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PSYC3020 > Wk8 - IQ 2 > Flashcards

Wk8 - IQ 2 Flashcards

1
Q

True or false?

Carroll proposed that intelligence should be thought of as a three layer hierarchy of cognitive abilities.

A

True

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2
Q

True or false?

Crystallized intelligence is generally robust to the effects of aging

A

True

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3
Q

True or false, and why? (x2)

Spearman used Factor Analysis to support the notion of a single factor theory of intelligence.

A

True
Found that it was possible to pull out a single underlying factor
(i.e. all the tests intercorrelated to some degree)

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4
Q

True or false, and why? (x4)

Thurstone used Factor Analysis to support the notion of a multiple factor theory of intelligence.

A

True
But Thurstone interpreted the same data differently to Spearman -
extracting multiple factors
(but that still intercorrelated to some degree - so not empirically inconsistent with Spearman)

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5
Q

The five groups of tests used in the Stanford-Binet Intelligence Scale (5th edition) are:

A 
Fluid Reasoning, 
Crystallised Intelligence, 
Working Memory, 
Quantitative Reasoning, 
Visual-spatial Reasoning.
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6
Q

What is the benefit claimed for Raven’s Progressive Matrices test? (x1)

A

It allows the intelligence of people who speak different languages to be compared.

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7
Q

Factor analysis of the Stanford-Binet Intelligence Scale (5th edition) suggests that, at most ages, the test has five factors just as the underlying theory predicts. This represents evidence for… (x1)

A

Construct validity

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8
Q

True or false and why? (x2)

Traditional tests of intelligence could be used as achievement tests.

A

False

Achievement tests refer to things like university examinations – where knowledge of formally taught material is assessed

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9
Q

True or false and why? (x2)

Tests of intelligence designed for pre-schoolers can predict the intelligence of outlying individuals later in life.

A

True
Pre-schooler intelligence tests don’t predict later intelligence for most people
But can be predictive for those at the extremes (e.g. for people with profound cognitive disability)

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10
Q

The Peabody Picture Vocabulary Test is… (x1)

Which can be used by… (x1)

A

A measure of aptitude

People who have significant (but not total) motor impairment.

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11
Q

Spearman’s g refers to… (x1)

A

What different intelligence tests have in common

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12
Q

True or false and why? (x2)
Jensen argued that a key problem with factor analytic approaches to intelligence is that they tend to treat intelligence as no more than a theoretical construct

A

False
Was supporting factor analytic approaches to intelligence when he said that intelligence is a theoretical construct –
Went on to say that gravity is too – but no one has problem with that

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13
Q

True or false and why? (x2)

Sternberg’s Triarchical Model of intelligence includes an emphasis on planning as a key component of intelligence.

A

True
Model is e.g. of an information processing approach to intelligence,
Where planning is considered a key component of intelligence
(arguably overlooked by factor analytic approaches)

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14
Q

How did Edward Boring define intelligence? (x1)

In an attempt to resolve conflict at… (x2)

A

Intelligence is what intelligence tests measure
Symposium in 1921, 17 psychologists got together to try and define intelligence.
However, no two people agreed

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15
Q

What is the key difference between Spearman’s and Thurstone’s attempts to conceptualize intelligence? (x3)

A

Both based on same data, and factor analysis, but different interpretations
Spearman found single common factor - g
While Thurstone argued for 7 factors (admittedly related, however)

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16
Q

What influential innovation in intelligence theory was included in the Cattell-Horn model? (x2)

A

Two major types of cognitive ability -
The crystallised/fluid distinction
(but others present too)

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17
Q

What influential innovation in intelligence theory was included in Carroll’s model? (x3)

A

Pulled together previous models (Spearman and Thurstone)
To give a threes-striatum theory of cognitive abilities,
Where each level incorporates all levels below

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18
Q

What are factor analytic theories of intelligence (x1) and how do they differ from information processing theories of intelligence? (x2)

