week 7 intelligence Flashcards
what 2 things does intelligence matter in
reality (reflects your actual capabilities) and perception (a basis for other people decision making)
what are 2 types of theories
- implicit - what non-experts think
- what experts think
for implicit theories of intelligence what did laypeople write down about behaviour characteristics of intelligence - Robert Sternerg
practical problem-solving - analyzing a variety of difficult situations for a solution
verbal ability - ability ro article oneself well
social competence - ability to confidently interact with and co-operate with others
what is a weakness of Sternbergs study (implicit theories of intelligence)
study was done in the USA, where they emphasize individualism, capitalism, and think of intelligence as mental speed and spontaneous adaptability
what does the Eastern culture eg china consider characteristics of behaviour
problem-solving is seen as more social, to solve a problem, one is advised to draw on traditional wisdom (advice of family/friends
its more collectivist
what is another moderator of implicit theories other than culture
age - people at different ages have different views of intelligence
also criteria for smartness changes with age, but is also way more lax for a child than an adult
what do philosopher’s consider a characteristic of intelligence?
logical thinking
what do businessmen consider a characteristic of intelligence?
focus on essential issue
what do artists consider a characteristic of intelligence?
weighing up alternatives
what do physicists consider a characteristic of intelligence?
precise maths thinking
what is the dunning-kruger effect
people who lack mental abilities tend to underestimate their lack of it because they lack the skills to judge how much of it they lack
how are peoples own abilities a moderator of implicit theories
people define intelligence in terms of the abilities that they possess - self-enhancement (dunning)
what is Wechsler 1958 definition of intelligence?
a global concept that involves an individuals ability to act purposefully, think rationally and deal effectively with the environment
what is Simonton’s 2003 definition of intelligence
a certain set of cognitive capacities that enable an individual to adapt and thrive in any given environment they find themselves in
what did Aristotle distinguish
the difference between passive intellect and active intellect
what is passive intellect
gather information via senses
what is active intellect
making sense of information from senses - suggests modern distinction
what was Galton’s idea?
dull senses = dull mind and acute sense = acute mind
he set up an anthropometric lab (human measuring lab) in 1884
he had a passion for quantification
what was Binet and Simon tasked with?
distinguishing between school children with normal intelligence and those with special needs.
he had 50 kids do everyday tasks, ascending order of difficulty and appropriate to different ages. they had 30 tasks relevant to everyday life.
The advance Binet made, in addition to measurement, was this.
You could define what tasks were typically accomplished my children of a particular age (say 7).
If a younger child (say 4) passed those tests (say 4) they were “forward” or advanced for their age.
If an older child (say 10) failed to pass those tests, they were “backward” or retarded [literally: slower to pass them, developmentally speaking] for their age.
Binet recognized that his test was not necessarily objective, and did not regard intelligence as being dispositionally fixed
what is stern’s formalization by Binet
◦ Chronological Age (CA)
▪ actual age in years
◦ Mental Age (MA)
▪ age-appropriate performance
◦ IQ =
▪ (MA / CA) * 100
if MA is more than what is appropriate for your CA, then you are more intelligent than average - vice versa
what did Terman do
adapted existing items and some of his own - Stanford-Binet
what did Yerkes do with army soldiers
had to “stream” army recruits - stupid privates vs brainy officers but he needed a more efficient task
he devised 2 types of tests:
- alpha: consisted of arithmetic problems as ell as analogies that test general knowledge questions
- beta test: more puzzle like
people were given grades for intelligence ranging A-D
what did spearman do
did factor analysis on results from intelligence tests featuring variety of subtests
looked at if someone is good at maths, will they be also good at verbal items (reinforcement) or worse (compensation)
he noticed in general, scores on some subtests weakly predicted scores on other subtests - they are all positively correlated = positive manifold
describe spearman’s inference - 2 factor theory
a common factor, g, underlies performance on various specific intelligence subtasks - this is the two factor theory of intelligence (although its one factor, there are other correlates)
what are 2 ways of measuring intelligence - Wechsler
- adult scale: Wechsler Adult Intelligence Scale (WAIS)(over 16)
- for kids: Wechsler Intelligence Scale for children (WISC) (under 16)
how did Wechsler pioneer a computational method for IQ
used deviation IQs
got a group of people at each age and looked at typical bell-shaped distribution of scores on a test, and its sub-tests at that age
then identified where in that age-relevant distribution each given test-taker was - used z-scores to express this
describe Raven’s Progressive Matrices test
- isolate abstract core of intelligence
- used progressively harder matrices
- identify missing elements and fill in the blank
what did Thurstone identify
separate mental abilities as associative memory, number (arithmetic), perceptual speed (recognition), reasoning (logic), space (Tetris), fluency (generate stuff) and verbal comprehension
- g is a product of 7 primary mental abilities
he found in some groups you can have the same overall g but different profiles of score on these tasks
what did Cattell say about Spearman’s g
it could be subdivided into 2: crystallized intelligence (gC), reflecting the knowledge and skills you acquire culturally, and fluid intelligence (gF), reflecting ability to understand abstract relationships
describe Guilford’s factorial view of intelligence
he said there was more than 7 primary abilities
claimed there were 5x5x6 = 150 types of abilities
- 5 operations
- 5 contents
- 6 products
what is Vernons two in-between factor
identified major group factors
- verbal/educatinal
-spatial/mechanical
and minor group factors
-spelling, grammar
- dancing, tool-use
what was Cattell/Horn/Carroll’s three-stratum model
3 stratums
stratum I - 69 narrow abilities
Stratum II - 8 broad abilities
Stratum III - g
it is designed to capture insights from other researchers - keeps the distinction between fluid and crystallized intelligence
what did Gardner suggest
he finds the idea of general intelligence less helpful as different students have different mental abilities - intelligence can be demonstrated in all senses
he said there are multiple intelligences -
- musical (instruments),
- bodily kinaesthetic (dancing)
- interpersonal (getting along)
- intrapersonal (understanding oneself)
- naturalistic (interacting with nature)
- existentialist (seeing the big picture)
what is Sternberg’s triarchich theory
analytic (internal mechanisms), practical (application in the real world), creative (making something new)
