Week 7 Flashcards
What ONE factor do experts believe Inteligence involves?
A. Problem-solving,
B. Social-competence
C. Verbal-ability
D. Motivation
D. Motivation
Experts believe inteligence involves …. & is ….
Lay people believe inteligence involves …. & is ….
A. Interpersonal Aspects
B. Narrower
C. Motivation
D. Broader
Motivation (C) & narrower (B) (experts) Interpersonal aspects (A) & broader (D) (lay people)
What two factors do Children and Adults both believe intelligence involves? (Seigler & Richards, 1980)
A. motor co-ordination ability
B. learning ability
C. use of logic
D. problem solving ability
E. verbal ability
F. understanding ability
B. learning ability
F. verbal ability
How do young children view Intelligence
A. problem solving
B. academic skills
C. interpersonal skills
D. understanding
Younger children: tended to emphasise interpersonal skills
- e.g., being nice, helpful, polite
How do older children view Intelligence
A. problem solving
B. academic skills
C. interpersonal skills
D. understanding
Older Children: emphasised academic skills
- e.g., reading well, doing well in class
- Developmental progression in understanding of intelligence, differs from adults
Intelligence has Greater emphasis on …. of intelligence in both African and Asian cultures compared to Western
A. Social Aspects
B. Individual Aspects
C. Behavioural Aspects
D. Psychological Aspects
A. social aspects
example: Adults in Zambia (Serpell, 1974, 1996)
- Social responsibilities, cooperativeness & obedience
- Intelligent children expected to be respectful to adults
Who proposed that intelligence is comprised of district process that could be accessed by individual tests
A. Francis Galton (1883)
B. Alfred Binet (1895)
C. Charles Spearman (1904, 1927)
D. David Wechsler (1958)
E. Jean Piaget (1954, 1971)
F. Howard Gardner (1983, 1994)
A. Francis Galton (1883)
Who advocated that tests of visual acuity or hearing ability are measurements of intelligence
- that more intelligent = higher sensory abilities
A. Francis Galton (1883)
B. Alfred Binet (1895)
C. Charles Spearman (1904, 1927)
D. David Wechsler (1958)
E. Jean Piaget (1954, 1971)
F. Howard Gardner (1983, 1994)
A. Francis Galton (1883)
Subsequent research has shown that there is indeed a small but positive correlation between sensory acuity and intelligence test scores.
Additionally as we age there is a correlation between loss of sensory ability and intelligence
Who proposed intelligence is comprised of district process that could be accessed by individual tests, including reasoning, judgment, memory, and abstraction.
A. Francis Galton (1883)
B. Alfred Binet (1895)
C. Charles Spearman (1904, 1927)
D. David Wechsler (1958)
E. Jean Piaget (1954, 1971)
F. Howard Gardner (1983, 1994)
B. Alfred Binet (1895)
Who believed that across all of the various specific cognitive tasks that were used in intelligence tests there was a substantial overlap - (1) a general intellectual ability factor “g” and (2) numerous specific factors
- the Two Factor Theory of Intelligence
A. Francis Galton (1883)
B. Alfred Binet (1895)
C. Charles Spearman (1904, 1927)
D. David Wechsler (1958)
E. Jean Piaget (1954, 1971)
F. Howard Gardner (1983, 1994)
C. Charles Spearman (1904, 1927)
This explains why some people who preforms well on one cognitive test do well on other tests
Who proposed the best way to measure intelligence is through measuring two “qualitatively differentiable” abilities, which were verbal- or performance-based in nature.
A. Francis Galton (1883)
B. Alfred Binet (1895)
C. Charles Spearman (1904, 1927)
D. David Wechsler (1958)
E. Jean Piaget (1954, 1971)
F. Howard Gardner (1983, 1994)
D. David Wechsler (1958)
Inherited today in the Weschler IQ tests, which provide a Verbal and Performance IQ
- The average of the two is IQ
Still in use today, this is a good conceptualisation of intelligence
Who believed the way children think, and understand themselves and the world is cultivated through play and engagement with others.