A

Factor analysis rely on giving a bunch of tests, and then seeing how they relate
Info processing models treat intelligence as a computational process, rather than structure of different abilities
And key focus on planning introduced

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19
Q

What debates over the factor analytic approach to intelligence have been put forward? (x1, plus x1 counter, plus x1 counter-counter…)

A

Gould (1982/1996): factors are just a descriptive summary of data – not necessarily underlying traits
• Correlation, not causation – relationships are pure inference
Jensen (1994) replied that consistent positive correlations of .2-.8 show always some kind of common variance
• Intelligence is a theoretical construct (that enables testing) – but so is gravity
Howe (1997): correlation not causality (e.g. age/petrol price correlation). Intelligence is merely a description of someone’s output – that doesn’t make it an explanation

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20
Q

Describe Sternberg’s triarchical model of intelligence (x3 components, plus explain)

A

Metacomponents -
• planning, monitoring, evaluating (the executive, tells you what you need to be doing)
Performance components -
• administer instructions/tasks from metacomponents
Knowledge acquisition components -
• ability to learn new things is crucial, eg from what has gone right/wrong in all that planning)

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21
Q

Describe the key idea behind Luria’s theory of intelligence.

A

Two ways that we process information…
Simultaneous – looking at/processing whole thing in parallel, without having to study all the components individually
o E.g. when recognizing someone’s face, you don’t examine each of their features in turn - why photofits are crap.
Successive – sequential, serial – logical and analytical, piece by piece
o eg reading

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22
Q

Describe the key features of the Stanford-Binet Intelligence Scale

A

Based on hierarchical Cattell-Horn-Carroll (CHC) model, with 5 factors from the middle layer:
• Fluid reasoning (fluid intelligence) – novel problem solving, e.g. matrices
• Knowledge (crystallized intelligence) – things like vocabulary
• Quantitative reasoning – numerical ability
• Visual-spatial reasoning – ability to see patterns in visual stimuli
• Working memory (short-term memory)
10 core subtests yield 5 factor scores and can be combined to give an overall score for g (Full Scale IQ).

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23
Q

What are the three Wechsler IQ tests? (the amin rival to Stanford-Binet)

A

WPPSI: Wechsler Pre-School and Primary Scale of Intelligence. For 3-7 year olds.
WISC-IV: Wechsler Intelligence Scale for Children - 3rd edition. For 6-16 year olds (see lecture 4).
WAIS-III: Wechsler Adult Intelligence Scale - 3rd edition.

24
Q

Why are the Stanford-Binet and Wechsler tests most commonly used to test IQ? (x3)

A

They’re well established,
Well standardized, and
Reliable - have a large number of validity studies to support them

25
Q

When might you want to use an IQ test other than the Stanford-Binet or the Wechsler tests?

A

Inappropriate in certain situations
• Special populations (e.g. people with disabilities, non-English speakers, people with language difficulties).
• Other scales may be less reliant on verbal responses, visual/motor integration etc

26
Q

Describe the psychometric properties of the Raven’s Progressive Matrices (x3)

A

Lesser correlations with eg academic achievement than other tests
Alternate forms reliability coefficient .90, internal reliability .94, test-retest between .71 to .86.
Validity - correlates with other aptitude tests and to a lesser degree with academic ability (though correlations not high)

27
Q

What are the disadvantages (x1) and advantages (x2) of individual IQ tests?

A

Examiner-examinee interaction - e.g. learning style can be observed, might extract information from examiners behaviour
Adaptive testing easier - question you present depends on how they did on the last one; eg start with the medium difficult first, then easier or harder ones pending on whether they get them right/wrong. Can be done on computer too, but not in groups
Potentially more sophisticated procedures can be used

28
Q

Name the three categories of educational assessment

A

Achievement tests
Aptitude tests
Diagnostic tests

29
Q

What are psycho education test batteries? Give an example.

