Chapter 7 Flashcards
(38 cards)
1
Q
Defining Intelligence (Wechsler, 1939)
A
Intelligence is a person’s global capacity to act purposely, to think in a rational manner and to deal effectively with his or her environment
2
Q
Examples of Intelligent Behaviour
A
- Emotional awareness
- High score on a test
- Cognitive (problem solving)
- Social (navigating conversations)
- Practical (adapting, working under pressure)
3
Q
How can you tell if someone is intelligent
A
- Adapt to their surroundings and understand context
- Verbal + logical skills; articulate thoughts quickly
- Creativity + problem solving
- Emotional intelligence
4
Q
Correlates of intelligence (Nisbett et al. 2012)
A
- 40-80% of variability in intelligence scores is due to genetic factors (individuals shape their environment)
- Environment affects the extent to which individuals achieve their full genetic potential (focused on survival intelligence: education, stimulation, nutrition)
- 280 genes associated with intellectual disability identified; no single gene associated with normal variation (interact with each other)
- Breast-feeding seems to be associated with higher IQ among babies born prematurely (improved nutrition & bonding now)
5
Q
Nisbett et al. variables that are protective
A
- Breast-feeding seems to be associated with higher IQ among babies born prematurely (higher nutrition and brain development)
- Higher SES in children adopted from low SES homes (from low SES to high SES homes see an increase in IQ -> more resources, support, etc. (enriched environment and resources))
- Aerobic exercises in OA (improves blood flow, neurogenesis, cognitive function and brain plasticity)
6
Q
Theories of intelligence
A
- Disconnect between psychological science and cognitive abilities and the ways we assess clinically
- Factor models
- Hierarchical models
- Information processing models
7
Q
Factor Models
A
- Beyond school (spatial, linguistics)
- Spearman ‘g’ (general intelligence) and ‘s’ (specific ability)
- Thurstone
- Guilford (multidimensional structure with multiple diversities)
8
Q
Hierarchical models
A
- Cattell’s fluid versus crystallized intelligence
- Fluid intelligence is problem-solving and adaptability; declines w age
- Crystallized intelligence is knowledge and skills accumulated over time; remains stable or even improves over time
9
Q
Information processing models
A
- Sternberg’s triarchic theory (rejecting the s factor for multiple abilities instead: analytic, practical, creative intelligence)
- Gardner’s multiple intelligences (IQ extends beyond academics)
10
Q
Why asses intelligence
A
- To identify possible impairments/weaknesses/strengths to know where you thrive, what you need for support, etc.
- To identify appropriate learning environments that promote success (best fit)
- To make recommendations for modifying work/home environments to promote function in either environments and provides supports to succeed
- Great for neurodevelopmental conditions and cognitive abilities, best fit to guide intervention strategies realistically and identify where extra support is needed
11
Q
Wechsler Scales - WPPSI-IV
A
Designed for children 2.5-7 years old
12
Q
Wechsler Scales - WISC-V
A
- Ages 6-16
- Has space for flexibility (can start at different points depending on age)
- Visual ability
- Fluid reasoning
- Working memory
- Processing speed
13
Q
Wechsler Scales - WAIS-IV
A
- Ages 16 to 90
- Standard test for adults
- Block designs
14
Q
Wechsler Scales - WASI
A
- Wechsler Abbreviated Scale for intelligence
- Subtests for WAIS-IV
15
Q
Standard Scores for Wechsler Scales
A
- Mean of 100 and standard deviation of 15
- Scores help identify cogn. strengths and weaknesses for diagnostic and intervention purposes
16
Q
Wechsler Scale Indexes
A
- Verbal Comprehension (measures verbal knowledge, reasoning and expression)
- Perceptual Reasoning (Assesses nonverbal reasoning, problem-solving, and visual spatial skills)
- Working Memory (Evaluate attention, concentration and mental manipulation of information)
- Processing speed (measures ability to quickly and accurately process simple visual info)
17
Q
Full Scale IQ
A
Tries to eliminate bias (although cannot achieve 100% elimination) assesses mental acuity, speed of processing and abilities, verbal abilities and comprehension, etc.
