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Psych 223 > Chapter 8: Intelligence > Flashcards

Chapter 8: Intelligence Flashcards

1
Q

What are the Binet Tests?

A

A series of questions of varying difficulty designed to measure a person’s intelligence. Measured Intelligence Quotient = Mental Age / Chronological Age x 100

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2
Q

What did Alfred Binet believe about the core of intelligence?

A

That it consisted of several complex cognitive factors, and that a child’s intelligence increases with age.

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3
Q

What factors does the Stanford-Binet 5 test measure?

A 
Fluid reasoning
Knowledge
Quantitative reasoning
Visual-spatial reasoning
Working memory

“FucK Quickly, Very Well”

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4
Q

What is a normal distribution?

A

A symmetrical, bell-shaped curve with a majority of the cases falling in the middle of the possible range of scores and few scores appearing toward the extremes of the range.

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5
Q

How many standard deviations do you need to be above the norm to have gifted intelligence, or below the norm to have retarded intelligence?

A

2

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6
Q

Why would someone use the Wechsler Intelligence Test over the Stanford-Binet Test?

A

Because it provides an overall intelligence score as well as indexes for several intelligence factors, able to see whether an individual is strong or weak in different areas.

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7
Q

What are the 3 different Wechsler Tests?

A

Wechsler Adult Intelligence Scale (WAIS-III)
Wechsler Intelligence Scale for Children (WISC-IV)
Wechsler Preschool and Primary Scale of Intelligence (WPPSI-III)

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8
Q

What does Sternberg’s Triarchic Theory of multiple intelligences consist of?

A

Creative Intelligence
Analytical Intelligence
Practical Intelligence

*think: CAP

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9
Q

What does Gardner’s Theory of multiple intelligences argue?

A

That there are multiple facets to intelligence that cannot be measured with an IQ test. He suggested that individuals can be strong in one area and weak in another.

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10
Q

What are the 9 distinct types of intelligence in Gardner’s Theory?

A

Verbal-Linguistic, Bodily-Kinesthetic, Spatial, Mathematical, Musical, Interpersonal, Intrapersonal, Naturalist, Existentialist

Think: VBSMMIINE (“Phoebe is mine”)

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11
Q

On average, how heritable is intelligence?

A

50%

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12
Q

Is intelligence more dependent on environment in children or adults?

A

Children

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13
Q

Which environmental influences affect IQ score?

A

Parent-child communication, socioeconomic status, schooling

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14
Q

There is a worldwide increase in intelligence scores though history. What is the name for this phenomenon?

A

Flynn Effect

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15
Q

In the Bayley Scales of Infant Development, which three scales are administered to the child?

A

Cognitive, Language, Motor

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16
Q

In the Bayley Scales of Infant Development, which two scales are administered to the caregiver?

A

Socio-emotional, Adaptive

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17
Q

How should a 6-month old perform on the Bayley cognitive scale?

A
  • Ability to vocalize pleasure and displeasure
  • Persistent search for objects just out of reach
  • Approach a mirror
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18
Q

How should a 12-month old perform on the Bayley cognitive scale?

A
  • Ability to inhibit behaviour when asked to do so
  • Imitate words that the examiner says
  • Respond to simple requests
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19
Q

What is the Fagan Test of Infant Intelligence?

A

Tests infant’s ability to process information – encoding attributes of objects, detecting similarities and differences, formal mental representations, retrieving mental representations.

20
Q

How are the Fagan and Bayley tests different?

A

Fagan is correlated with measures of intelligence in older children and associated with a child’s intelligence later in life, Bayley is not.

21
Q

Why is there a difference in the rate of intelligence decline depending on whether you use longitudinal or cross-sectional approaches?

A

Cohort Effects (depending on the generational differences)

22
Q

What are cognitive mechanics?

A

The “hardware” of the mind – Speed and accuracy in sensory input, attention, visual and motor memory, comparison, etc.
Age related declines are due to biology, heredity and health.

23
Q

What are cognitive pragmatics?

A

The “software” of the mind – reading and writing, language comprehension, self/life skills, etc.
Improvement into old age is possible.

24
Q

What does the Seattle Longitudinal Study measure?

A 
Intellectual abilities during adulthood, specifically:
Verbal Comprehension
Verbal Memory
Numeric Ability
Spatial Orientation
Inductive Reasoning
Perceptual Speed
25
Q

What is wisdom?

A

Expert knowledge about the practical aspects of life that permits excellent judgment about important matters.

26
Q

What are good predictors of wisdom?

A

Personality factors, such as openness to experience, generativity, and creativity are better predictors of wisdom than intelligence.

27
Q

What are the determining factors of intellectual disability?

A
  1. The individual has a low IQ, usually below 70.
  2. The individual has difficulty adapting to the demands of every day life.
  3. These characteristics are exhibited by age 18.
28
Q

What is the IQ range for a mild intellectual disability?

A

55-70

29
Q

What is the IQ range for a moderate intellectual disability?

A

40-54

30
Q

What is the IQ range for a severe intellectual disability?

A

25-39

31
Q

What is the IQ range for a profound intellectual disability?

A

Below 25

32
Q

How much support is needed for an individual with an intermittent intellectual disability?

A

Support is provided “as needed”, may need short-term or episodic support during life transitions.

33
Q

How much support is needed for an individual with a limited intellectual disability?

A

Support is intense and relatively consistent and time-limited, but not intermittent.

34
Q

How much support is needed for an individual with an extensive intellectual disability?

A

Support is regularly involved and not time-limited

35
Q

How much support is needed for an individual with a pervasive intellectual disability?

A

Support is constant, intense, and used in all settings. Typically involves more staff members and intrusiveness.

36
Q

If a disability is caused by a genetic disorder or brain damage, it is…

A

Organic

37
Q

If a disability is caused by a deprived social-intellectual environment, it is…

A

Cultural-familial

38
Q

What is intellectual giftedness?

A

Above average intelligence (typically an IQ of 130 or over) or superior talent of some kind.

39
Q

What is the problem with gifted programs in schools?

A

They tend to focus on children with superior academic aptitude, overlooking children with talents in the arts, athletics, or other areas.

40
Q

What are three characteristics of gifted children?

A
  1. Precocity (beginning to master skills early)
  2. Independence (resisting explicit instruction, solving problems creatively, needing minimal help)
  3. Passion (driven to master skills, intense, obsessive interest, ability to focus, self-motivating)
41
Q

Do gifted children excel in certain domains more than others?

A

Yes, they begin to show expertise in a particular domain during childhood.

42
Q

How do gifted children interact with peers and in school?

A

They may be socially isolated and underchallenged, becoming disruptive or skipping class, losing interest in achievement, feeing passive, apathetic and unable to relate to peers.

43
Q

What is creativity?

A

The ability to think in novel and unusual ways and to come up with unique solutions to problems.

44
Q

Why don’t IQ tests measure creativity?

A

Intelligence is a matter of convergent thinking (finding the one right answer), while creativity focuses on divergent thinking (inventing multiple solutions to the problem)

45
Q

What 5 steps are involved in the creative process?

A
  1. Preparation (forming interest in a problem)
  2. Incubation (inventing ideas, connecting them)
  3. Insight (the “Aha!” moment)
  4. Evaluation (deciding if the idea is worth pursuing or obvious)
  5. Elaboration (takes a long time and hard work)

*think: PIIEE

Psych 223 (16 decks)

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