A

Kits that measure
(1) abilities related to academic success and
(2) educational achievement in, e.g. reading and maths.
Allows children to be compared with age norm - help plan educational interventions
Cover raft of areas that are relevant to educational attainment
Eg Kaufman Assessment Battery for Children (K-ABC) – T
o Divides tests into (1) sequential and (2) simultaneous skills
o Which can be combined into a Mental Processing Composite (equivalent of IQ)
o Based on Luria’s information processing theory of intelligence.

30
Q

What are the issues involved in testing pre-schoolers? (x4)

A

Attention span is short
Language/conceptual abilities limited
Infant intelligence doesn’t predict child/adult intelligence - except at extremes (diagnosis of disabilities etc)
Motor skills are actually a better predictor of later intelligence

31
Q

Describe the considerations/application of the Peabody Picture Vocabulary Test (x4)

A

For people aged between 2 and adult.
Multiple choice - only requires a pointing response
Requires no reading ability (though respondent must be able to hear).
Rough measure of IQ for people unable to do Binet/Wechsler tests (much quicker to administer too) - though it’s not a proper substitute

32
Q

How did Wechsler (1958) operationally define intelligence? (x4)

A

It’s the aggregate/global capacity of individual
To act purposefully,
Think rationally and
Deal effectively with his environment

33
Q

How did Neisser (1996) define intelligence? (x6)

A 
The ability to:
Understand complex ideas
Adapt effectively to the environment
Learn from experience
Engage in various forms of reasoning
Overcome obstacles by taking thought
34
Q

What is the fundamental basis of theoretical debates on intelligence? (x2)

A

Whether it exists as an explanatory trait,

Or is just a description

35
Q

What are the different types of intelligence theory?

A

Factor analytic models
Information processing models
Developmental (e.g. Piaget’s 4 Stages of Development)
Biological (conceptualising intelligence through neuroscience, emphasis on brain functioning, e.g. Jensen)

36
Q

Name four factor analytic theories of intelligence

A

Spearman’s unifactor model
Thurstone’s multiple factor model
The Cattle-Horn model: Fluid vs Crystal
Carroll’s hierarchical model

37
Q

Name two information processing models of intelligence

A

Sternberg’s Triarchical model

Luria’s Simultaneous/successive processing theory

38
Q

Explain the development of Spearman’s unifactor model of intelligence (x3)
And what was the implication for conceptualisations of intelligence? (x1)

A

Invented factor analysis specifically for purpose of IDing intercorrelations between different cognitive ability tests
Found considerable and positive correlations between all the tests,
ie all mapping onto one factor - Spearman’s g
This kind of factor analysis led to it being viewed as unifactor trait - unlike, e.g. personality

39
Q

Define Spearman’s g (x3)

A

General intelligence:
the variability all the different cognitive tasks have in common,
ie different cognitive capacities that covary

40
Q

Does correlation between cognitive abilities mean that there’s some underlying variable that they have in common? (discuss, x5)

A

Performance on highly diverse measures of cognitive ability correlate.
eg Jigsaw puzzle ability will correlate to some degree with answering trivial pursuit questions
Theorists argue that underlying mediating variable between these diverse measures of cognitive ability is intelligence - Reasonable to hypothesise that being good at jigsaw puzzles has nothing to how good you are at trivial pursuit –
But the evidence suggests that there will actually be a correlation of some sort

41
Q

Explain the development of Thurstone’s multiple factor model of intelligence (x4)

A

Used factor analysis on same data as Spearman, but instead found that
Common variance was too small to call it general intelligence
Instead argued for different ‘primary mental abilities’
Which led to use of a 7-number system to define a person’s intelligence

42
Q

What are Thurston’s ‘primary mental abilities’ that form intelligence? (x7)

A 
Verbal comprehension, 
Word fluency, 
Number facility, 
Spatial visualization, 
Associative memory, 
Perceptual speed and 
Reasoning.
43
Q

What are the properties of Cattle-Horn’s crystallised and fluid intelligence? (x2 plus e.g. of each)

A

Gc: maintained, doesn’t decline with age
eg vocab, general knowledge
Gf: vulnerable to aging - the problem-solving capacity which peaks at age 24
eg non-verbal skills like digit memory

44
Q

Describe the layout (x3) and correlation patterns (x2) of Carroll’s hierarchical model of intelligence

A

Pyramid with ‘g’ at top
Then e.g. fluid and crystal, general memory, learning
Which further specialise, e.g. fluid into general sequential reasoning, induction, quantitative reasoning, etc
Further down the pyramid you go, higher the correlations get between the factors –
Because they are all related to the ‘parent’ category above it

45
Q

What are five points to remember when thinking about debates over intelligence theories?

