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PID > wk2+3 > Flashcards

wk2+3 Flashcards

1
Q

genotype

A

genetic complement, coded in DNA that we inherit from our parents

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2
Q

phenotype

A

outward manifestation of the individual

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3
Q

heritability

A

proportion of the phenotypic variance that is due to the genetic differences

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4
Q

environmental influences

A

family environment
shared environment
non shared environment

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5
Q

shared environment

A

Children raised in the same home will be more similar

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6
Q

non-shared environment

A

Even children raised in the same home will have different experiences growing up

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7
Q

galton (1865)

A

demonstrated consistent intellectual and creative leadership

  • relationship between eminence and families
  • also looked for an environmental explanation
  • Intelligence is genetically determined and fixed at birth
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8
Q

Family studies

A

investigates the similarity of family members in respect of intelligence

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9
Q

1st degree relatives

A

Parents, siblings, children (50% genetic similarity)

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10
Q

2nd degree relatives

A

Grandparents, grandchildren, aunts, uncles, nephews and nieces (25% genetic similarity)

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11
Q

3rd degree relatives

A

Great grandparents, great aunt, great uncles, first cousins (12.5% genetic similarity)

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12
Q

twin types

A

MZ - Identical genotype 100% genetic similarity

DZ - Genetically no more alike than other siblings 50% genetic similarity

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13
Q

twin studies

A
  • if the environment is the most important factor MZ and DZ twins will be equally similar
  • if genetics and most important MZ will be more similar than DZ
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14
Q

twin studies correlation

A
  • MZ - 0.87

- DZ - 0.53

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15
Q

The Burt affair

A

twins separated at birth more genetically similar

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16
Q

minnesota study

A

100 sets of DZ and MZ twins separated at early life. reunited as adults
g = influenced by genetics
MZ - 0.7

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17
Q

twin studies ✖️

A
  • some MZ found to be living in different branches of the same family
  • participants difficult to recruit
  • selective placement (placing children in an environment as similar to their birth one as possible)
  • pre natal environment has an impact
  • mainly focused on middle class
  • twins may not be representative of general population
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18
Q

virtual twins

A

reared in same environment with no genetic link
21 pairs of virtual twins tested
correlation 0.17 lower than MZ, DZ and siblings

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19
Q

fullerton virtual twins

A

completed suB-scales from WISC-III
correlation 0.3 at time one and 0.11 at time two.
modest relationship to no relationship
importance of shared genes over shared environment increases over time

20
Q

adoption studies (1)

A

Loehlin et al 1994

environment influences intelligence when children are small but as they develop influence of environment decreases and genetics increases

21
Q

adoption studies (2)

A

but studies investigating adoption of children from families living in poverty to middle-class families indicates Childs IQ 10/15 points higher than birth mother

22
Q

Galton

A

1st to emphasise humans differ in intelligence and it’s hereditary nature

23
Q

Binet

A

created the first intelligence test

used to identify a Childs mental age

24
Q

Terman

A

adapted the test for children 4-14

led to standardised testing (assessing one child by comparing them with other children)

25
Q

Stern

A

used Binet’s test
developed intelligence quotient (IQ)

(mental age/chronological age)x100 = IQ

26
Q

Yerkes

A

tested intelligence of soldiers

Alpha and Beta test

27
Q

Spearman

A

developed general intelligence ’g’
tests school kids analysed relationship between different tasks
if a person did well in one task they would do well on other tasks

specific abilities ‘s’ (e.g. vocabulary intelligence)
general intelligence ’g’ underpins all intelligence abilities

28
Q

deviation IQ

A

actual test score/ expected test score for that age

29
Q

Raven’s progressive Matrices

A

designed to minimise the influence of language and culture

making use of primarily non verbal problems

30
Q

Thurstone

A

challenged Spearman
argued it just showed tests correlates positively
‘g’ results from primary mental abilities

31
Q

Cattell

A

g = fluid intelligence and crystallised intelligence

32
Q

Fluid intelligence

A

an innate capacity. it is a basic reasoning ability applicable to a wide range of problems

declines with age
affected more by brain damage
largely inherited

33
Q

Crystallised intelligence

A

reflects schooling and cultural learning

34
Q

Gardner

A 
multiple intelligences
verbal-linguistic
logical-mathematical
visual-spatial 
bodily-kinesthetic 
musical
intrapersonal
interpersonal 
naturalist
existential
35
Q

The flynn effect

A

Year on year the average IQ scores deadly increases

only measuring a limited range of cognitive abilities

36
Q

causes of the Flynn effect

A
  • environmental boost-better nutrition
  • improvements in schooling
  • modernisation
  • testing attitudes and familiarity with testing
  • tests no longer measure IQ
37
Q

bell curve controversy

A

east asians score 5 point higher than white americans

white americans score 15 points higher than black americans

38
Q

why was the APA task force required

A

identify and summarise relevant research on intelligence
“do various ethnic groups display different patterns of performance on intelligence tests - if so what might explain those differences”

there is no support for genetic interpretation. at present no one knows what causes the ethnic group variations in intelligence.

39
Q

alternative explanations for ethnic variations in intelligence

A
  • cultural bias (tests decided by white middle class individuals)
  • stereotype threat self fulfilling prophecy
  • socio economic disadvantage affects the educational performance of children from different ethnic group
  • black american children placed in white SES homes during first year score high on IQ tests
40
Q

genetic explanations

A

hard wired differences. some groups are naturally disadvantaged in competing for resources and doing well in life

41
Q

environmental differences

A

society is unfair towards certain groups

42
Q

test bias

A

IQ tests are designed to favour certain groups

43
Q

group differences

A

race is not meaningful from a scientific perspective

variation within ethnic groups far outstrips those between groups

44
Q

the gender gap

A

historically- men are more intelligent than women

IQ tests found no differences
men do 3-5 points better on full IQ test
women do slightly better on verbal tests
men do better on spatial tests

45
Q

men and spatial tests

A

men need to know their surroundings to hunt and travel to fight

females with more testosterone do better on spatial awareness

PID (3 decks)

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