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Psych Assess. Ind Diff > Week 9: Intelligence Testing > Flashcards

Week 9: Intelligence Testing Flashcards

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1
Q

List the three overarching themes regarding intelligence

A
  • the capacity to learn
  • the total knowledge a person has acquired
  • successful adaptation to new situations/environments
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2
Q

Briefly describe Spearman’s theory of intelligence

A
  • concerned with underlying intelligence structure
  • heavy use of FA
  • intelligence consists of a general factor used to perform mental tests and numerous specific factors
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3
Q

List Thurstone’s 7 mental abilities

A
  • verbal comprehension
  • verbal fluency
  • inductive reasoning
  • spatial visualisation
  • number
  • memory
  • perceptual speed
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4
Q

Fluid intelligence

A
  • non verbal
  • culture reduced
  • a person’s inherent capacity to learn and problem solve
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5
Q

Crystallised intelligence

A
  • develops through the use of fluid intelligence
  • culturally dependant
  • used for tasks requiring learning or habitual response
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6
Q

How does crystallised intelligence progress

A

Declines or tapers in late adulthood

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7
Q

How does fluid intelligence progress

A

Declines in early adulthood

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8
Q

What are the defining characteristics of Gardner’s model?

A
  • potential isolation by brain damage
  • existence of savant individuals
  • identifiable core information processing operations
  • distinctive developmental history
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9
Q

List Gardner’s dimensions

A
  • linguistic
  • logical-mathematical
  • spatial
  • musical
  • bodily-kinaesthetic
  • interpersonal (relating to others)
  • intrapersonal (relating to self)
  • naturalistic
  • spiritual
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10
Q

What is the main difference between the intelligence quotient and the deviation IQ?

A

The intelligence quotient is mental age / actual age x 100, and is not useful past the age of 17. Deviation IQ can be used for adults and revolves around how much IQ deviates from the mean of 100.

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11
Q

Preformationism

A

All living organisms are preformed at birth

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12
Q

Predeterminism

A

Abilities are predetermined by genetic inheritance; the genes for your intelligence level are set, and develop only to this level

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13
Q

What kind of perinatal influences may affect intelligence (nurture)

A
  • maternal health during pregnancy
  • birth process
  • gestation e.g stress
  • birth weight
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14
Q

How may education effect intelligence

A
  • quality/type of education
  • number of years of school
  • older generations spend less time in education system
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15
Q

Thurstone’s verbal comprehension

A

Vocab, reading, comprehension and verbal analogies

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16
Q

Thurstone’s verbal fluency

A

Measured by anagram, or quickly naming words in a category

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17
Q

Thurstone’s inductive reasoning

A

The best measure involves finding a rule as in a number series completion test, or in drawing analogies

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18
Q

Thurstone’s spatial visualisation

A

Mental manipulation of visuospatial material

19
Q

Thurstone’s number

A

Synonymous with the speed and accuracy of simple commutation and math problem solving

20
Q

Thurstone’s memory

A

Skill at rote memory tasks such as paired associate learning picture and word recall

21
Q

Thurstone’s perceptual speed

A

Simple clerical tasks such as visual ‘spot the difference’ or visual search

22
Q

Stability of children’s IQ

A

Remains stable after 5 years, but can change

23
Q

Factors that can affect IQ change

A
  • development growth
  • environmental factors
  • diversity in learning experiences
  • parent-child dynamics
24
Q

Factors that influence the stability of intelligence test performance

A
  • invariance of genetic factors
  • cumulative nature of intelligence development
  • environmental stability
  • sequential nature of learning
25
Q

Birth order

A

Explains very little IQ variation

26
Q

SES

A

Moderate correlation with child’s IQ

27
Q

Home environment variables

A

Correlate significantly with IQ

28
Q

Childhood illness

A

No link to later IQ

29
Q

How can intelligence be measured in infancy

A
  • sensorimotor development

- nonverbal motor development

30
Q

How can intelligence be measured in children

A
  • cognitive knowledge

- reasoning

31
Q

How can intelligence be measured in adults

A
  • Weschler
  • subtests
  • global nature of intelligence
32
Q

Define culture loading

A

The degree to which a test incorporates the vocab, concepts, and traditions associated with a certain culture

33
Q

Describe the origins of formal intelligence testing

A
  • roots in England and France in the early 1900’s

- early approaches focussed on either psychophysical abilities or judgemental abilities

34
Q

Galton

A

Psychophysical approach, used sensorimotor tests but found no consistent links between tests

35
Q

Binet

A
  • In France, changing attitudes toward the mental unwell and intellectually disabled
  • mental judgement was regarded as the key to intelligence
  • his modern approach argued that intelligent behaviour involved direction, adaptation and criticism
36
Q

Binet & Simon

A

The ability to judge well, understand well and reason well

37
Q

Terman

A

Capacity to form concepts and to grasp their significance

38
Q

Thurstone

A

Capacity to inhibit instinctive adjustments, flexibly imagine different responses, and realise modified instinctive adjustments into overt behaviour

39
Q

Spearman

A

General ability which involves mainly the education of relations and correlates

40
Q

Weschler

A

Aggregate or global capacity of the individual to act purposefully, to think rationally and to deal effectively with the environment

41
Q

Eysenck

A

Error free transmission of information through the cortex

42
Q

Culture free tests

A

Try to remove any cultural influence by being completely nonverbal

43
Q

Culture fair tests

A

Incorporate new aspects to procedures to minimise culture specific advantage

Psych Assess. Ind Diff (11 decks)

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