week 7 Flashcards
define: intelligence
- ability to think, learn from experience, solve problems, adapt to new situations
- involves indiv. diff. in cognition
- can indicate future success
explain: stanford-binet test
- first intelligence test
- assesses knowledge, quantitative reasoning, visual-spatial processing, working memory, fluid reasoning
⤷ tested w/ verbal and non verbal subscales - first by Binet, revised by Stanford uni
- avg child scores 100
⤷ stan dev 15 pts
define: IQ
- intelligence quotient
- child’s mental age / child’s chronological age * 100
- avg = 100
⤷ ex. 2 /2 * 100 = 100
⤷ younger child thinking lie an older children = increased IQ
explain: wechsler scales
- wechsler’s scales of intelligence for:
⤷ preschool and primary = 2.5 - 7.5
⤷ children = 6 - 16
⤷ adult = older than 16 - all tests dev. by same group so can compare IQs between ages
- composite indexes:
⤷ verbal comp., working memory, processing speed
question: how are intelligence tests administered at schools?
- dev. psychologist at school
- observes child to determine:
⤷ how easily rapport can be established
⤷ enthusiasm and interest
⤷ extent to which anxiety impacts performance
⤷ tolerance for frustration
**needs to understand “typical” vs “atypical” answers to be able to interpret responses
explain: multiple intelligence (sternberg)
- 2018
- triarchic theory
⤷ analytical, creative, practical - analytical = better academic outcomes, judge, evaluate, compare contrast
- creative = create, invent, imagine, design
- practical = ability to use, apply, put into practice
- wisdom = high analytical and practical
explain: multiple intelligence (gardner)
- 1983
- 8 sets of abilities
- verbal, math, spatial, kinesthetic, musical, interpersonal, intrapersonal, nature
**therefore, not just prioritizing math and verbal in education
explain: universals trend for intelligence scores
- higher = generally assoc. w/:
⤷ longevity
⤷ academic and work success - lower = generally assoc. w/:
⤷ illness
⤷ chronic diseases
⤷ criminal beha.
**only correlations, need to consider other possibilities
question: what are things not captured by intelligence tests?
- motivation to succeed
- physical and mental health
- interpersonal skills
- stressors
- stereotype threat
define: stereotype threat
- performance decrement caused by knowledge of cultural stereotypes that work against the indiv.
⤷ adds pressure and anxiety - spend additional cognitive effort to control the thoughts/emotions triggered by anxiety of envrt.
⤷ not all focused on the test
explain: pygmalian study (rosenthal and jacobson 1968)
- teachers were told fake stories about some children being “growth spurters”
- students labeled as “growth spurters” got higher grades
⤷ shows a teacher bias
question: how heritable is executive function (cognition)?
- highly heritable
- parents and offspring have similar
- MZ twins higher correl. than DZ
**still influenced by envrt. too
explain: genetic influence on intelligence
- likely indirect
- passive, evocative, and active effects from parents
- parents’ genes dictate how parents behave towards children + the envrt. they provide
- childrens’ genes dictate how other resp. to them + what envrt. they choose
explain: envrt. influence on intelligence
- higher SES = assoc. with higher IQ and academics
- greater negative effect of low SES in children who faced perinatal stress
⤷ shows that early exp. matters
question: what is the best estimate of heritability of intelligence?
50%
- hard to separate the effects of genetics vs envrt.
**prenatal envrt. may be more influential than previously believed
explain: paradoxical adoption study (scarr weinberg 1976)
- avg IQ of african american children adopted into white families = 20 pts higher than african american children not adopted
- correlation was higher between children and biological mothers than adoptive
**overall just shows correlations can reveal relationship between variables but nothing about the actual value of a variable
explain: early experience with rats exp. (hymovitch 1952)
- rats raised in 3 envrts:
⤷ normal (limited vis/motor exp.)
⤷ free (lots of vis/motor exp.)
⤷ stove pipe (negligible vis/motor exp.) - 4 groups
1. free -> stove pipe
2. stove pipe -> free
3. free
4. normal (control)
⤷ most deprived bc never got free envrt - made rats solve a maze
⤷ free envrt early led to best cognitive outcome
name: effects of institutionalizing children
- physical effects
⤷ decreased height, weight, head circumference - cognitive effects
⤷ lower IQ - ex. romanian orphanages
⤷ overcrowding and inadequate caregiving - brain effects
⤷ reduced cortical activity
⤷ less white matter
question: are effects of institutionalization reversible?
- some
- removing from orphanages early (first 2 years of life) -> normal dev. outcomes
name: correlations of brain and IQ
- studied correlations between cortical thickness and verbal and non verbal IQ
⤷ no diff. in performative IQ and cortical thickness - found diff. when comparing low and high verbal IQ
⤷ diff. thickness in bilateral temporal, inferior frontal, lateral parietal regions
**no single brain region responsible for intelligence