A. Francis Galton (1883)
B. Alfred Binet (1895)
C. Charles Spearman (1904, 1927)
D. David Wechsler (1958)
E. Jean Piaget (1954, 1971)
F. Howard Gardner (1983, 1994)
E. Jean Piaget (1954, 1971)
Q. Who believed in the Four stages of cognitive development
- Sensorimotor (birth - 2 years)
- Preoperational (toddlerhood - early childhood)
- concrete operational
- formal operational (adolescents - adulthood)
A. Francis Galton (1883)
B. Alfred Binet (1895)
C. Charles Spearman (1904, 1927)
D. David Wechsler (1958)
E. Jean Piaget (1954, 1971)
F. Howard Gardner (1983, 1994)
E. Jean Piaget (1954, 1971)
Who argued that traditional IQ tests were limited, and only covered a subset of human intelligence. Citing lay definitions emphasizing social competence, emotional insight and socially valued human abilities such musical and artistic expression, he proposed a theory of multiple intelligences.
A. Francis Galton (1883)
B. Alfred Binet (1895)
C. Charles Spearman (1904, 1927)
D. David Wechsler (1958)
E. Jean Piaget (1954, 1971)
F. Howard Gardner (1983, 1994)
F. Howard Gardner (1983, 1994)
Which structure of intelligence is based on correlations between intellectual and sensory ability, he proposed that intelligence is comprised of two factors
- General factor
- Numerous specific factors
- Each of these when tested have some error variance
A. Two Factor Theory of Intelligence
B. Thurstone’s Primary Mental Abilities (PMA)
C. Cattell and Horn Model
D. Horn & Cattell’s Extended Model
E. Gardner’s Theory of Multiple Intelligences
F. Three-Stratum Theory of Cognitive Abilities (Carroll, 1997)
G. CHC Theory of Intelligence
A. Two Factor Theory of Intelligence
Which structure of intelligence deemphasized reference to ‘g’ in tests of intelligence, concludeding that several factors (not a single g) could best explain empirical results
- Verbal comprehension, word fluency, number (mental arithmetic), space (mental rotation), associative memory (rote memory), perceptual speed, inductive reasoning
however, later acknowledged the inter- relationships between subtests are linked together: they are not independent from each other (the was an overarching g factor)
A. Two Factor Theory of Intelligence
B. Thurstone’s Primary Mental Abilities (PMA)
C. Cattell and Horn Model
D. Horn & Cattell’s Extended Model
E. Gardner’s Theory of Multiple Intelligences
F. Three-Stratum Theory of Cognitive Abilities (Carroll, 1997)
G. CHC Theory of Intelligence
Thurstone’s Primary Mental Abilities (PMA)
- PMAT was the test that included a overarching g
Which structure of intelligence believed there was no one factor that explained intelligence (no g factor)
- Intelligence was made up of two factors; Fluid Intelligence & Crystallised Intelligence
A. Two Factor Theory of Intelligence
B. Thurstone’s Primary Mental Abilities (PMA)
C. Cattell and Horn Model
D. Horn & Cattell’s Extended Model
E. Gardner’s Theory of Multiple Intelligences
F. Three-Stratum Theory of Cognitive Abilities (Carroll, 1997)
G. CHC Theory of Intelligence
Cattell and Horn model
Intelligence that is largely non-verbal and culture reduced form of mental efficiency
- Related to a person’s inherent capacity to learn and problem solve
- Used when a person needs to adapt to a new situation
A. General Intelligence (g)
B. Crystallised Intelligence
C. Fluid Intelligence
D. Emotional Intelligence
Fluid Intelligence
Intelligence that is highly culturally dependent and used for tasks that require a learned response
- Acquired skills and knowledge
- Related to education (both formal and informal), so more ‘learned experiences’
A. General Intelligence (g)
B. Crystallised Intelligence
C. Fluid Intelligence
D. Emotional Intelligence
Crystallised Intelligence
Which sturcture of intelligence ranked in order of strength of association with g (Multiple g factors) (no individual g). Including…