18
Q
Verbal IQ
A
- Verbal Comp Index: Vocabulary, Similarities, information, comprehension (What can you understand from language pov)
- Working Memory Index: Arithmetic, Digital Span, Letter-number Sequencing (what you hold in memory)
- Can be impacted by culture
19
Q
Performance IQ
A
- Perceptual Organization Index: Picture completion, block design, matrix reasoning (how do we see things and process them in our mind)
- Processing Speed Index: Coding, symbol search, cancellation (how fast we process)
- Can be impacted by poor fine motor skills
20
Q
Wechsler Test Index Scores
A
- Verbal Comprehension (reasoning, expression, knowledge)
- Visual Spatial (Nonverbal reasoning, problem solving, visuospatial skills)
- Fluid Reasoning
- Working Memory (attention, concentration, mental manipulation of digits)
- Processing Speed (quickly and accurately process simple info)
21
Q
Verbal Comprehension
A
- Similarities
- Vocabulary
- Information
- Comprehension
22
Q
Visual Spatial
A
- Block Design
- Visual Puzzles (looking at shapes and putting them together)
23
Q
Fluid Reasoning
A
- Matrix reasoning
- Figure weights
- Picture concepts
- Arithmetic
24
Q
Working Memory
A
- Digit Span
- Picture Span
- Letter-Number Sequencing
25
Processing Speed
- Coding
- Symbol Search
- Cancellation
26
Wechsler Scales
- Mean avg score is in the middle
- The blue zone is the average category (68% of ppl are in this zone), then you havre the low/high avg (14%), very low/high avg (2%) and the extremely low/high avg (0.1%)
- Add percentile to know in what percentile you are in
- Normal distribution
- Someone with a 25th percentile would be at 90%, meaning they scored better than 25% of ppl but worse than 75% of ppl
27
Stanford-Binet Intelligence Scale
- Oldest IQ test developed in 20th C
- Includes fluid reasoning, knowledge, visuospatial, visual memory and quantitative reasoning
28
Kaufman Assessment Battery for Children
- Ages 3-18
- Problem solving and info processing skills
29
Kaufman Adolescent and Adult Intelligence Test
- Ages 11-85
- Crystallized and fluid intelligence
- Problem solving and adaptability
- Used more in neuropsych assessment
30
Wechsler Memory Scale
- Assesses memory for neuropsych tests (16-90 y/os) when checking for cognitive impairments and functioning, dementia, strokes, TBI, damage by accidents
- Helps evaluate safety/functioning
- Helps guide treatment plans at work, school, home, etc. (relevant to daily life)
- Assesses immediate and delayed memory (see what is impaired)
- Compare to the norm of others and their norm
- Helps visual and verbal memory (images and word recall, instructions)
- Multitasking, adaptability, cognitive abilities, flexibility and others needed for real life tasks
31
Wechsler Individual Achievement Test
- Assesses spelling, reading comp, math, verbal comp, phonological processing (fake and real word pronunciation rather than memorization)
- More commonly used in school and clinical settings for children and teens
32
What factors other than intelligence are likely to impact academic achievement
- Academic strengths and weaknesses
- Identify learning disabilities, dyslexia, etc.
- Supports learning intervention
- SES (access to resources), parent education, financial stability, attitude towards learning/motivation ie. effort and mindset, instructional methods, teaching quality, peer influences, environment and teachers, emotional factors, etc.
33
Difference between WISC and WAIS Tests
- Both tests measure cognitive functioning and have subtests including similarities, vocabulary, block design, matrix reasoning, digit span, coding, visual puzzles, and symbol search
- The WISC is for children aged 6-16 and includes additional subtests picture span and figure weights
- The WIAS is for adults 16-90 and includes additional subtests arithmetic and letter-number sequencing
34
WISC Similarities and Vocab
- Measures verbal reasoning and understanding
- Similarities measures categorization, language and reasoning (in what ways are an orange and an apple alike? In what ways are spring and winter alike?)
- Vocabulary measures ability to provide clear and concise definitions (what is kitchen? what are gloves?)
35
WISC Matrix Reasoning
Measures visual abilities (look at grid with 4 pictures, one is blank, pick best one based on pattern going across)
36
WISC: Visual Puzzles
Measures Visual Spatial skills (pick 3 different shapes that make the shape presented in picture without overlapping)
37
WISC: Coding
- Measures processing speed, fine motor coordination and working memory
- Low scores may show attention difficulties
- High scores may show strong verbal comprehension and efficiency
38
WISC: Symbol Search
- Measures visual scanning, attention and concentration, and processing speed
