Chapter 9: intelligence Flashcards by Mikhaela Pilar

what is intelligence

consists of the abilities to:
- Understand complex ideas
- Adapt effectively to the environment
- Learn from experience
- Engage in various forms of reasoning
- Overcome obstacles by taking thought

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believed that the most intelligent persons were equipped with the best sensory abilities

a. Francis Galton
b. Alfred Binet
c. David Wechsler
d. Robert Sternberg
e. Jean Piaget

a. Francis Galton

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criticized Galton’s approach to intellectual assessment and instead called for more complex measurements of intellectual ability

a. Francis Galton
b. Alfred Binet
c. David Wechsler
d. Robert Sternberg
e. Jean Piaget

b. Alfred Binet

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“the aggregate capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment; it is composed of elements or abilities which are qualitatively differentiable.”

a. Francis Galton
b. Alfred Binet
c. David Wechsler
d. Robert Sternberg
e. Jean Piaget

c. David Wechsler

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Best way to measure intelligence was by measuring aspects of several “qualitatively differentiable” abilities

a. Francis Galton
b. Alfred Binet
c. David Wechsler
d. Robert Sternberg
e. Jean Piaget

c. David Wechsler

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triarchic theory of intelligence

a. Francis Galton
b. Alfred Binet
c. David Wechsler
d. Robert Sternberg
e. Jean Piaget

d. Robert Sternberg

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Analytical giftedness; takes apart problems and sees solution not often see

a. analytical or academic intelligence (componential)
b. creative or general intelligence (experiential)
c. practical or everyday intelligence (contextual)

a. analytical or academic intelligence (componential)

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ability to deal with new situations using past experiences and current skills; novel situation; automation – been performed multiple times and can be done with little or no extra thought

a. analytical or academic intelligence (componential)
b. creative or general intelligence (experiential)
c. practical or everyday intelligence (contextual)

b. creative or general intelligence (experiential)

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Deals with mental activity involved in attaining fir to context; street smart

a. analytical or academic intelligence (componential)
b. creative or general intelligence (experiential)
c. practical or everyday intelligence (contextual)

c. practical or everyday intelligence (contextual)

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intelligence as an evolving biological adaptation to the outside world; as a consequence of interaction with the environment, psychological structures become reorganized

a. Francis Galton
b. Alfred Binet
c. David Wechsler
d. Robert Sternberg
e. Jean Piaget

e. Jean Piaget

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Heredity and environment are presumed to interact and influence the development of one’s intelligence

a. interactionism
b. factor-analytic theories
c. information processing view

a. interactionism

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Focused on identifying the ability or groups of abilities deemed to constitute intelligence

a. interactionism
b. factor-analytic theories
c. information processing view

b. factor-analytic theories

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Approach to studying cognitive in a computer-like fashion or encoding,
retention, and retrieval

a. interactionism
b. factor-analytic theories
c. information processing view

c. information processing view

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factor analytic theories: Two Factor Theory of Intelligence

Charles Spearman

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factor analytic theories: Multifactor Theory

Edward Lee Thorndike

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factor analytic theories: Theory of Structured Intelligence

Joy Paul Guildford

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factor analytic theories: Multiple Factor Theory of
Intelligence/Multidimensional Theory

Louis Leon Thurnstone

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factor analytic theories: Multiple Intelligence Theory

Howard Gardner

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factor analytic theories: GC and GF intelligent

Raymond Cattell

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factor analytic theories: GV AND GQ MODEL

John L. Horn

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factor analytic theories: Three Stratum Theory of Cognitive Abilities

John Carroll

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factor analytic theories: CHC Model (Cattell-Horn0- Carroll Model or
Broad Stratum)

McGrew-Fanagan

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A group of statistical techniques designed to determine the existence of underlying relationships between sets of variables

Factor analysis

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postulated the existence of a general intellectual ability factor (g) and specific factors of intelligence (s)

Spearman

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An intermediate class of factors common to a group of activities but not all; it is neither as general as g nor as specific as s

group factors

g stands for

general intelligence factor

s stands for

a specific factor of intelligence (specific to a single intellectual activity only)

one’s ability to learn is determined by the number and speed of the bonds that can be marshalled

Edward Lee Thorndike: Multifactor Theory

intelligence can be conceived in terms of 3 clusters of ability

- social intelligence (people) - concrete intelligence (objects) - abstract intelligence (verbal/mathematical symbols)

explain mental activities by deemphasizing or eliminating any reference to g; believed that there’s no single factor to point out intelligence

Joy Paul Guilford: Theory of Structured Intelligence

Primary Mental Ability (PMA)

Louis Leon Thurnstone: Multiple Factor Theory of Intelligence/Multidimensional Theory

spatial, musical, bodily-kinesthetic, logical-mathematical, interpersonal, intrapersonal, linguistic