- “Gf” – fluid intelligence
- “Gq” – quantitative knowledge
- “Gc” – crystallised intelligence
- “Grw” – reading and writing ability
- “Gsm” – short-term memory
- “Gv” – visual processing
- “Ga” – auditory processing
- “Glr” – long-term retrieval
- “Gs” – processing speed
- “CDS” – correct decision speed
A. Two Factor Theory of Intelligence
B. Thurstone’s Primary Mental Abilities (PMA)
C. Cattell and Horn Model
D. Horn & Cattell’s Extended Model
E. Gardner’s Theory of Multiple Intelligences
F. Three-Stratum Theory of Cognitive Abilities (Carroll, 1997)
G. CHC Theory of Intelligence
Horn & Cattell’s Extended Fluid and Crystallized intelligence model
Which structure of intelligence has 8 different types of intelligences
- Word smart, Logic smart, Picture smart, Body smart, Music Smart, People Smart, Self Smart, Nature Smart
A. Two Factor Theory of Intelligence
B. Thurstone’s Primary Mental Abilities (PMA)
C. Cattell and Horn Model
D. Horn & Cattell’s Extended Model
E. Gardner’s Theory of Multiple Intelligences
F. Three-Stratum Theory of Cognitive Abilities (Carroll, 1997)
G. CHC Theory of Intelligence
Gardner’s Theory of Multiple Intelligences
According to Gardner’s Theory of Multiple Intelligences (1983) what is meant by: Linguistic: Strong in reading, writing, telling stories
- Word Smart
- Logic Smart
- Picture Smart
- Body Smart
- Music Smart
- People Smart
- Self Smart
- Nature Smart
Word smart
According to Gardner’s Theory of Multiple Intelligences (1983) what is meant by - Logical Mathematical: Strong in maths, reasoning, problem solving, patterns
- Word Smart
- Logic Smart
- Picture Smart
- Body Smart
- Music Smart
- People Smart
- Self Smart
- Nature Smart
Logic Smart
According to Gardner’s Theory of Multiple Intelligences (1983) what is meant by - Naturalistic: The understanding of nature, identifying flora and fauna
- Word Smart
- Logic Smart
- Picture Smart
- Body Smart
- Music Smart
- People Smart
- Self Smart
- Nature Smart
Nature Smart
According to Gardner’s Theory of Multiple Intelligences (1983) what is meant by - Intrapersonal: good understanding of self, strengths and weaknesses, know how to set goals
- Word Smart
- Logic Smart
- Picture Smart
- Body Smart
- Music Smart
- People Smart
- Self Smart
- Nature Smart
Self smart
According to Gardner’s Theory of Multiple Intelligences (1983) what is meant by: Body-kinaesthetic: Athletic, dancing
- Word Smart
- Logic Smart
- Picture Smart
- Body Smart
- Music Smart
- People Smart
- Self Smart
- Nature Smart
Body smart
According to Gardner’s Theory of Multiple Intelligences (1983) what is meant by: Musical: singing, picking up sounds, remembering melodies
- Word Smart
- Logic Smart
- Picture Smart
- Body Smart
- Music Smart
- People Smart
- Self Smart
- Nature Smart
Music Smart
According to Gardner’s Theory of Multiple Intelligences (1983) what is meant by: Spatial: Reading maps, charts, puzzles, imagining things, visualisation
- Word Smart
- Logic Smart
- Picture Smart
- Body Smart
- Music Smart
- People Smart
- Self Smart
- Nature Smart
Picture Smart
According to Gardner’s Theory of Multiple Intelligences (1983) what is meant by - Interpersonal: understand people, lead, organise, communicate, resolve conflict
- Word Smart
- Logic Smart
- Picture Smart
- Body Smart
- Music Smart
- People Smart
- Self Smart
- Nature Smart
People Smart
Which structure of intelligence includes
- general intelligence (g)
- broad level ( )
- Gf
- Gc
- general memory and learning (Y)
- Broad visual perception
- Broad auditory perception,
- Broad retrieval ability
- Broad cognitive speediness
- Processing speed (T)
- more specific/smaller levels that are apart of the abilities and processes
- containing varying “level factors” and “speed factors.”
