Chappy 1: Intell Flashcards
(28 cards)
What is intelligence? How do we define intelligence?
Problem-solving skills and the ability to adapt to and learn from life’s everyday experiences
Definition varies: Western: emphasize adaptation to enviro, basic mental processes, higher order thinking + speed of processing
Other cultures: suspicious of the quality of work done very quickly - emphasize depth of processing over the speed
How might we criticize traditional definitions of intelligence?
They are narrow, and rely on western knowledge w/out accounting for cultural differences in what is worth learning
How do other cultures define Intelligence?
Hint: Confucian, Taoist, Taiwanese Chinese (Yang & sternberg), Chinese (Chen), Buddhist/Hindu (Das), Africa (Ruzgis & Grigorenko), Zambia (Serpell), Kenyan parents (Super & Harkness), Zimbabwe (Dasen), Yoruba (Durojaiye)
Confucian: benevolence + doing what is right - intell person is a lifelong, dutiful learner
Taoist: humility, freedom from convention + self-understanding / knowledge of external conditions
Taiwanese Chinese (Yang & sternberg): five factors of Taiwanese Chinese conception of intell General cognitive factor, interpersonal intell, intraperson intell, intel self-assertion + intel self-effacement
Chinese (Chen): three factors of Chinese conception of intel
Nonverbal reasoning, verbal reasoning, rote memory
Buddhist/Hindu (Das): Waking up, noticing, recognizing, understanding, comprehending, determination, mental effort + feelings, opinions
Africa (Ruzgis & Grigorenko): view of intell in Africa - emphasis on peacemaking social skills (intragroup)
Zambia (Serpell): social responsibilities (obedience, cooperation)
Ex: smart kids listen to their parents
Kenyan parents (Super & Harkness): responsible participation in family/social life is intell
Zimbabwe (Dasen): prudence, particularly in social relations
Yoruba (Durojaiye): depth, ability to see all sides and put a problem into context (listening skills)
How did Galton define, and propose to test, intelligence?
2 components of Intell
Energy: capacity for learning
Sensitivity: strength of perception - how much enviro info can reach the mind
Conducted psychophysical tests:
Weight discrim: people decided dif between weight
Pitch pick-up: how high frequency can you hear
Results: Discovered this declines with age, and is never as good as a cat (cat thing is a problem for theory of intell testing)
Difference between aptitude/achievement testing?
Aptitude: ability to perform a task w/out previous knowledge (measure specific types of mental ability)
Achievement: ability to perform a task w/prior knowledge (gage mastery)
How did Wissler show Galton’s testing to be faulty?
What component of a good test was he missing? Who proved this?
Galton’s test scores did not intercorrelate & did not correlate with grades
Lack of Validity (later proved by Binet)
What is Binet’s approach to defining & testing intelligence?
What are IQ, mental age, and chronological age?
3 elements of intell thought:
Direction: Knowing what has to be done/how it is accomplished
Adaptation: selection/monitoring of strategy during task performance
Control: the ability to criticize own thought/action
Developed age appropriate testing - IQ (intell quotient) - 1st useful/objective test
Mental age divided by # age times 100
IQ of 100 = average for person’s age
Examples of tests
Infant: Le regard - light in front, see if eyes follow
Age 2: shapes into holes board
Age 8: linguistics - recognizing verbal weirdness, recognizing/explaining similarities or differences between objects
Age 14: solve arithmetic math problems
How do we evaluate whether tests are good or not? Reliability & Validity.
How do we develop testing standards and norms?
Reliability: extent to which a test yields a consistent, reproducible measure of performance
Test-retest
Alternate forms - giving diff versions of a test on two separate occasions
Validity: does it measure what it sets out to measure
Content V: test’s ability to test a broad range of content to be measured
Criterion-related V: test’s ability to predict performance when assessed by other measures
Construct V: whether the test actually measures the essence of theoretical construct
Standardization: developing uniform procedures for admin/scoring + norms/performance standards for test
Ex: testing enviro, directions, time limits
Norms are established by giving the test to a large group representative of the population for whom test is intended
What is a percentile score?
What is a correlation coefficient? How do they work?
Percentile score: % is at or below personal score
Correlation coefficient: 0 = weak, positive or negative = strong
How has intelligence testing historically been biased?
Cultural differences in intell def - historically did not account for culture diff in knowledge/experience/norms of intell
Socio-economic status, not race/ethnicity, accounts for majority of observed diff
What has the Prifitera, Weiss & Saklofske (1998) research demonstrated about cultural bias in intelligence testing?
