Wk 9 - Intelligence

Question 1

Outline the history of intelligence testing

Answer 1

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

Question 2

What is the nature of intelligence testing? (IQ associations with…) (x4)

Answer 2

Cognitive correlates
Biological correlates
Individual diffs
Groups diffs

Question 3

What are three approaches taken to assessing intelligence? (x3)

Answer 3

Psychometric - correlational and hierarchical
Anthropological
Systems models

Question 4

What is Sternberg’s triachic theory of intelligence, 1999?

Answer 4

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

Question 5

What are the issues associated with observed individual and group diffs in intelligence (x5)

Answer 5

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

Question 6

Define intelligence (x2)

Answer 6

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

Question 7

Characteristics of modern IQ tests (x1)

And three types

Answer 7

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

Question 8

Describe the Wechsler scale of IQ testing - WAIS/WISC (x6)

Answer 8

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

Question 9

Describe Raven’s progressive matrices of intelligence testing (x5)

Answer 9

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

Question 10

Psychometric properties of intelligence tests (reliability/validity checks) (x6)

Answer 10

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

Question 11

Describe the distribution of IQ in society (x4)

Answer 11

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

Question 12

What are the cognitive correlates of IQ (x3)

Answer 12

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

Question 13

What are the biological variables that contribute to individual diffs in IQ? (x4)

Answer 13

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

Question 14

What are the biological correlates of IQ? (x1)

As shown by… (x1)

Answer 14

PET scans show lower glucose consumption in higher IQ = neuronal efficiency
Tetris newbies use more during play than experts or high IQ

Question 15

What are the social variables that contribute to individual diffs in IQ? (x5)
And one falsely believed to?

Answer 15

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

Question 16

Describe group diffs in IQ (x4)

Answer 16

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

Question 17

Describe three psychometric models of intelligence based on correlation between tasks on IQ tests

Answer 17

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)

Question 18

Describe two hierarchical psychometric models of intelligence

Answer 18

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

Question 19

What are the issues of psychometric approaches to intelligence? (x5)

Answer 19

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

Question 20

Anthropological approaches to intelligence view… (x1)

And promote which two types of testing?

Answer 20

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

Question 21

Systems models of intelligence involve… (x1)

And two major theories of…

Answer 21

Involve lit reviews of available data, but ltd empirical research
Howard Gardner’s multiple intelligences
Sternberg’s triachic theory 1999

Question 22

Describe Howard Gardner’s systems model of multiple intelligences (x2), and issues with (x2)

Answer 22

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?

Question 23

What is the Flynn effect?

Answer 23

That intelligence has been rising across generations

True change or access to info?