A. Two Factor Theory of Intelligence
B. Thurstone’s Primary Mental Abilities (PMA)
C. Cattell and Horn Model
D. Horn & Cattell’s Extended Model
E. Gardner’s Theory of Multiple Intelligences
F. Three-Stratum Theory of Cognitive Abilities (Carroll, 1997)
G. CHC Theory of Intelligence
Three-Stratum Theory of Cognitive Abilities (Carroll, 1997)
Q. Which structure of intelligence features ten “broad-stratum” abilities and over seventy “narrow-stratum” abilities.
- Each broad-stratum ability subsumes two or more narrow-stratum abilities.
- includes general level (g)
- broad
- narrow
A. Two Factor Theory of Intelligence
B. Thurstone’s Primary Mental Abilities (PMA)
C. Cattell and Horn Model
D. Horn & Cattell’s Extended Model
E. Gardner’s Theory of Multiple Intelligences
F. Three-Stratum Theory of Cognitive Abilities (Carroll, 1997)
G. CHC Theory of Intelligence
Cattell-Horn-Carroll theory of cognitive abilities (CHC)
- Integrates both Cattell-Horn’s Gf-Gc Model and Carroll’s 3-strata mode
According to Luria (1960-1980s) what are the two types of processing
- Simultaneous / Parallel Processing
- Effortful / Active processing
- Successive / Sequential
- Shallow / Suface processing
Simultaneous / Parallel Processing
Successive / Sequential
according to Luria (1960-1980s) Simultaneous / Parallel Processing is …, wheras Successive / Sequential processing is …
A. The strategy development for problem solving
B. Each bit of information is processed in a sequence (cant multi-task)
C. Processing Everything is processed at once
D. The strategy development for learning ability
Simultaneous / Parallel Processing
- Everything is processed at once
Successive / Sequential
- Each bit of information is processed in a sequence (cant multi-task)
According to the PASS model (Das & Naglieri 1970s-1990s) what is Planning
A. The strategy development for problem solving
B. Type of information processing
C. Arousal, receptivity of information
Planning
- The strategy development for problem solving
According to the PASS model (Das & Naglieri 1970s-1990s) what is Attention
A. The strategy development for problem solving
B. Type of information processing
C. Arousal, receptivity of information
Attention,
- Arousal, receptivity of information
According to the PASS model (Das & Naglieri 1970s-1990s) what is Simultaneous, and Successive
A. The strategy development for problem solving
B. Type of information processing
C. Arousal, receptivity of information
Simultaneous, and Successive
- Type of information processing (above)
Emotional intelligence is comprised of the interaction between (4 answers)
Answers…
- Self awareness
- Social comparison
- Utility
- Social awareness
- Self management
- Social compassion
- Relationship management
Self awareness
Social awareness
Self management
Relationship management
In Emotional Intelligence, self awareness refers to
- Self-confidence
- Self confidence
- Influence
- Empathy
Self-confidence
- emotional self-awarness
- accurate self assessment
In Emotional Intelligence, Social Awareness refers to
- Self-confidence
- Self-control
- Influence
- Empathy
Empathy
- Organisational Awarness
- Service Orientation
In Emotional Intelligence, Self Management refers to
- Self-control
- Self confidence
- Influence
- Empathy
Self-control
- Emotional Self-Awarness
- Accurate Self Assessment
In Emotional Intelligence, Relationship Management refers to
- Self-confidence
- Self-control
- Influence
- Empathy
Influence
- Inspiration leadership
- developing others
- Influence
- Building Bonds
- Team work and collaboration
In Stratum II of the CHC model, what factor of intelligence is apart of the Motor cognitive abilities?
- Visual-spatial
- Psychomotor abilities
- Fluid reasoning
- Quantitative knowledge
Motor
- Psychomotor abilities
- Measured by: Psychomotor speed
In Stratum II of the CHC model, what factor of intelligence is apart of the Perception cognitive abilities?
- Visual-spatial
- Quantitative knowledge
- Fluid reasoning
- Verbal comprehension & knowledge
- Perception
- Visual-spatial
- Auditory
- Olfactory
- Tactile
- Kinaesthetic
- Measured by: speed of perception
In Stratum II of the CHC model, what factor of intelligence is apart of the Perception cognitive abilities?
- Psychomotor abilities
- Reading and writing knowledge
- Auditory
- Short term memory
Perception
- Visual-spatial
- Auditory
- Olfactory
- Tactile
- Kinaesthetic
- Measured by: speed of perception
In Stratum II of the CHC model, what factor of intelligence is apart of the Perception cognitive abilities?