African A, Hispanic, White - measures of IQ and demographic variables
Found differences in measures of IQ - largely depending on which scale is used
Investigate relation, they matched their subjects on variables (sex, age, etc) - differences between groups significantly reduced
Differences become even smaller for younger groups
Implication: research needs to look more at SES and related factors
Discuss the Mozart effect. What is it, and what do we know about it?
Rauscher (1993)
36 students placed in 3 conditions: listening to Mozart, listening to relaxation tape & silence
Assessed spatiotemporal ability (ex: pattern analysis/paper-cutting)
Enhances cognitions for abstract operations (ex: math or spatial reasoning) - 10-15 minutes
The shellenberg study, how does it relate to the mozart effect/ exposure to music and cog?
Hint: 2 studies within this study, japanese kids and undergrads
Overall results:
Mozart effect is not specific to the composer/music - rather is a result of an arousal effect that is produced by tempo of music
Music-enhanced cog performance is by-product of arousal and mood - it extends to tests of creativity
Enhancement depends on match between the music/listener
Study 1: 48 undergrads listen to Mozart (upbeat, fast) and Albinoni (funeral)
Result: only when arousal and mood were elevated was there a difference in performance on IQ measure
Study 2: 39 Japanese children age 5 - made “baseline drawing” (establish a measure of creativity), four conditions: Mozart, Albinoni, listen to familiar children’s songs, singing those songs, after music draw again
Dependant V: adults rate 1st - 2nd drawing based on drawing times, creativity, energy, technical proficiency
Results: listening/singing familiar music increased drawing times/creativity/energy/technicality
How does Spearman conceptualize intell?
Who contradicts him?
The G factor
Two-factor theory:
General factor - common to all tasks requiring intell (ex: comprehension, rational, deductive operations), believes this to be most important underlying factor of intell
Specific factor - unique to each different type of task
Contrarily: Thurstone
7 main abilities: word fluency, verbal comprehension, spatial ability, perceptual speed, numerical ability, inductive reasoning, memory
How does Sternberg conceptualize intell? Define, three facets, relate to school?
three facets
act/responding to the enviro, ability to compensate for weakness, recognize and apply strengths
Analytical: analytical thinking/abstract reasoning
Creative: insightful, automatic and creative thinking- new ideas/being inventive
Practical: street smarts, practical know-how - effective at solving everyday problems
Only analytic ability is good for school, creative won’t listen and practical can’t relate to the demands
How does Catell conceptualize intell? what bio factor is related to this?
Crystallized and Fluid Abilities
Fluid: required for problem-solving - perceive relationships - adaptive learning
Crystallized: establishing cog functions related to achievement - influenced by formal/informal education - accumulated knowledge
Frontal-c: more involved in fluid than crystal
What is factor analysis?
Factor analysis: look @ correlations 2 determine clusters of variables - finding hidden effecting patterns
How does Sternberg conceptualize intell? (part 2) Triarchic theory? Define facets AND components - how do they interact?
Three ideas about the nature of intell:
Contextual: def of intelligence will vary depending on cultural context
Experiential: ability to deal effectively with novel situations - ability to handle familiar tasks with little effort
Componential: mental processes involved in intelligent thought
Meta-components: monitoring our own cog processing
Knowledge-acquisition: new info assimilating with old
performance c: applying thinking/knowledge to real-world issues
All three components contribute to each of the 3 facets
What are Gardeners’ 8 intells?
Kinesthetic, linguistic, musical, analytic, naturalistic, spatial, interpersonal, intrapersonal
What is emotional intelligence?
According to Salovey & Sluyter (1997):
Ability to perceive accurately, appraise and express emotion
Access and/or generate feelings when they facilitate thought
Understand emotion and emotional knowledge
Reflectively regulate emotions in ways that promote emotional/intell growth
What do we know about the relation between emotional intelligence, sense of humour, and social competency (the study by Yip & Martin, 2006)?
111 undergrad students: Questionnaires on humor styles, emo intell, social/interpersonal competence
Results: better emo regulation - happier, people who have difficulties with accurate emotion perception may tend to use humor in inappropriate ways (self-defeating or disparaging)
More R: good humor - better ability to initiate relationships, interpersonal competencies were related to lack of negative humor styles
How do we test intelligence?
Current tests are based on “normal distribution” (how characteristics are dispersed/bell-curve)
Raw data too deviation IQ scores (locate people in the bell curve)
Explain figure 9.8 - mental capacity classificaton
Bell curve that represents what SD are considered high average, superior, gifted, low average, borderline, retarded (+ or - 3)
Explain 9.12 - Genetic overlap in IQ
Identical twins reared together = highest correlation
Cousins reared apart = lowest correlation (even lower than adoptive unrelated kids reared together)
