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Personality and Individual Differences (y2s2) > Week 9 Lecture 14 - intelligence, health and wellbeing > Flashcards

Week 9 Lecture 14 - intelligence, health and wellbeing Flashcards

1
Q

What type of construct is intelligence?

A

latent –> can’t be measured directly

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2
Q

What is a recent definition of intelligence by Gottfredson (2000)

A

General ability to reason, plan, solve problems, think abstractly, learn quickly and learn from experience

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3
Q

What does IQ stand for?

A

Intelligence Quotient

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4
Q

What was IQ originally a measure of?

A

Originally a measure of deviation of mental age from chronological age:
- IQ = (mental age / chronological age) X 100

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5
Q

Wechsler (1975) redefined IQ to be what?

A
  • A standardised score showing deviation from average score (of 100)
  • Scores normally distributed with an SD of 15
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6
Q

Give some examples of intelligence test items

A

Digit span:
- “repeat each string of numbers in the order that I say it”
- start with short easy strings, then become longer and therefore more difficult
- can also ask to repeat string backwards

Letter number sequencing task:
- holding information in mind, reorganising it and presenting it back in a different way
- e.g., say numbers/letters first in ascending/ alphabetical order
- e.g., 8CJ2 –> 28CJ

Proverb task:
- interpret meaning of a proverb
- looks at abstract thinking

Trail-making task:
- measures speed of doing a task e.g., join circles in numerical order as fast as you can

Reasoning task:
- e.g., recognise pattern in a series of images and use this to determine what comes next in the sequence

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7
Q

What is G (general) intelligence?

A
  • Charles Spearman (1863-1945)
  • Common ‘mental energy’ underlying performance on all tests
  • Indifference of the indicator –> g reflects something common to all types of mental ability task, it shouldn’t what test you use as they will all tell you something about that person underlying g intelligence
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8
Q

What is the hierarchy of intelligence?

A
  • Assume a hierarchy of which G is at the top
  • e.g., G, broad domains (i.e., working memory), task level (i.e., digit span)
  • certain tests better measure certain domains
  • no consenus on precise hierarchal structure/content
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9
Q

What level of intelligence are ID researchers and cognitive psychology researchers interested in?

A

ID –> g
CP –> broad domains

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10
Q

True or false
IQ correlates with academic achievement, job performance, and longevity

A

True

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11
Q

What is cognitive epidemiology?

A
  • the examination of cognition/ IQ as a correlate of health and mortality
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12
Q

What are 2 important considerations in cognitive epidemiology?

A
  • need to rule out reverse causation i.e., poor health can influence IQ
  • confounding effects e.g., socio-economic status –> particularly in early life
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13
Q

What type of designs are used in cognitive epidemiology to establish causation?

A

longitudinal designs

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14
Q

What are the Scottish Birth Cohort Studies? What did Whalley and Deary (2001) do with this data?

A
  • found dataset containing mental abilities of Scottish children –> tested entire nation with the same mental test
  • tested children born in 1921 in 1932 and children born in 1936 in 1947
  • Samples of these participants were traced and recruited into cohort studies
  • 4 different cohorts recruited
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15
Q

What is the Morary House Test?

A
  • 71 items including: Arithmetic,Reasoning etc.
  • Scores correlate with Raven’s Matrices and Stanford-Binet.
  • Valid measures of age 10/11 IQ.
  • so data collected using this test can be used to investigate the influence of early life IQ on health and mortality/longevity
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16
Q

What was the method and results for the IQ and Longevity study by Whalley and Deary (2001)?

A
  • Traced 2230 (80%) of ABC 1921 cohort.
  • Compared childhood IQ scores of survivors (age 76yrs) vs. non-survivors.
  • SES estimated by ‘overcrowding’ in childhood and father’s occupation
  • Significant correlation between age-11 IQ and age of death after controlling for childhood SES (r=.19)
  • larger effect of IQ for women than men and an earlier noticeable difference
  • overlap/ almost reverse effect for men in teens/ early 20s –> corresponds with WW2. Men with lower IQ more likely to be rejected for active service.
17
Q

Batty, Deary and Gottfredson (2007) conducted a systematic review where they tried to identify all cohort studies that measured early life IQ.

What did they find?

A

The 9 studies show that higher IQ in first 20 years of life is linked with lower mortality, even after adjusting for childhood SES

18
Q

What are the 4 causal mechanisms that have been proposed for the link between IQ and health?

A
  1. High IQ confers a survival advantage because it makes you more likely to have a higher SES as an adult and thus benefit from all the health advantages that this brings
  2. High IQ = likely to have high health literacy. Use this to make sensible decisions about health and then engage in health seeking behaviours e.g., follow medication regimes, exercise, wear a seatbelt
  3. Suboptimal neural development (pre or peri natal) limits cognitive ability (lowers IQ) but also makes them more vulnerable to psychiatric conditions –> can have negative impact on general health
  • evidence: low IQ associated with psychiatric disorders. BUT controlling for BW does not eliminate IQ-longevity links
  1. High IQ is a more general marker of body system integrity and therefore more likely to live longer
  • evidence: body symmetry is a marker with general health and fitness and is associated with IQ
19
Q

What might the contribution of the 4 causal mechanisms that have been proposed for the link between IQ and health vary depending on?

A
  • all mechanisms may help explain link
  • contribution of each mechanism may vary by cause of death
20
Q

A study by Ali et al. (2013) look at intelligence and happiness.

What was their reasoning and method for this study?

A
  • Mixed results from previous studies
  • Representative sample of 7403 English adults.
  • Measured Happiness.
  • Verbal IQ measured with National Adult Reading Test (NART).
  • Measured potential mediating variables that may account for any IQ-happiness relationship
21
Q

A study by Ali et al. (2013) look at intelligence and happiness.

What were their results?

A
  • High IQ predicted likelihood of being happy

Relationship mediated by:
- Dependency in Activities of Daily Living
- Income
- Neurotic Symptoms
- Self-reported Health
- Marital status
- Social participation

  • Further studies needed to test mechanisms longitudinally

Personality and Individual Differences (y2s2) (11 decks)

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