- Verbal comprehension & knowledge
- Olfactory
- Quantitative knowledge
- Fluid reasoning
Perception
- Visual-spatial
- Auditory
- Olfactory
- Tactile
- Kinaesthetic
- Measured by: speed of perception
In Stratum II of the CHC model, what factor of intelligence is apart of the Perception cognitive abilities?
- Tactile
- Psychomotor abilities
- Domain-specific knowledge
- Fluid reasoning
Perception
- Visual-spatial
- Auditory
- Olfactory
- Tactile
- Kinaesthetic
- Measured by: speed of perception
In Stratum II of the CHC model, what factor of intelligence is apart of the Perception cognitive abilities?
- Psychomotor abilities
- Kinaesthetic
- Reading and writing knowledge
- Short term memory
Perception
- Visual-spatial
- Auditory
- Olfactory
- Tactile
-
Kinaesthetic
- Measured by: speed of perception
In Stratum II of the CHC model, what factor of intelligence is apart of the Controlled Attention cognitive abilities?
- Quantitative knowledge
- Fluid reasoning
- Kinaesthetic
- Visual-spatial
Controlled attention
- fluid reasoning
- Short term memory
- Measured by: attentional fluency
In Stratum II of the CHC model, what factor of intelligence is apart of the Controlled Attention cognitive abilities?
- Short term memory
- Domain-specific knowledge
- Olfactory
- Psychomotor abilities
Controlled attention
- fluid reasoning
-
Short term memory
- Measured by: attentional fluency
In Stratum II of the CHC model, what factor of intelligence is apart of the Knowledge cognitive abilities?
- Short term memory
- Auditory
- Domain-specific knowledge
- Visual-spatial
Knowledge
- Domain-specific knowledge
- Verbal comprehension & knowledge
- Quantitative knowledge
- Reading and writing knowledge
- Measured by: learning efficiency and retrieval fluency
In Stratum II of the CHC model, what factor of intelligence is apart of the Knowledge cognitive abilities?
- Fluid reasoning
- Psychomotor abilities
- Verbal comprehension & knowledge
- Short term memory
Knowledge
- Domain-specific knowledge
- Verbal comprehension & knowledge
- Quantitative knowledge
- Reading and writing knowledge
- Measured by: learning efficiency and retrieval fluency
In Stratum II of the CHC model, what factor of intelligence is apart of the Knowledge cognitive abilities?
- Quantitative knowledge
- Short term memory
- Kinaesthetic
- Psychomotor abilities
Knowledge
- Domain-specific knowledge
- Verbal comprehension & knowledge
- Quantitative knowledge
- Reading and writing knowledge
- Measured by: learning efficiency and retrieval fluency
In Stratum II of the CHC model, what factor of intelligence is apart of the Knowledge cognitive abilities?
- Tactile
- Fluid reasoning
- Reading and writing knowledge
- Olfactory
Knowledge
- Domain-specific knowledge
- Verbal comprehension & knowledge
- Quantitative knowledge
- Reading and writing knowledge
- Measured by: learning efficiency and retrieval fluency
In Stratum II of the CHC model, how do you measure Motor cognitive abilities?
- Speed of perception (Gt)
- Learning efficiency and retrieval fluency (Glr)
- Attentional fluency (Gs)
- Psychomotor speed (Gps)
Psychomotor speed (Gps)
In Stratum II of the CHC model, how do you measure Perception cognitive abilities?
- Speed of perception (Gt)
- Learning efficiency and retrieval fluency (Glr)
- Attentional fluency (Gs)
- Psychomotor speed (Gps)
Speed of perception (Gt)
In Stratum II of the CHC model, how do you measure Controlled attention cognitive abilities?
- Speed of perception (Gt)
- Learning efficiency and retrieval fluency (Glr)
- Attentional fluency (Gs)
- Psychomotor speed (Gps)
Attentional fluency (Gs)
In Stratum II of the CHC model, how do you measure knowledge cognitive abilities?
