Assessment I deck Flashcards
3 different approaches to intelligence
1) genetic 2) Equipotentiality vs. Localization of fx 3) Statistical/Psychometric
Genetic influences on IQ
1) Polygenetic (sum of lot of genes make up a trait, e.g. IQ) 2) Single gener or major gene model 3) Environment is important too!!
Equipotentiality vs. Localization of Function
1) Franz Gall (1758-1828) & Johann Spurzheim 2) Pierre Flourens (1784-1867) 3) Paul Broca - 1861 paper 4) Karl Lashley - 1929 book
Gall & Spurzheim
- Phrenology (bumps on head) - Localizationist model of IQ
Pierre Flourens
1) Lesion studies w/ animals 2) No localization of function in cortex 3) BUT brainstem important for breathing and cerebellum impt for coordinated movement 4) loss of brain fxn is correl. w/ degree of damage 5) equipotentiality = all areas of brain are equally functional
Paul Broca
1) aphasia– speech production difficulty 2) localization of function -strict - e.g., language
Karl Lashley
1) Equipotentiality Principle– memory widely distributed throughout the cortex 2) Principle of mass action - reduction in learning is proportional to amt of tissue destroyed - and the more complex the learning task the more disruptive the lesions are 3) rat maze learning tasks
Spearman’s 2-Factor Model of Intelligence
1927 - Early proponent of factor analytic approach - Positive manifold– all mental tests are positively correl w. ea. other - used factor analysis and found > one underlying factor - general g > a no. of specific factors (s1, s2, s3,…) - saw g as mental energy - specific factors included spatial, verbal skills, etc. –> hierarchical to g
Wechsler tests and Spearman’s g
- WAIS-IV estimates of g based on factor analysis ‘- good measures of g –vocab, similarities, info– ‘- fair measures of g –symbol search, picture arrangement, coding, digit span–
Thurstone’s Primary Mental Abilities
> Factor analysis –> 7 primary mental abilities 1) verbal comprehension 2) word fluency 3) number 4) space 5) associative memory 6) perceptual speed 7) inductive reasoning > later acknowledged that these abilities correl w. ea other and there’s higher order g
Problems w/ Thurstone’s Primary Mental Abilities Theory
> Eventually acknowledged his 7 primary factors correl moderately among themselves > led him to conclude that there may be second-order factors related to g > Solution??? ….move toward hierarchical models
Vernon’s Hierarchical Theory of Intelligence
a) general ability g b) major and minor group factors - verbal-educational > creative, verbal fluency, numerical - spatial-mechanical > spatial, psychomotor, mechanical c) Lowest level = specialized factors unique to certain tests
Catell & Horn’s Fluid vs. Crystallized Intelligence
> 2 factors correl @ .50 –>need fluid to have crystallized > fluid– nonverbal mental efficiency, inherent ability used in new situations > crystallized– what one has already learned through investment of fluid intelligence in cultural settings (school) > believed fluid intelligence was culture free > Horn modified theory in 1998 to include - visual/auditory processing, ST/LT memory, processing speed, decision speed, quantitative knowledge
Sternberg’s Triarchic Theory of Intelligence, 2003
3 dimensions of intelligence 1) componential/analytic - higher order cog. Process, performance, acquired knowledge - only one measured by current IQ tests 2) Experiential/Creative - novelty (fluid intelligence) - insight - automatic processes (cyrstallized) - elementary bottom-up processing 3) Contextual/Practical - ability to adapt to everyday life using existing knowledge and skills - can be several correct answers, requires motivation, practical experiences, tacit knowledge
Problems w/ Sternberg’s Triarchic Theory
> more info needed about how 3 dimensions of intelligence relate to one another (Sattler, 2008) > personality characteristics (e.g., confidence, sociability) are mixed in w/ theory, which makes it cloudy > components are positively correl and do not have sufficient generality to procide a basis for understanding indiv. diffs in intelligence
Gardner’s Multiple Intelligence Theory, 1998
multiple intelligence– biological, psychological, cultural influences all comprise intelligence > 8 major competencies– linguistic, musical, logical/mathematical, spatial, bodily/kinesthetic, intrapersonal, interpersonal, naturalistic, spiritial, existential > emergent, responsive intelligence rather than fixed believes paper penvil tests rule out many kinds of intelligent performance that matter greatly > MI ax tools: bridging, spectrum assess sys > Environment acts on cog. abilities to build new skills
Multiple Inteligence Developmental Assessment Scales
> designed by Shearer, 1996 > objective questionnaire designed to measure Gardner’s MIs > CRITICISMS: - some may be better regarded as aspects of personality rather than intelligence - The 8 are not independent - current instruments to assess don’t have acceptable psychometric properties
Emotional Intelligence (Mayer et al., 2008)
EI an ability, not a trait - specific mental abilities relating to identifying, understanding, managing, and using emotions to enhace thinking and beh - 4 branch model 1) perceiving emotions accurately in self and other 2) using emotions to facilitate thinking 3) understanding emotions, emotional language, and signals conveyed by emotions 4) managing emotion to attain specific goals
