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cognitive ability Flashcards

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1
Q

How was the binet-simon scale used?

A

As a categorisation tool - of those who are normal and those who are feebleminded

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2
Q

what would it mean to be feebleminded?

A

Developed a standard definition of ‘feeblemindeness’
* Based on normal distribution of scores
* Those that fall in the bottom 3%

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3
Q

what is the point of IQ tests and scores now?

A
  • To understand and support people
  • For example WS - tend to have lower IQ
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4
Q

what are the theories of intelligence?

A
  • single trait
  • collection of key abilities
  • multiple abilities
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5
Q

single trait theory of intelligence

A

spearmen’s g

General intelligence - G - underlying ability at everything
and
Specific abilities - vocab, maths, spatial

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6
Q

fluid intelligence

A

The ability to solve abstract relational problems that
have not been explicitly taught and are free from
cultural influences.
E.g. verbal analogues, memory for lists etc

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7
Q

Crystallized Intelligence (Gc)

A

The ability to solve problems that depend on
knowledge acquired in school or through other
experiences
E.g. General Information, Word comprehension

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8
Q

How did cattel adapt spearmens g

A

Agree that there was a general intelligence but that it
was made up of two components

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9
Q

Gardners multiple intelligences

A

Theory is stems from more practical uses of
intelligence e.g., within education
* Disputes that intelligence is a sensory system,
it’s the sum of the processing system that can
take place irrespective of sensory input
* Disagrees that intelligence is the same as a
learning process – more like a computer that
works more or less well
Gardner, 1993

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10
Q

Does iq change with age

A

no

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11
Q

infant measures of intelliegence

A
  • bayley scale of infant development
  • fagan test of development
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12
Q

Child IQ test

A
  • stanford-binet test
  • WISC
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13
Q

Bayley Scale of Infant
Development (BSID)

A

1 month-3.5 years
* Made up of scales
* Mental scale: looking for hidden items, naming
pictures
* Motor scale: grasping ability, jumping skills
* Language
* Emotion
* Adaptive Behaviour

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14
Q

Fagan Test of Infant
Intelligence

A

Similar to using visual comparison task
* Examining what individual children can categories
* Use this along with different abilities to differentiate
between individual infants

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15
Q

What are infant measures of IQ important for?

A

Can help identify
developmental disorders.
* But not so good at predicting
IQ measures used at later
stages.

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16
Q

standford binet test

A
  • used representative samples
  • focuses on higher functioning - reasoning and memory etc
    IQ = mental age / chronical age x 100
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17
Q

WISC

A

1950s to present
* Developed by David Wechsler
* Provides unique measures of intelligence
across different domains.
* Corresponds to the adult scale WAIS
* Most widely used intelligence test for children
over 6yo
* Uses IQ, but updated calculation (does not use
mental age)
* (Actual test score/expected score of that age) x
100 then standardised

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18
Q

updated IQ calculation

A

(Actual test score/expected score of that age) x
100 then standardised

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19
Q

Test-retest Reliability

A

The reliability of a test over time. So, if
the same person took an intelligence test
at different points in time, you would
expect the result to be similar.

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20
Q

Test Validity

A

The extent to which a test accurately
measures what it is supposed to measure.

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21
Q

What did the Scottish Mental Survey reveal about intelligence stability?

A

All Scottish school children tested in 1932 and retested in 1998.

Showed slight age-related increase in scores.

IQ was quite stable over the lifespan with a correlation of r ≈ 0.60.
(Deary et al., 2000; Deary, 2001)

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22
Q

How stable is IQ across early childhood?

A

IQ correlations with age 8 scores are low in infancy, but increase from ages 1–3.

IQ scores become very stable by around age 6.

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23
Q

What does low IQ continuity in early childhood suggest?

A

Poor reliability: IQ scores vary over time.

Poor validity: Not great for assessing overall cognitive ability early on.

Better validity for detecting developmental disorders.
(Honzik, 1983)

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24
Q

How stable is IQ across later childhood?

A

IQ becomes more stable with age:

