Week 9 : Intelligence and Assesment Flashcards

1
Q

What is intelligence?

A

Has various definitions and lots of controversy around how we best define it:

-A trait or set of traits that characterise some people to a greater degree than others

-The ability to solve problems, and adapt and learn from experience.

-Gardner’s 8 distinct intellectual abilities

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2
Q

List the 8 distinct intellectual abilities according to Gardner.

A
  • Linguistic Intelligence
  • Logical-mathematical intelligence
  • Musical intelligence
  • Spatial intelligence
  • Bodily-kinesthetic intelligence
  • Intrapersonal intelligence
  • Interpersonal intelligence
  • Naturalistic Intelligence
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3
Q

When was the Binet or Binet-Simon Test developed?

A

In 1904.

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4
Q

What was the purpose of developing the Binet or Binet-Simon Test?

A

Was developed in response to a request from the french ministry of education

Comprised of 30 tasks of increasing difficulties e.g. repeating digits -> defining words -> constructing sentences including certain words.

Purpose was to two fold.

  1. French MOE could reduce crowding by identifying students who did not benefit from regular classroom and reaching and placing them in special schools (crowding)
  2. French MOE could provide appropriate remedial support to students who were not benefiting from regular classroom instruction (extra resource)
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5
Q

What calculation did the Binet or Binet-Simon Test allow for?

A

mental age

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6
Q

Define General Intelligence (g) according to Spearman.

A

A common underlying factor believed to influence all aspects of intelligence.

Was in response to the observation that people seemed to perform consistently across a range of tasks

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7
Q

What is Specific Intelligence according to Spearman?

A

A mental ability that is unique to a task.

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8
Q

What is Crystallised Intelligence?

A

A form of intelligence involving skills that depend on accumulated knowledge and experience.

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9
Q

What is Fluid Intelligence?

A

A form of intelligence that involves using your mind actively to solve novel problems.

e.g. reasoning, seeing relationships between stimuli

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10
Q

What do today’s intelligence tests measure?

A

Intelligence Quotient (IQ)

(as opposed to Simon-Binet test which looked at mental age)

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11
Q

Define Intelligence Quotient (IQ).

A

A score that indicates the extent to which an individual’s raw score on an intelligence test deviates from the typical performance of same-age individuals.

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12
Q

What is standardisation in the context of intelligence testing?

A

The practice of giving the test to a large, representative sample and using the results as the standard for interpreting individual scores.

IQ scores have been standardised (i.e. bell curve). Average is a score of 100 with 50% of scores of those from the same age falling below this and 50% falling above.

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13
Q

What do achievement tests assess?

A

Actual knowledge and skill attainment from recent learning, usually in a particular school subject.

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14
Q

What do aptitude tests assess?

A

An individual’s potential to learn a specialized activity.

Differ to intelligence test which generally a lot broader rather than focusing on a specialized activity. Although sometimes the distinction is hard to define.

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15
Q

What are Progressive Achievement Tests (PATs)?

A

Tests commonly administered in NZ schools at the start of each year to help teachers decide on suitable teaching materials and methods.

They are an example of achievement tests

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16
Q

List the scales included in the Bayley-III

A
  • Cognitive Scale
  • Language Scale
  • Motor Scale

Less major subscales
* Social-Emotional Scale
* Adaptive Behavior Scale

17
Q

What is Correlational Stability in testing? What are some factors that influence this?

A

It compares how children score relative to agemates from one time to the next.

-Better correlations occur the older the child is at their first testing and the closer in time the two tests are.

18
Q

What is Absolute Scores Stability?

A

It examines the same child’s profile of scores over repeated testings.

Most children;s scores fluctuate

Scores either decrease or increase with age

19
Q

How does IQ predict academic achievement?

A

IQ is correlated with achievement test scores, grades and staying in school

20
Q

What does the Minnesota Study of Twins Reared Apart focus on?

A

When you spilt twins you can see what has more of an impact on intelligence nature or nurture

Twins more similar despite growing up in different environments -> nature

Twins not similar growing up in different environment -> nurture

Obviously ethical considerations around this. (think about 3 identical strangers movie where the 3 boys were spilt without knowing they were triplets),

21
Q

Does intelligence predict success in life according to the Dunedin study?

A

Actually self-control was the best measure (at 3 year old) to predict job income, health wise, stable marriage etc.

Most well-known test of self-control is the marshmallow test -> eat 1 now o wait 15 minutes and get 2

Techniques -> Look away, distract yourself -> developed the knowledge that if you are told not to do something go find something else to do.

22
Q

Identify some pros of IQ testing

A

Get more support if score low

Score highly boost of self esteem

Smaller classes

Good at getting an idea of general intelligence for large numbers (fast, efficient)

Gifted children -> provided more opportunities (might get bored otherwise).

23
Q

What are some cons of intelligence testing?

A

Label them, segregate them -> lower self-belief (cabbage class)

Test may not be valid, intelligence exists in different ways

Lack of money/ resources to provide same opportunities and resources to all streams

Lose the ability for peers to teach each other, and not interacting with others of differing intelligence

Lower effort from teachers at lower steam potentially

24
Q

Raven’s progressive matrices

A

Nonverbal intelligence test -> assessing fluid intelligence.

Often involves looking for patterns

This is good at differentiating between two ends of the intelligence spectrum but not so good in the middle

25
Carroll's Hierarchical Model of Intelligence
Intelligence viewed as a hierarchy with general ability factor at top 'g" Then you have the layer of broad factor intelligence ( fluid intelligence, crystalized intelligence, general memory and learning, broad visual perception, broad auditory perception, broad retrieval ability, board cognitive speediness, processing speed) These Broad skills then feed into specific factors like sequential reasoning, vocab knowledge, memory span, spatial relations, general sound discrimination, creativity, numerical ability, reaction time) These specific factors can also feed back up to influence general intelligence Complex model -> good image on slides
26
What percentage of IQ scores fall below and above 85 (you may need to refer to bell curve in slides)
16% of scores of those from the same age are below 85 and 84% are above. (these two numbers make 100%)
27
What is the Bayley- III
it is an attempt to measure intelligence in children as traditional tests have attention span issues and require verbal skills. It gives rise to a developmental quotient (DQs) rather than IQ though in recognition of the fact that these tests are a poor predictor of later intelligence and don;t tap into the same skills necessarily They are primarily used for screening to identify infants that may be at risk for developmental issues.
28
How does IQ correlate with occupational attainment?
IQ predicts adult attainment well, but not perfectly Personality, practical intelligence is also important
29
How does IQ predict psychological adjustment?
Moderately correlated Low IQ related to school failure antiscoail behaviour and depression