Child topic 1 - Intelligence

Question 1

What did Gardner argue about intelligence?

Answer 1

It is not a single entity, so can’t be measured by simple IQ tests - there are 7 different types of intelligence- people will differ in how they learn based on which intelligence is their strongest.

Question 2

What were the types of intelligence proposed by Gardner?

Answer 2

Visual-spatial
Bodily-Kinaesthetic
Musical
Interpersonal
Intrapersonal
Linguistic
Logic-mathematical

Question 3

Who was Goodenough-Harris’ intelligence test aimed at?

Answer 3

Young children - not over the age of 10

Question 4

What were the children in Goodenough-Harris’ study asked to do?

Answer 4

To draw various figures - e.g. a man, a woman, themselves. they were given a standardised instruction and had no official time limit
(but it never lasted longer than 10 minutes)

Question 5

How was intelligence measured in Goodenough-Harris’ study?

Answer 5

The children’s drawings were analysed and they were given points for a variety of features e.g. ears, legs, correct proportions

Question 6

outline the evaluation (validity) of Goodenough-Harris’ intelligence test

Answer 6

Not as specific as Iq tests but have shown concurrent validity when assessed alongside standardised IQ tests (children performed similarly on both)

Question 7

What are the three raven’s progressive matrices called?

Answer 7

Standard progressive Matrices
Colour progressive matrices
Advanced progressive matrices

Question 8

What are the standard progressive matrices?

Answer 8

The original form of Raven’s - for children and young people aged 7-18 years - 60 items, all presented in black and white

Question 9

What are the color progressive matrices?

Answer 9

for children aged 4-7, the elderly and some disabled people - 36 items presented on a coloured background

Question 10

What are the advanced progressive matrices?

Answer 10

18+ - 48 items split into 12 and 36 - presented in black and white

Question 11

How did Raven address the problem of people getting to know the questions?

Answer 11

Parallel versions of standard and coloured were published in 1998

Question 12

What is the most common and popular non-verbal IQ test? Why?

Answer 12

Raven’s progressive matrices, because they are easier to administer and interpret

Question 13

What are Raven’s progressive matrices designed to measure?

Answer 13

Educative reasoning ability, the ability to infer or work out an answer based only on the infor one has been given

Question 14

What are participants asked to do in each question of Raven’s progressive matrices?

Answer 14

To identify the missing element that completed a visual geometric design. They are given 6-8 choices to choose from.

Question 15

What was the sample for Schoenthaler’s study?

Answer 15

615 schoolchildren from 4 different schools in California

Question 16

What is fluid intelligence?

Answer 16

the ability to reason in abstract ways and solve problems logically without experience

Question 17

What is crystallised intelligence?

Answer 17

The ability to acquire knowledge through learning and experience

Question 18

Outline the procedure of Schoenthaler’s study?

Answer 18

participants assigned to one of 4 groups - placebo then increasing strengths of vitamins for 12 weeks. Intelligence was tested before and after the 12 weeks.

Question 19

What did the results of Schoenthaler’s study show?

Answer 19

For the non-verbal Wechsler test there were highly significant improvements in IQ, whereas for the verbal tests there was none
Children who already had a nutritious diet had less increased IQ than those who didn’t

Question 20

What were the conclusions of Schoenthaler’s study?

Answer 20

fluid intelligence affected by nutrient supplementation

Question 21

What was the aim of Van Leeuwen’s study?

Answer 21

to separate the effects on intelligence of having shard genes as opposed to a shared environment
To investigate why spouses have similar IQ scores

Question 22

What was the sample in Van Leeuwen’s study?

Answer 22

112 families. Each had a pair of twins (MZ or DZ), sibling (aged 9-14) and two parents
From the Netherlands twin registry

Question 23

What was the method of Van Leeuwen’s study?

Answer 23

Cheek swaps taken at home to confirm zygosity
To assess intelligence, children completed Raven’s standard progressive Matrices. parents completed Raven’s advanced progressive Matrices
Testing was done over a 5 hour period

Question 24

What was done to control for differing levels of difficulty in Van Leeuwen’s study?

Answer 24

The Rasch model was used - gives different points for differing difficulties (so the tests average out)

Question 25

What were the results of Van Leeuwen’s study?

Answer 25

No significant sex differences
Correlations were higher in MZ twins than first degree relatives
Significant correlation between spouses (0.33)
For lower IQ groups, environment has more of an impact, explaining 9% variance in scores
Additive genetics account for 67 of the variation in intelligence, with the remainder being explained by random environmental factors

Question 25

What were the results of Van Leeuwen’s study?

Answer 25

No significant sex differences
Correlations were higher in MZ twins than first degree relatives
Significant correlation between spouses (0.33)
For lower IQ groups, environment has more of an impact, explaining 9% variance in scores
Additive genetics account for 67 of the variation in intelligence, with the remainder being explained by random environmental factors

Question 26

What were the conclusion of Van Leeuwen’s study?

Answer 26

Main influence on IQ is genetic
Genes can interact with environment to influence IQ scores
Children with a higher predisposed IQ seek out stimulating environments
Couples seek out people of a similar intelligence

Question 27

How could the study of child intelligence be linked to holism?

Answer 27

More holistic to consider a range of intelligences - Gardner
But could be other skills/abilities that don’t fit neatly into categories

Question 28

How could the study of child intelligence be linked to reductionist? (2 ways)

Answer 28

Reductionist to assume intelligence only based on genetics - Van Leeuwen
But Much research acknowledges environmental factors too
Reductionist to only look at environment as an explanation - Schoenthaler
But there are infinite environmental factors

Question 29

How could the study of child intelligence be Socially sensitive? (2 ways)

Answer 29

To parents who are less intelligence - Van Leeuwen (genetics)
But a parents could encourage the child to engage in stimulating environments
To those on low income - Schoenthaler (need to buy vitamins)
But a low cost solution could be state funded

Question 30

How could the study of child intelligence be not Socially sensitive?

Answer 30

encourages greater value being out on non-academic intelligences - Gardner
But not realistic as the education system values academic intelligence about all else

Question 31

How could the study of child intelligence be Sscientific? (2 ways)

Answer 31

Falsifiable - Van Leeuwen (has potential to be proven right or wrong by future studies)
But it can be difficult to prove what the rest of intelligence is due to if not genetics
Replicable - Schoenthaler
But ethnocentric - can never really have a totally replicable study

Question 32

How could the study of child intelligence be Scientific?

Answer 32

Subjective - Goodenough-Harris
But if clear instructions ere provided it could be made more objective