2/25 Pg 386-409

Question 1

The Eleven Plus Exam

Answer 1

Cyril L. Burt

• Measuring intelligence
• Intelligence=inherited
• Help identify talented children, regardless of class or background, and guides them toward needed educational resources

Question 2

Psychometric approach

Answer 2

French psychologist Alfred Binet in 20th century

• Distinguish mentally retarded children
• Which to place in remedial education
• cognitive skills closely linked to success in school and focuses on developing quantitative measures of intelligence through such means as intelligence tests
• Measures of vocabulary (Peabody)
• Nonverbal reasoning (Ravens Progressive Matrices)
• Spatial abilities (Leitter Performance Scales)

Question 3

Intelligence quotient (IQ)

Answer 3

mental age times real chronological age

• Not used currently
• Intelligence increases as ages

Question 4

Standford -Binet Intelligence Scales

Answer 4

*2 year old children to adults

Question 5

Weshsier Intelligence Scale (WISC-IV)

Answer 5

Verbal comprehension index, perceptual reasoning index, processing speed index, working memory index

Question 6

Verbal comprehension index (VCI)

Answer 6

comprehension of language-based materials and the ability to solve problems posed in words

Question 7

Perceptual reasoning index (PRI)

Answer 7

Uses pictures and other visual materials; largely avoids using language

• Complete missing details in pictures
• Arrange pictures to form a reasonable sequence of events
• Use blocks to re-create abstrate designs

Question 8

Processing speed index (PSI)

Answer 8

How quickly a child seems to process information in tasks ranging from time spent searching for a target shape among a much larger set of shapes to tasks identifying all instances of a target image

Question 9

Working memory index (WMI)

Answer 9

Performance on tasks that draw on working memory

Question 10

Bell curve/normal distribution curve

Answer 10

range and distribution of scores in the population

• Curve for intelligence test scores and how such scores would be ideally distributed in a large population
• most common score=highest point of the curve
• Close to the mean

Question 11

Standard deviation

Answer 11

measuring how much the values tend to vary from the mean

Question 12

Correlates for Intelligence Test Scores

Answer 12

• Predict academic success
• Predict number of years of schooling that a child will receive
• Somewhat weaker, predictors of level of employment and wealth except Western industrialized cultures
• Success in workplace
• Social and interpersonal skills

Question 13

General Intelligence (g)

Answer 13

Charles Spearman

• Psychometric approach
• Single, underlying essence to intelligence that affects all kinds of intellectual performance
• Neural processing speed, working memory capacity, brain myelination
• Intrinsic to each individual and unchangeable

Question 14

Three-Stratum Theory of Intelligence

Answer 14

John Carroll

*hierarchical array of abilities with g as a single factor at the apex, the third stratum

Question 15

Cattell-Horn-Carroll (CHC) theory of cognitive abilities

Answer 15

factor analysis reveals three levels, each of which makes important contributions to understanding intelligence

• Reciprocal positive causal interactions between lower-level cognitive abilities-elements causing positive correlations with each other-created a higher-order g
• g emerged rather than present from birth

Question 16

Theory of fluid and crystallized intelligence

Answer 16

Raymond Cattell

• Both parts of g
• not completely independent
• > increase fluid intelligence, then increase crystallized intelligence

Question 17

Fluid intelligence

Answer 17

ability to think flexibly and solve novel problems

• largely independent of acquired knowledge
• develop earlier
• later 20s: start to diminish

Question 18

Crystallized intelligence

Answer 18

ability to use specific skills and knowledge gained through experience
*continues to develop well into the sixth decade of life and often longer

Question 19

Multiple intelligence

Answer 19

Howard Gardner

• divides intelligence into distinct modalities that often have strong links to sensory or motor skills
• people of extraordinary talent can offer insights into different way of understanding distinct kinds of intelligence

Question 20

8 types of intelligence

Answer 20

linguistic, math, music, spatial, bodily/kinesthetic, naturalistic, interpersonal

• each has own unique developmental path
• Brain damage: selectively affect particular types of intelligence, causing focused deficits

Question 21

Problems with multiple intelligences

Answer 21

*without enriched environmental experiences, motivational factors

Question 22

Successful intelligence

Answer 22

Analytical abilities, creative abilities, practical abilities

• Balance of all three or insight to recognize which of these abilities are strengths and weakness to adjust
• Intelligence tests focus too much on analytical abilities
• Kenya children: analytical abilities negatively correlated with practical and creative abilities ->different parenting and value system

Question 23

Analytical abilities

Answer 23

comparing, computing, analyzing, evaluating

Question 24

Creative abilities

Answer 24

ability to invest, discover, and combine information in novel ways

Question 25

Practical abilities

Answer 25

ability to use and act on information

Question 26

The Bayley Scales of Infant Development

Answer 26

Nancy Bayley: motor skills, perceptual and cognitive capacities, early language *Longitudinal: after birth to 18 years old (no correlation) New measures: encode, remember, respond to information at different levels of complexity-> partially predict later intelligence test scores *High intelligence with less habituate time *No differences in infants from different groups (race, ethnic) ->group differences not innate

Question 27

Heritability

Answer 27

measure of population not individual * How trait varies across members of a group * Vary over time, with environment * Depend on diversity of environments that population is studied * Experiences and brain regions interact to affect heritability * Heritability approach 0: closely linked to genetic * Heritability approach 1: environment

Question 28

Sex differences

Answer 28

Overall IQ scores are equal

Question 29

3 distinct types of minority

Answer 29

John Ogbu * On its own initiative and without economic or social penalties, to be instinct from majority culture: religious * Seeks out new opportunities through migration * Members who put in subordinate, disadvantaged class without any choice, usually from birth-> low confidence

Question 30

Stereotype threat

Answer 30

Claude Steele and Joel Aronson | *very fear of confirming a negative sterotype leads to reduced performance a task or test

Question 31

Solution of stereotype threat

Answer 31

* Indicating before the test that intellectual ability is malleable and not an intrinsic property of an ethnic group * Focusing on aspects of cognitive performance that are most affected * Reframing: describe as useful learning * Attitudes from parents * Aware of stereotype and strength

Question 32

Flynn effect

Answer 32

James Flynn *Regularly downward adjustments of entire score distribution so average would remain at 100-> roughly a 15 point increase in IQ over the last 60 years or so in many different ethnic groups and cultures

Question 33

Reason of increase intelligence

Answer 33

* Better nutrition * Advanced technological skills * Increase complex cultures->ever-larger demands on the kinds of analytical skills -> more practice using those skills * Decision makers-> Higher in analytical abilities-> more intense environment

Question 34

Environmental influences

Answer 34

* Biological factors * Malnutrition, deprived environments * Social influences * Parenting, parent's education levels * Schooling