Howard Gardner Multiple Intelligences Theory

Ability to solve new problems, to see relationships (analogies), and letter series, use logic in new situations, and identify patterns a. fluid intelligence or primary reasoning ability b. crystalized or factual intelligence

a. fluid intelligence or primary reasoning ability

decreases with age a. fluid intelligence or primary reasoning ability b. crystalized or factual intelligence

a. fluid intelligence or primary reasoning ability

culture free and nonverbal a. fluid intelligence or primary reasoning ability b. crystalized or factual intelligence

a. fluid intelligence or primary reasoning ability

Ability to use learned knowledge and experience a. fluid intelligence or primary reasoning ability b. crystalized or factual intelligence

b. crystalized or factual intelligence

learned in school a. fluid intelligence or primary reasoning ability b. crystalized or factual intelligence

b. crystalized or factual intelligence

increases with age a. fluid intelligence or primary reasoning ability b. crystalized or factual intelligence

b. crystalized or factual intelligence

Intelligence that decline with age a. vulnerable abilities b. maintained abilities

a. vulnerable abilities

Tend not to return to preinjury levels following brain damage a. vulnerable abilities b. maintained abilities

a. vulnerable abilities

Intelligence that tend not to decline with age a. vulnerable abilities b. maintained abilities

b. maintained abilities

May return to preinjury level following brain damage a. vulnerable abilities b. maintained abilities

b. maintained abilities

Studies the mechanism by which information is processed – how information is processed rather than what is processed

Alexandra Luria: Information processing theory

An extension of simultaneous and successive processing approach

PASS Model - Planning - Attention - Simultaneous - Successive

The first published intelligence test to provide clear administration and scoring instructions; first test to introduce the concept of an alternate item

Stanford-Binet Intelligence Scales (SB5)

The ratio of the test taker’s mental age divided their chronological age multiplied by 100 to eliminate decimals

ratio IQ

in what edition of SB5 was the ratio IQ replaced by the deviation IQ

second edition

A comparison of the performance of the individual with the performance of others in the same age in the standardization sample

deviation IQ

in what edition was a point scale that organized subtests by category of item rather than the age at which most test takers should be able to respond correctly was implemented

fourth edition

what edition was designed for administration from ages 2 to 85

fifth edition

novel problem solving; understanding of relationships that are not culturally bound

- CHC: Fluid Intelligence (Gf) - SB5: Fluid Reasoning (FR)

skills and knowledge acquired by formal and informal education

- CHC: Crystallized Knowledge (Gc) - SB5: Knowledge (KN)

knowledge of mathematical thinking including number concepts, estimation, problem solving, and measurement

- CHC: Quantitative Knowledge (Gq) - SB5: Quantitative Reasoning (QR)

Ability to see patterns and relationships and spatial orientation as well as the gestalt among diverse visual stimuli

- CHC: Visual Processing (Gv) - SB5: Visual-Spatial Processing (VS)

Cognitive process of temporarily storing and then transforming or sorting information in memory

- CHC: Short-Term Memory (Gsm) - SB5: Working Memory (WM)

verbal reasoning

- vocabulary - comprehension - absurdities - verbal reasoning

quantitative reasoning

- quantitative - number series - equation building

abstract reasoning

- patterns analysis - copying - matrices - paper folding/cutting

short term memory

- bead memory - memory for sentences - memory for digits - memory for objects

SB5: items were grouped by age

age scale

SB5: items are organized into subtests by category not by age at which most test takers are presumed capable of responding in the way that is keyed as correct

point scale

SB5: formerly described as a deviation IQ score

test composite

mean and SD of subtest scores

M 10 and SD 3

mean and SD of composite scores

M 100 and SD 15

SB5: beginning a subtest with a question in the middle range of difficulty

adaptive testing

SB5: task used to direct or route examinee to a particular level of questions

routing test

advantages of adaptive testing

- Collect maximum amount of information in the minimum amount of time; - Facilitate rapport; and - Minimizes potential for examine fatigue

purpose of routing test

direct an examinee to test items that have a high probability of being at an optimal level of difficulty

2 types of routing test

- Nonverbal fluid reasoning (object/matrices) - Verbal knowledge (vocabulary)

SB5: designed to illustrate the task required and assure the examiner that the examinee understands

Teaching items

SB5: a basal-level criterion that must be met for testing on the subtest to continue

Basal age

SB5: ceiling-level criterion that is reached when an examinee fails a certain number of items in a row

Ceiling age

SB5: involves administering test items beyond the level at which the test manual dictates discontinuance

Testing the Limits

principal goals of a Wechsler Scales administration

- to assess current and/or premorbid levels of intelligence; - to test or generate hypotheses about the presence of organic brain dysfunction and psychopathological conditions - to make predictions as to how these conditions will affect the client’s response to treatment

WAIS - IV (18-75 years old): under verbal

- Information - Digit Span - Vocabulary - Arithmetic - Comprehension - Similarities

