use them as guides
- Eugenics Movements - “Mental Defectives” isolated, sterilised or exterminated
- Profession has strict guidelines for access to use the tests
35
Q
7 Primary Abilities
A
Louis Thuirstone
* Originally opposed to studying G. but found some of his primary abilites were correlated and accepted a global intelligence factor
* G is not useful to report performance
* Abilities independent of each other
1. Word Fluency
2. Verbal comprehension
3. Spatial Ability
4. Perceptual speed
5. Numerical Ability
6. Inductive Reasoning
7. Memory
36
Q
Fluid Intelligence
A
- Raymond Cattel
- Problem Solving Ability
- Non-verbal relatively culture free
- Inherent
- Adaptable
- Not reliant on previous experience
- Focused on thinking abilityand logic
- Solving a problem that we haven’t encountered before
37
Q
Crystallised Intelligence
A
- John Horn
- Accumulated Knowledge and abilities
- Learned Knowledbge - Heavily dependent on Experience & Training
- Applied and Specific
- Declarative Knowledge about things we already know and know how to solve
38
Q
GF & GC over a Lifespan
A
- Different types of memories and intelligences progress at different rates
- Crystalised Intelligence increases as we age
- Fluid Intelligence decreases as we age
39
Q
CHC Theory of Cognitive Abilities
A
- CHC = Cattell-Horn-Carroll
- combines a number of theories of intelligence and is complicated
- Three levels of strata knowledge - General, Borad & Narrow
40
Q
CHC Theory - General Strata
A
- Top Level is G Factor similar to general mental ability
- Latent factor underlying all our abilities
- Does not directly affect abilities but shows underlying relationship between them all
41
Q
CHC Theory - Broad Strata
A
- Middle level with 9 sometimes 10 Broad Spectrum abilities
- Can be applied to multiple tasks and activities
- Not as generally applied like G
- Used in multiple situations but not in all situations
- This is where Crystallised and Fluid Intelligence reside
- Also Quantative Reasoning like working with numbers, reading & writing
- Short Term Memory - recognise & hold information for use
- LTM storage & Retrieval and visual processing
42
Q
CHC Theory - Narrow Strata
A
- Narrow Abilities at the lowest level
- Related to very specific tasks
- Modern approach to intelligence and includes idea of multiple intelligences
- Complexity of testing is difficult even though it may reflect Intelligence well
- Major difficulties in practical application
- Narrows down to 70 abilities
43
Q
Information Processing Approach
A
Examines processes that underlie intelligent behaviour
* Speed of Processing
* Knowledge Base
* Ability to acquire and apply knowledge
44
Q
Problems with Information Processing approach
A
- Assumes performanc is normally distributed
- Assumes performance in one capacity is related to other capacities
- Not strong support for G
- Strong correlations but not enough to identify a single latent factor
- Still in its infancy as a theory
45
Q
Sternberg’s Tri-Archic Theory
A
Componential Intelligence
Experiential Intelligence
Contextual Intelligence
46
Q
Sternberg’s Tri-Archic Theory - Componential
A
- Also Analytical Intelligence
- Ability to thin abstractly & Academic Knowledge
- Process Information effectivley
- Meta-components - homunculus or executive funciton
- Performance components
- Knowledge Acquisition - Examine information for its importance then select what to retain
- Can be seen as infinite regress who controls the little Homunculus that is controling us?
