Chapter 11 - Theories and Measurement of Intelligence

Question 1

Galton

Answer 1

higher intelligence is caused by superior qualities passed down to children (hereditary nature of intelligence)
> there are differences in intelligence
> forefather of intelligence tests; possible to measure intelligence directly

Question 2

Binet

Answer 2

creator of the first intelligence test in 1905 (Binet-Simon Scale)
> test used to determine a child’s mental age
> test as a turning point in psychology

Question 3

Terman

Answer 3

revision of the Simon-Binet Scale as they didn’t match up with the results from Kids in the US → introducing the Stanford-Binet Test
> Producing a norming sample that fits the US Population
> IQ

Question 4

IQ

Answer 4

Intelligence quotient, ratio of mental age / chronological age
> IQ score of 100 = child performs at expected age! → Allows for children to be compared not only in age groups, but across ages!

Question 5

Yerkes

Answer 5

development of group intelligence tests in order to save time (compared to the Stanford-Binet Tests)
> Army Alpha and Army Beta

Question 6

Two factor theory of intelligence
(Spearman)

Answer 6

> specific abilities (s) = type of intelligence needed for performing well on each different intelligence test
general intelligence (g) = underlying all the positive correlations; intelligence required for performance of intelligence tests of all types → underlies specific factors of intelligence

Question 7

Measuring g

Answer 7

> Wechsler Test of intelligence
Raven’s Matrices

Question 8

Wechsler Test of intelligence

Answer 8

> containing a number of subsets to measure several different aspects of intelligence (performance vs. verbal)
introduction of deviation IQ (how much someone deviated from 100)

Question 9

Multifactor theorists - Thurstone’s g

Answer 9

results from 7 primary mental abilities (associative memory, number, perceptual speed, reasoning, space, verbal comprehension, word fluency)

Question 10

Cattell - crystallized vs. fluid intelligence

Answer 10

> crystallized: acquired knowledge and skills, increases through life
fluid: primary reasoning ability, present from birth

Question 11

Vernon - hierarchical approach

Answer 11

1. General g
2. two major group factors (verbal/ educational & spatial / mechanical)
3. Minor group factors
4. specific factors

Question 12

Carroll - Hierarchical approach, Three stratum Model

Answer 12

> Stratum I: specific levels of intelligence (69 different cognitive abilities)
Stratum II: eight broad factors arising from these specific ones
Stratum III: general level of intelligence (g)

Question 13

Horn - 9 Dimensions to intelligence

Answer 13

> 7 additional broad (g) abilities beyond fluid & crystallized:
fluid reasoning, acculturation knowledge intelligence, short-term apprehension and retrieval abilities, visual processing, auditory processing, tertiary storage and retrieval, processing speed, correct decision speed, quantitative knowledge

Question 14

CHC - Theory

Answer 14

represents both Cattell-Horn and Carroll’s model of intelligence;
> 3 stratums that comprise narrow abilities (stratum I), broad abilities (Stratum II), and general f ( Stratum III)
> 16 broad abilities in stratum II