Wk 9 - Intelligence Flashcards
Outline the history of intelligence testing
Francis Galton - scatterplots of many human traits, intel as measuring energy/sensitive to stimuli, no correlation with grades/predictive validity
Alfred Binet - calculated mental age, hi/lower than chronological = ‘defective’
Stern 1912 - intelligence quotient, mental x chrono/100, restriction of range/invalid across lifespan
Modern IQ - not actually quotient, normally dist for age range
What is the nature of intelligence testing? (IQ associations with…) (x4)
Cognitive correlates
Biological correlates
Individual diffs
Groups diffs
What are three approaches taken to assessing intelligence? (x3)
Psychometric - correlational and hierarchical
Anthropological
Systems models
What is Sternberg’s triachic theory of intelligence, 1999?
Based on idea that intel = success/adaptability
Analytic/componential intel – measured by conventional test
Creative/experiential – measured through creativity tasks Practical/contextual – measure through practical reasoning tasks
What are the issues associated with observed individual and group diffs in intelligence (x5)
Are they social or genetic?
Tests biased to educated people
More info access?
Better education/food?
Gender diffs and upbringing – choice of toys etc
Individual diffs overlook what intels people have in common
Define intelligence (x2)
1997 Pinker: the ability to attain goals in the face of obstacles by means of decisions based on rational rules
Boring 1923: it is what intelligence tests measure. A circular def, but: diffs on tests were stable over time, children improve with age, relative rank tends to be same, people good at one part of test tend to be good at others
Characteristics of modern IQ tests (x1)
And three types
Use norms of a normal distribution, percentiles and deviation IQ
Stanford-Binet was devised for children, average = 100, SD = 9
Wechsler scales use: Average for your age = 100, SD = 15
Raven’s progressive matrices: non-verbal, multi-cultural
Describe the Wechsler scale of IQ testing - WAIS/WISC (x6)
Average for your age = 100, SD = 15
Verbal (comprehension, vocab, digit span etc) and
Performance tests (eg using patterned blocks to reproduce given design)
Cultural
Uses timing as value placed on quick thinking
Very intensive todo/administer
Describe Raven’s progressive matrices of intelligence testing (x5)
Non-verbal Multi-cultural Standard test has a ceiling effect – use advanced matrix for those in higher intel environments Can be untimed, usually 30-40 minutes Correlates highly with WAIS
Psychometric properties of intelligence tests (reliability/validity checks) (x6)
Concurrent and predictive validity: results correlate across elements of test, and predict performance
Test-retest reliability: individual scores same on repeated testing
Alternate forms reliability: similar results on different tests
Interrater reliability: same result by different administrators
Standardisation: conditions the same for all test takers
Norms: translation of raw scores into scaled relative performance – need updating, to account for eg Flynn effect, where scores increase over time
Describe the distribution of IQ in society (x4)
Bell curve: evidence of stratification by IQ, gap is widening, top end starting to fatten
Correlated with occupational and social outcomes, ie low = doing work that requires constant supervision, higher chance of divorce
Not causal; different opps in life; scores affected by schooling, nutrition etc
IQ is potential + environment
What are the cognitive correlates of IQ (x3)
Working memory: ability to hold multi items in mind and manipulate predicts IQ
Processing speed predicts IQ: higher IQ faster lexical speed and choice reaction time
Inspection time task: which is shorter of two lines shown for different inspection times; minimum time on 9 out of 10 tests = IT; controls for speed/accuracy trade-off
What are the biological variables that contribute to individual diffs in IQ? (x4)
Heritability: eg disease prohibiting the eating of certain foods/amino acids = brain damage; IQ relates to parents/twins
Nutrition: malnutrition = lower IQ
Lead exposure decreases IQ
Prenatal exposure to alcohol, aspirin, antibiotics = lower IQ
What are the biological correlates of IQ? (x1)
As shown by… (x1)
PET scans show lower glucose consumption in higher IQ = neuronal efficiency
Tetris newbies use more during play than experts or high IQ
What are the social variables that contribute to individual diffs in IQ? (x5)
And one falsely believed to?
Tests biased to educated people
Boring/repetitive job lowers IQ
Schooling: almost a yr apart in same grade, will converge around class mean
Family environment: exposure to big words improves vocab
Life opps: socio-economics etc
Interventions: baby genius programs – don’t work on IQ but possible increase in specific skill; same for increased WM in adults to raise IQ – effects not replicated
Describe group diffs in IQ (x4)
Intergenerational Flynn effect
Gender diffs in mental rotation: males better, but genetic or upbringing – choice of toys etc?
Females better at verbal tasks – same questions…
Racial diffs: Asians 1-2 points higher than whites, tests are normed on whites, African-Americans 1 SD lower; used to argue for segregation, but likely social diffs
Describe three psychometric models of intelligence based on correlation between tasks on IQ tests
Thurstone 1938 proposed 7 primary mental abilities: verbal comprehension and fluency, inductive reasoning, spatial visualisation, number, memory and perceptual speed
Guildford’s 1965 ‘rubix-cube’ model: 120, updated to 150 factors involving operations x products x contents – popularity ltd by complexity
Spearman’s 1927 g (general) factor + some set of specific factors (s)
Describe two hierarchical psychometric models of intelligence
Raymond Cattelll 1965 division of g into: fluid – abstractions, eg inductive reasoning, analogies; and crystallised – facts, vocab, general knowledge etc
Carroll’s 1993 went further: 8 facets of g (fluid and general, general memory, learning, visual/auditory perception, retrieval ability, cognitive and processing speed) - subdivided further into about 60 factors
What are the issues of psychometric approaches to intelligence? (x5)
Lead to contradicting conclusions of nature of intelligence, and
Use similar approaches, so diff to test against each other
Good at 2 things for unrelated reasons?
Individual diffs overlook what intels people have in common
Sample sizes – restricted range of participants, tasks and contexts
Anthropological approaches to intelligence view… (x1)
And promote which two types of testing?
Intel as a cultural invention: diff ideas of smartness, eg we value speed, but it’s not a factor of wisdom, which remains outside current approaches
Culture-fair tests are still biased: our culture has done test since at lease 5 yo, others will have diff thought processes
Culturally relevant tests have been attempted, but aren’t the norm
Systems models of intelligence involve… (x1)
And two major theories of…
Involve lit reviews of available data, but ltd empirical research
Howard Gardner’s multiple intelligences
Sternberg’s triachic theory 1999
Describe Howard Gardner’s systems model of multiple intelligences (x2), and issues with (x2)
More diverse range of skills, with independent factors – inter/intrapersonal, musical etc
Values diff abilities
Issues with empirical support – factors do correlate
Talents rather than intelligences?
What is the Flynn effect?
That intelligence has been rising across generations
True change or access to info?