47
Q
Sternberg’s Tri-Archic Theory - Experiential
A
- Also Creative Intelligence
- Ability to form new ideas
- Combine information in new ways
- Combine unrelated facts or inforamation
- Novelty - Not experience before requies thinking & adaptation
- Automation - Experience causes task to become reflexive
48
Q
Sternberg’s Tri-Archic Theory - Contextual
A
- Also Practical Intelligence - Street Smarts Intelligence Solving real world problems
- Ability to adapt to environmental changes
- Shape environment to maximise strengths
- Change environment to compensate for weaknesses
- Adaptation - block out noise when studying
- Shaping - Asking people to be quiet
- Selection - Choose a quiet place to study
49
Q
Gardners 8 Intelligences
Part 5 16:46 - Slide 36
A
- Linguistic
- Logico-Mathematical
- Spatial
- Musical
- Bodily-kinesthetic
- Interpersonal
- Intrapersonal
- Naturalistic
50
Q
Gardner’s Theory of 8 Intelligences
A
- Thought Western Ideas about iQ tests were limited; excluded important elements of adaptation to our environment
- Different societies value different intelligences
- Western - Maths, Logic & Linguistics
- Polynesian Navigators - Spatial & body/Kinesthetic
- Collectivist Societies - Interpersonal Intelligences
- Are thes separate intelligences
- Gardener found correlations of varying degrees
51
Q
Contemporary Approach to Intelligence
A
- Our view of intelligence has expanded
- IQ tests measue intellectual & Scolastic Abilities
- Is this true reflection of performance.
- Studies show IQ & Work Performance correlation about 0.3
- There are practical, social & emotional skills, not just G Factor
52
Q
Emotional Intelligence
A
- Perceive, appraise and express emotion appropriately
- Use emotions to support Thinking & Knowledge
- Understand and analyse emotions and self awareness
- Regulate emotions to promote growth
- Can predict work & School performance
- Can be used to measure Leadership
53
Q
Emotional Intelligence Criticisms
A
- Some evidence weak correlation between EI & Job Performance
- These measures only useful for some occupations
- We still have not accurately defined what Emotional Intelligence is.
- Some research is being done but it is in its infancy - Needs to be operationalised
- Research is usually done by Self Report Measures which rely on people telling the truth and being Self Aware
54
Q
What is Achievement Tests
A
- Designe to mesure how much learning has occured
- After a period of exposure to lessons and experience
- A relatively defined learning experience
55
Q
Difference between Achievement & Intelligence
A
Achievement
* Measures acquired skills & Knowledge
* Put cognitive effort inot understading and acquiring
Intelligence
* Measures potential
* Supposed to be innate for us
56
Q
Uses for Achievement Tests
A
- Largely in education
- School readiness
- Identifying difficulty & giftedness
- Have students learned what they were taught
57
Q
Standardised Testing
A
- Formal Assessment of learned knowledge
- Usually used in Eduction settings
- Often Achievement Tests that have been widely normed
- Criticised when educators teach to the test and not to wider learning - America linked to funding
- Identifies kids who are gifted or disadvantaged
58
Q
Diagnostic Tests
A
- Similar to acheivement tests but used for diagnostic purposes
- Given before learning experience to indicate a baseline of knowledge
- Developmental Reading Assessments (DRA)
- Dynamic Indicator of Basic Early Learning (DIBELS)
59
Q
Acheivement Test History
A
- J.M. Rice 1895
- First Standardised Objective Achievement Test
- First based on a Normative Sample
- Took 16 mths of Initial Testing
- 33,000 students in 21 cities years 4-8
- He tested Spelling
- Lost confidence in his work
- Teacher pronunciation guided children how to spell
- Made refinements in the presentation of the test
60
Q
Stanford Achievement Test -
A
- Initally done at primary school level
- Still Used today in American schools
- Now called the SAT-10
- It is NOT the SAT College Administration Test
- this one is less common as States are dointi their own testing rather thatn federal testing in America
61
Q
Iowa High School Content Examination
A
- First developed in 1925 by Lindquist, Grain Horn & Herbert
- Administered to kids between grades K-8
- Part of a statewide program continued for decades
- Schools are provided with direction on how to teach for this test
- Receive Norming details in return
62
Q
Changes in Achievement Testing
A
- Movement to testing more broadly, not just single subjects
63
Q
Modern Achievement Tests
A
- In the past these tests were single subject tests, surveys or general tests
- Can be categorised as group or individuallly administered tests