WAIS - IV (18-75 years old): under performance

- Picture completion - Picture arrangement - Block design - Object assembly - Digit symbol

Wechsler Intelligence Scale for Children – revised ( 6 – 18 yrs): under verbal

- Information - Similarities - Arithmetic - Vocabulary - Comprehension - (Digit span)

Wechsler Intelligence Scale for Children – revised ( 6 – 18 yrs): under performance

- Picture completion - Picture arrangement - Block design - Object assembly - Coding - (Mazes)

Wechsler Preschool & Primary Scale of Intelligence ( 4 – 6 ½ yrs): under verbal

- Information - Vocabulary - Arithmetic - Similarities - Comprehension - (Sentences)

Wechsler Preschool & Primary Scale of Intelligence ( 4 – 6 ½ yrs): under performance

- Animal House - Picture Completion - Mazes - Geometric Design - Block Design

subtests and their desc: taps general knowledge, learning and memory

Information

subtests and their desc: taps social comprehension, the ability to organize and apply knowledge

Comprehension

subtests and their desc: taps the ability to analyze relationships and engage in logical, abstract thinking

Similarities

subtests and their desc: taps learning of arithmetic, alertness, concentration and short-term auditory memory

Arithmetic

subtests and their desc: a good measure of intelligence

Vocabulary

subtests and their desc: taps auditory discrimination and processing, auditory memory and the integration of visual perception and auditory input

Receptive Vocabulary

subtests and their desc: taps expressive language and word retrieval ability

Picture Naming

subtests and their desc: taps auditory short-term memory, encoding and attention

Digit Span

subtests and their desc: taps attention, sequencing ability, mental manipulation and processing speed

Letter-Number Sequencing

subtests and their desc: draws on visual perception abilities, alertness, memory, concentration, attention to detail and ability to differentiate essential from nonessential detail

Picture Completion

subtests and their desc: taps the ability to comprehend or “size up” a situation, attention ,concentration and the ability to see temporal and cause-and-effect relationships

Picture Arrangement

subtests and their desc: draws on perceptual-motor skills, psychomotor speed, and the ability to analyze and synthesize

Block Design

subtests and their desc: taps on pattern recognition, assembly skills, and psychomotor speed

Object Assembly

subtests and their desc: draws on factors such as attention, learning ability, psychomotor speed and concentration ability

Coding

subtests and their desc: aps cognitive processing speed

Symbol Search

subtests and their desc: taps perceptual organizing abilities and reasoning

Matrix Reasoning

subtests and their desc: taps verbal abstraction ability and the ability to generate alternative concepts

Word Reasoning

subtests and their desc: ability to abstract as well as categorical reasoning ability

Picture Concepts

subtests and their desc: visual selective attention and related abilities

Cancellation

an “estimate of a person’s abilities”

The Full Scale IQ (FSIQ)

may describe the client’s FSIQ in terms of:

1. a percentile rank score; 2. a verbal descriptor; and 3. a value existing somewhere within a selected confidence interval

“an index of the person’s verbal comprehensive abilities”; assesses the individual’s educational proficiency

VIQ

“estimate of one’s perceptual organizational abilities”

PIQ

weschler: under verbal IQ

1.Ability to work with abstract symbols 2. Dependent on educational background 3. Verbal memory abilities 4. Verbal fluency

weschler: under performance IQ

1. Degree/quality of nonverbal contact w/ environment 2. Ability to integrate perceptual stimuli w/ relevant motor responses 3. Capacity to work in concrete situations 4. Ability to work quickly

provides an estimate of the client’s overall verbal ability derived from four subtests--- information, vocabulary, comprehension and similarities

Verbal Comprehension factor

used to estimate the client’s perceptual abilities; is comprised of the picture completion, block design and object assembly subtests

Perceptual Organization factor

related to an individual’s ability to attend, concentrate, engage in sequential cognitive processing, remember information and avoid internal distractions produced by anxiety; derived from the Arithmetic and Digit Span subtests

Freedom from Distractability Factor

one that is administered to obtain a composite score

Core subtest

optional subtest; used for purposes such as providing additional clinical information or extending the number of abilities or processes sampled

Supplemental subtest

Overall index of intellectual ability; Verbal Comprehension and Perceptual Reasoning

General Ability Index (GAI)

Working Memory and Processing Speed; Used to identify problems related to working memory or processing speed; With GAI, can be used to identify various learning disabilities

Cognitive Proficiency Index (CPI)

A test that has been abbreviated in length, typically to reduce the time needed for administration, scoring, and interpretation

Short form

Other Measures of Intellectual Abilities: A psychological dimension that characterizes the consistency with which one acquires and processes information

Cognitive style

Other Measures of Intellectual Abilities: A reasoning process in which thought is free to move in many different directions, making several solutions possible

Divergent thinking

The progressive rise in intelligence test scores that is expected to occur on a normed intelligence test from the date when the test was first normed

Flynn Effect