Chapter 3 Flashcards
(49 cards)
1
Q
Intelligence
A
- the ability to acquire knowledge, to think and reason effectively, and to deal adaptively with the environment
- intelligence is a construct – something socially constructed so that we can talk/measure them
2
Q
Who were the first intellictual tests first developed by
A
Chinese Civil Service
3
Q
Sir Francis Galton
A
- British researcher, considered the father of mental tests; interested in the origin of intelligence and began the nature-nurture debate; thought that one’s heredity is response for one’s intelligence
- mental ability is inherited (nothing to do with nurture, just nature)
-n influenced by darwin’s theory of evolution
4
Q
binet and simon
A
Developed the Binet-Simon intelligence test; introduced the concept of mental age
5
Q
Binets and Simon
A
- mental abilities develop with age (you should be able to do certain things by the time you’re 3, 4, 6, 9, etc)
- rate at which people gain competence is a characteristic that is constant
- mental age = child’s intellectual standing compared to avg of peers the same age
6
Q
Stern’s Intelligence Quotient
A
mental age/chronological age x 100
7
Q
Lewis Terman
A
- professor at Stanford who revised the Binet test for Americans.
- The test then became the Stanford-Binet Intelligence Test. He is also known for his longitudinal research on gifted kids.
- army alpha (verbal) and army beta (non-verbal) tests
Stanford-Binet Scale - revised Binet’s test because not all army recruits could read
8
Q
David Wechsler
A
- developed intelligence test for adults because he thought Binet’s scale focussed too much on verbal intelligence
- IQ tests for children
9
Q
(Wechsler Adult Intelligence Scale) Verbal & performance scores. Most widely used intelligence test today
A
10
Q
the psychometric approach
A
- attempts to map intelligence and performance (pinpoint what mental abilities underlie specific test results)
11
Q
achievement tests
A
- how much someone knows
- assumes all students have same ability to learn and went to the same school (learned same things)
12
Q
aptitude test
A
- potential for future learning
- depends less on prior knowledge and more on how you work through problems
13
Q
charles spearman
A
g factor and special abilities
14
Q
g factor
A
- general intelligence
- factor that contributed to performance on any intellectual tests
15
Q
special abilities
A
- what individual skills people have that contribute to intelligence
16
Q
what is low g related to?
A
-heart disease, diabetes, Alzheimers, drowings
17
Q
L.L. Thurstone
A
Primary Mental Abilities
psychologist; proposed that intelligence consisted of 7 different primary mental abilities
believed in special abilities over g factor (intelligence is more complex than g factor)
18
Q
Cattel and Horn – fluid and crystallized intelligence
A
fluid and crystallized intelligence (basically split g factor into 2)
19
Q
fluid intelligence
A
our ability to reason speedily and abstractly (deal with novel situations without previous knowledge); tends to decrease during late adulthood
20
Q
crystallized intelligence
A
- apply previously learned knowledge
- throughout life, we go from using fluid to crystallized intelligence more
21
Q
Carrol’s Three Stratum Theory
A
shorter arrows = most influences g
22
Q
Eight relatively independent intelligences
A
there are many diff types of intelligences (adaptive demands)
intelligences are independent of each other
23
Q
adaptive demands
A
- intelligence = how we adapt to our environments
24
Q
triarchic theory of intelligence: types of intellectual competence
A
analytical intelligence:
- analyze and evaluate ideas
- solve problems
- taking tests
practical intelligence:
- skills needed to manage ourself + others (street smart)
- needed for everyday tasks
creative intelligence:
- deal with new problems using imagination (paint, write)
25
triarchic theory of intelligence: underlying cognitive processes (applies to all 3 intelligences)
metacomponents:
- first sign of intelligence
- think about problem
- plan and regulate task behaviour
- higher-order processes
- most important source of differences in fluid intelligence
performance components:
- execute strategies specified by metacomponents
knowledge-acquisition components:
- encode and store information
- learn from our experiences (grow our knowledge)
- crystallized intelligence
26
Four Branches of Emotion Detection and control abilities
Branch 1: perceiving emotions
- accurately judging other people's emotional facial expressions
- emotions in self
- emotion in objects (happy song, sad painting, etc)
Branch 2: using emotions to facilitate thought
- what emotion is best for certain situations
- ex. if coworker is crying, how should you use emotions to help
Branch 3: understanding emotions
- how do emotions change what do emotions mean
Branch 4: manage emotions
- how would a participant change emotions to feel better
- "interpersonal harmony"
27
interpersonal harmony
Be open to emotions to help one grow
28
The Mayer-Salovey-Caruso Emotional Intelligence Test
- understanding yourself and others
- increased score = better relationships, successful careers, less depression, better child-rearing
- measures what people can do rather than how competent they are.