- Speed of perception (Gt)
- Learning efficiency and retrieval fluency (Glr)
- Attentional fluency (Gs)
- Psychomotor speed (Gps)
Learning efficiency and retrieval fluency (Glr)
Limitation of the early version of the Binet scale
- Deviation IQ
- Only measures one g factor
- Ration IQ
- Uses alternate item
Ration IQ
- when her chronological age and mental age increases (at the same rate), her ratio IQ went down - which doesn’t make sense
- This is why we don’t use ration IQ
Q. …. is a comparison of the performance of the individual with the performance of others in the same age in the standardisation sample (age group)
- Comparing someone with people from the same age group
A. Ratio IQ
B. Deviation IQ
Deviation IQ
The Fifth Edition of the Binet Scale (SB5) yeilds a composite scores of
- Full Scale IQ (general IQ) Score
- Abbreviated Battery IQ Score
- Verbal IQ Score
- Nonverbal IQ score (Fluid and crystalized intelligence) Score
- All of the above
The Fifth Edition of the Binet Scale (SB5) yields a number of composite scores,
- including a Full Scale IQ (general IQ),
- an Abbreviated Battery IQ score,
- a Verbal IQ score,
- Nonverbal IQ score (Fluid and crystalized intelligence)
How does the WAIS-IV differ from the WAIS-III?
A. Removed verbal IQ and performance IQ in IV
B. Added Verbal Comprehension IV
C. Added supplemental subtests in the IV
D. Removed Working Memory in the IV
E. a and b
D. a and c
A and C
Removed verbal IQ and performance IQ in IV
- Go from full scale IQ to subtests - verbal comprehension, working memory index, perceptual organization, processing speed
Instead of lower order categories in the III (vocabulary, similarities etc.), supplemental subtests were used in the IV
In the WAIS-IV, Verbal Comprehension =
- Gs (speed)
- Gc (crystallized)
- Gsm (short-term memory)
- Gv+Gf (visuo-spatial + fluid)
Verbal Comprehension = Gc (crystallized)
In the WAIS-IV, Processing Speed =
- Gs (speed)
- Gc (crystallized)
- Gsm (short-term memory)
- Gv+Gf (visuo-spatial + fluid)
Processing Speed = Gs (speed)
In the WAIS-IV, Perceptual Reasoning =
- Gs (speed)
- Gc (crystallized)
- Gsm (short-term memory)
- Gv+Gf (visuo-spatial + fluid)
Perceptual Reasoning = Gv+Gf (visuo-spatial + fluid)
In the WAIS-IV, Working Memory =
- Gs (speed)
- Gc (crystallized)
- Gsm (short-term memory)
- Gv+Gf (visuo-spatial + fluid)
Working Memory = Gsm (short-term memory)
Short form intelligence tests are
- As accurate
- Less accurate
- More accurate
Short form intelligence tests are less accurate
What is the Army Alpha Test
- Mazes, coding, picture completion
- General information items, verbal analogies, anagrams
- Screening tool to identify which vocational skills an applicant had
Army Alpha Test (literate)
- General information items, verbal analogies, anagrams
What is the Army Beta Test
- Mazes, coding, picture completion
- General information items, verbal analogies, anagrams
- Screening tool to identify which vocational skills an applicant had
Army Beta Test (illiterate or foreign language)
- Mazes, coding, picture completion
What is the Armed Services Vocational Aptitude Battery (ASVAB)
- Mazes, coding, picture completion
- General information items, verbal analogies, anagrams
- Screening tool to identify which vocational skills an applicant had
Armed Services Vocational Aptitude Battery (ASVAB)
- Screening tool to identify which vocational skills an applicant had
Male hubris, female humility effect
- males rate their intelligence higher than females
- females rate their intelligence higher than males
- males are more intelligent then females
- females are more intelligent then males
Male hubris, female humility effect
- males rate their intelligence higher than females
No gender differences in intelligence However, there may be gender differences for specific cognitive abilities
Visual spatial (math) - men
Language - woman
the progressive rise in intelligence test scores in the population that is expected to occur on a normed intelligence test from when the test was first normed
- Culture loading
- Flynn effect
- Male hubris, female humility effect
Flynn effect: the progressive rise in intelligence test scores in the population that is expected to occur on a normed intelligence test from when the test was first normed