- General Tests cover single academic areas and are divided into sub tests
- These are called Achievement Batteries
64
Q
How are Modern Acheivement Tests Constructed
A
- Provide norm referenced or criterion referenced analyses
- For both individuals and groups
- Normed against a group of people then across children
- Future children take the test and can be compared to the standardisation
65
Q
Wide-Range Achievement Test (WRAT-4)
A
- Assess reading, mathematics and non-verbal reasoning
- Can be used to assess children and adults
- Mostly used to assess primary school children
- Most popular by the Forties
- Standard scores mean of 100 and a Std Dev of 15
- Meant to mirror IQ
- Percentile scores and Standardised 10 scores
- Found to be reliable
66
Q
Wechsler Individual Achievement Test (WIAT-II)
A
- Similar to Weschler IQ Test
- Developed 1992 tested reading, math, written language and oral language - 16 Subsets
- Designed to be used in clinical, educational, and research settings
- used to identify academic strengths & weaknesses
- Inform decisions about diagnoses, placement, eligibilty for funding
- Instructional objective designs & plan interventions
67
Q
(WIAT-II) Results
A
- Found to be internally consistent
- Test-Retest reliability found to show from .85 - 2.98
- Reliable internally across items
- Reliable across time as well
- Empirically Linked with WISC
- it is possible to tell the difference between acheivement tests and achievement tests
- Standardised in 2000
68
Q
Things to remember
A
- Achievement testing heavily based on US Schools
- Not inclusive of diverse cultures
- Less emphasis on testing in Australian schools
- Achievement tests are standardised, reliable and valid
- provide a point of comparison across students of similar skill and levels
- Make direct comparison across groups and within groups
69
Q
Australian Achievement Tests
A
Progressive Achievement Test Batteries
* PAT maths
* PAT R - Reading
* PAT Science
* PAT SPG - Spelling, Punctuation and Grammar
70
Q
NAPLAN
A
- National Assessment Program - Literacy & Numeracy
- Introduced in Australia in 2008 administered annually
- Similar Criticisms to American system like teaching to the test
- Before 2008 each state tested separately
- Testing National levels of reading, language conventions and numeracy
- Compare between year levels to create national schooling system & policy
71
Q
Adaptive Functioning
A
- How one handles life demands
- How independent a person is compared to their peers
- Can they engage in their environment successfully compare to others
- Life skills capacity to negotiate tasks of living
e.g. a person with cerabral palsy working with movement capapcity together with life skills
72
Q
Adaptive Funcitoning Testing History
A
- 1936 - Doll - First test of adaptive behaviour
- Vineland Social Maturity Scale (VSMS)
- Aided in the diagnosis of Intellectual Disability
- Assesses social competence and maturity
- Contained 117 items measured 3 Categories
- Self Help, Locomotion and Sociallisation
73
Q
Why Assess Adaptive Functioning
A
- To identify people who may need assistance in different life skills
*
74
Q
Intellectual Disability
A
- Covers a wide range of cognitive abilites
DSM-V - IQ well below average intellectual functioning - IQ <70
- Concurrent defecits or adaptive functioning
- Onset in developmental period
- Defecits in more than one domain
75
Q
Diagnosis of Intellectual Disability
A
- Has two Diagnostic Criteria
- Intellectual Functioning and Adaptive Functioning
- 4 categories ranging from mild, moderate, severe and profound
- Assessment of Conceptual, social, practical life skills
- Modern approach is for people to be as independent as possible and reduce stigma
76
Q
How do we assess Adaptive Functioning
A
- Through Structured Interviews
- Professional trained in adaptive behaviour rating scale
- School social worker, psychologist or counsellor
- Interview with parents and teachers
- Measureing in various settings, behaviour, skills
- At home, school or community
77
Q
Vineland Adaptive Behaviour Scale
A
- One of the most popular adaptive scales used in Western settings
- Measures adaptive behaviourskils in children up to 18 yrs
- Questions for the Primary Caregiver & Teachers
- Tasks measure for Criteria: communication, dailiving skills, socialisation and motor skills
- Used for behavioural disorders and physical handicaps
78
Q
Diagnostic Adaptive Behaviour Scale (AAIDD, 2013)
A
- Measures Adaptive behavioural skills
- Thre categories: Conceptual, Social and practical life skills
- Helpful to determine intensity and types of supports needed to maximize independent funcitoning and quality of life