29
The Flynn effect
The rise in average IQ scores that has occurred over the decades in many nations
Why??
- better nutrition
- environments = richer, complex
- technological advancements
- widespread education
30
standards for intelligence tests (4): reliability
- reliability
- test-retest reliability
- internal consistency
- interjudge reliability
31
reliability
- consistency
- are measurements stable over time
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test-retest reliability
- administer measure to same participants twice and correlate scores
- should have around same score (0.9 correlation for test, retest (ex. higher score at 8 = higher score at 41))
33
internal consistency
- all of the items of the test should measure the same thing
34
interjudge reliability
-consistency of measurement when different people observe the same event or score the same test (2 people saw same thing happen)
35
standards for intelligence tests (4): validity
- validity
- construct validity
- content validity
- criterion-related
36
validity
accuracy
37
construct validity
the extent to which the test measure what they are supposed to measure
38
content validity
- The degree to which the content of a test is representative of the domain it's supposed to cover.
- do items measure knowledge or skills that comprise the construct?
ex. testing arithmetics; can't just have addition on the test
39
Criterion validity
scores are correlated with some other measure of an individual's behavior or performance; predictive validity (future event), concurrent validity (new and established).
ex. SATs predicting intelligence
39
Electrophysiology
- studies electrical properties of cells
- looks for electrical currents in brain in response to visual and auditory stimuli
- how fast does brain respond to stimuli?
- faster = higher IQ
40
PET Scans
- brain metabolism: how your brain is functioning
- problem solving
- processing speed = intelligence = efficiency of neural connections
41
brain plasticity
the brain's ability to change, especially during childhood, by reorganizing after damage or by building new pathways based on experience
42
heredity and intelligence: genes
- shared genes = similar IQ
- high IQ correlations between identical twins from age 4-adulthood
- fraternal twins: correlation of IQ down in adulthood because as people age, they select their own environment that are compatible with themselves
- there is no intelligence gene -- intelligence = combination of genes
43
environment and intelligence
- 1/4 -- 1/3 of variability attributed to shared environmental factors (ex. home family env)
- when removed from deprived env, increase in IQ
- education = up IQ
44
ethnic group differences in intelligence
- J. Phillippe Rushton = racist eugeneist who believed intelligence has consistent ethnic pattern (ex. East Asian = most intelligent)
- Book "The Bell Curve" predicted poor future for ethnic groups with lower IQ
- difference do exist between ethnic groups but are changing
- white Americans raised in enriched environment compared to Black Americans
- gaps are closing as social changes are happening
45
intellectually gifted
- IQ 130 or higher
- top 10% of pop. for intelligence
- exceptionally good at one thing, avg. at other things
- need special education to foster intelligence (reg. classes might bore them)
46
Eminence
- highly developed abilities (in one field)
- creative problem solving (novel ideas and applying it to problems)
- motivation
47
the intellectually disabled
3-5% of population
* Mildly disabled, moderate, severe, profound
- grouped based on IQ
- most people = mildly disabled
* Problems with reading, writing, memory mathematical computation (things related to evaluating feedback)
*30% cause of disabilities = genes in mild cases
- in profound cases, it is never found consistently in families: low IQ can be because of events like O2 deprivation, drugs, etc)
48
external vs internal validity
Internal validity examines whether the study design, conduct, and analysis answer the research questions without bias. External validity examines whether the study findings can be generalized to other contexts.