A

Not going to be that we figure out ‘which model is right’
They’re not mutually exclusive, just have different focuses
Tests need some sort of initial structure to guide item design - theories can provide that (though some tests may be more atheoretical than others)
Different theories often no more than alternative (overlapping?) definitions of intelligence - but you need definition before you can measure it
• Doesn’t mean that the same test can’t be interpreted in terms of different theories

46
Q

Outline the norm referencing and psychometric properties of the Stanford-Binet intelligence scale (x6)

A

Standardization sample: 4800 subjects between 2 & 85 years of age.
Stratified by age, race/ethnicity, geographical region (in US), and SES
Internal consistency of the overall test score was .97 to .98 - High as a product of hundreds of items in test
Inter-rater reliability = .9.
Criterion/convergent validity – other IQ tests.
Internal structure - factor analysis supported the five factor structure.

47
Q

We don’t learn to administer the Stanford-Binet intelligence test in clinical masters because… (x1 plus explain x3)

A

Of the level of training required
You get a box of random toys, books, big manual of examiner instructions
And another that covers the technical aspects – theoretical background, reliability, validity etc
And another book of interpretation instructions…

48
Q

Describe the original purpose (x1) and application/considerations (x4) of the Raven’s Progressive Matrices (x3)

A

Designed to assess military recruits independent of educational factors
Stimuli are language free - can be used across cultures
Simple to administer – uses multi choice response sheets
Non-verbal group ability test - research supports use as a measure of… Spearman’s g
Age 5 up

49
Q

What are the advantages and disadvantages of group-administered IQ tests? (x3)

A

Test large number of people efficiently
More objective, cheaper than individual
People generally need to be able to read & use a pencil

50
Q

Describe the purpose of achievement tests in regard to educational assessment (x2 plus egs x4)

A

To measure what’s been formally taught in a course (for example).
To measure accomplishment,
e.g. course examinations, spelling, reading, maths.

51
Q

Describe the purpose of aptitude tests in regard to educational assessment (x4 plus egs x1)

A

To measure “informal” learning, and
Assess broader base of learning.
Used to assess readiness for school, college, medical school, etc.
Also called readiness tests or prognostic tests.
eg GAMSAT that they use to assess appropriateness for entry into medicine

52
Q

Describe the purpose of diagnostic tests in regard to educational assessment (x1 plus egs x1)

A

Used to diagnose specific problems.

E.g. the Neale Analysis of Reading Ability.

53
Q

Why don’t psychoeducational test batteries refer to ‘intelligence’ specifically, despite their similarity to accepted tests of it? (x1)

A

To avoid the controversy/negative association with intelligence testing

54
Q

Name three examples of educational assessment tests suitable for pre-schoolers (0-5 yrs)

A

WPPSI-III - Wechsler Pre-School and Primary Scale of Intelligence
Bayley Scales of Infant Development
Peabody Picture Vocabulary test (4th edition)

55
Q

Describe the psychometric properties of the Peabody Picture Vocabulary Test (x8)

A

Standardisation sample: 3,540.
Alternate-forms reliability .87 - .93
Internal consistency .96 - .97
Test-retest .92 - .96
Content validity: words all in the dictionary…
Validity:
o Test scores increase with age in predicted way
o Correlates well with established vocabulary tests, measures of oral language, and reading
o Special populations score as expected (e.g. mental retardation, developmental delay, autism, language disorder, etc)

PSYC3020 (14 decks)

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