Age 5–15: r = 0.67

Age 5–9: r = 0.79

Age 5–6: r = 0.87

Age 4–5: r = 0.80

Age 6–7: r = 0.87

Age 8–9: r = 0.90

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25
What is reliability affected by?
- age of Ps - temporal proximity of the two tests
26
What did Deary, Cox & Hill (2021) find about the heritability of intelligence using genome-wide methods?
Reviewed 10 years of research using direct DNA testing. Genome-wide heritability estimates were around 20–30%. This includes findings from Davis et al. (2011).
27
What does a high IQ correlation in MZ twins reared together (r = 0.86) suggest?
It suggests a strong genetic contribution to intelligence, since MZ twins share 100% of their genes and the same environment.
28
How does the IQ correlation for DZ twins (r = 0.60) compare to MZ twins?
It’s lower, supporting that genetic similarity matters — DZ twins share only about 50% of genes.
29
What happens to IQ correlations for siblings and parent-offspring reared together?
They are moderate (siblings: 0.47, parent-offspring: 0.42), showing that both genes and environment influence intelligence.
30
Why is the IQ correlation lower for half-siblings (r = 0.35) and cousins (r = 0.15)?
Because they share fewer genes, indicating that genetic closeness correlates with IQ similarity.
31
What does an IQ correlation of 0.72 for MZ twins reared apart suggest?
It shows that even without shared environment, MZ twins have very similar IQs, highlighting a strong genetic effect.
32
What do lower correlations for siblings and parent-offspring reared apart (r = 0.24) tell us?
They suggest that shared environment also plays a role in IQ, not just genes.
33
what % of intelligence is genes, modern research?
20-30%
34
what are the different gene and environment interactions?
passive evocative and active
35
What is passive gene-environment interaction? (Scarr, 1992)
Parents' genes shape the home environment and are also passed on to the child. A child's trait may be predicted by the environment, but both are caused by the parent's genes. So, the environment does not cause the trait.
36
What is an example of passive G×E interaction?
parents who are genetically inclined to read provide lots of books and also pass on a genetic tendency for verbal ability to their child.
37
What is evocative gene-environment interaction? (Scarr, 1992)
A child’s inherited traits influence how others respond to them. These traits evoke specific environmental responses. The environment may relate to a trait, but does not cause it.
38
What is an example of evocative G×E interaction?
A highly sociable child may elicit more positive social interaction from others, reinforcing their social behavior.
39
What is active gene-environment interaction? (Scarr, 1992)
Children seek out environments that match their inherited traits. Genes influence the kind of settings a person is drawn to. The individual plays an active role in shaping their own environment.
40
What is an example of active G×E interaction?
A child with a genetic tendency for athleticism might choose to join sports teams and seek physical activity.
41
Bronfenbrenner’s Socio-ecological Model - levels
microsystem mesosystem exosystem macrosystem
42
what is Bronfenbrenner’s Socio-ecological Model?
s a framework for understanding how a child's development is influenced by different layers of their environment. It includes five systems
43
Microsystems
direct interactions -- peers and family
44
Mesosytems
connections between microsystems (e.g., parent-teacher relationships)
45
Exosystem
indirect influences (e.g., a parent’s workplace).
46
Macrosystem
broader cultural and societal influences (e.g., laws, values).
47
What is the HOME study used to measure?
The HOME Study measures the quality of a child's home environment through observations of: Communicative and affective caregiver-child interactions Discipline strategies Age-appropriate toys Organization of time and space Physical caregiver interactions Social aspects of daily routines
48
What does the HOME Study focus on?
It focuses on elements within the microsystem (e.g., the family environment) that influence child development.
49
What did Olson et al. (1992) find using the HOME study?
A positive correlation between HOME scores at age 2 and IQ at ages 6–8.
50
What did Luster & Dubow (1992) find using the HOME study?
A positive correlation between HOME scores at ages 3–5 and IQ at ages 6–8.
51
How can schooling affect intelligence?
Schools support the development of skills measured in IQ tests, such as: Verbal ability Mathematical ability Problem solving This makes it likely that schooling impacts IQ.
52
Does schooling have the same impact as age on IQ?
schooling has a stronger impact than age alone on certain cognitive abilities like verbal oddities and word arithmetic problems. Students in higher grades perform better, even if they are the same age as those in lower grades.
53
How does schooling affect performance on word arithmetic problems, according to Cahan & Cohen (1989)?
Children in higher grades performed better on word arithmetic tasks, even when they were the same age as others in lower grades. This shows that schooling has a strong effect on these abilities, beyond age alone.
54
What does the Verbal Oddities task suggest about the role of age versus schooling?
Performance on verbal oddities improved more gradually with age than by school grade. This suggests verbal abilities may develop through general experience and maturation, not just formal education.
55
What is the main conclusion of Cahan & Cohen’s (1989) study about schooling and intelligence?
Schooling has a measurable, independent effect on cognitive development — especially in academic-related skills like arithmetic — separate from the effect of age or natural maturation.
56
How does the relationship between school and home effect IQ change over development?
For younger kids, home environment plays a big role in their IQ development. For older kids, school starts to play a bigger role, which reduces the relative impact of the home environment.
57
How does family income before age 3 relate to a child’s IQ at age 5?
Higher family income before age 3 predicts higher IQ scores at age 5.
58
Which type of poverty has a stronger impact on child IQ: persistent or transient?
Persistent poverty has a stronger negative impact than transient poverty.
59
in the 1950s study from Aberdeen, what predicted child IQ at ages 7, 9, and 11?
Social class at birth, measured by the father’s occupation.
60
Name some social risk factors in the exosystem that influence child development.
Minority status, head of household occupation, maternal education, anxiety, father absence, family size, stressful life events.
61
What is the Exosystem in child development?
It includes social factors that indirectly affect the child’s development, like family income, parent jobs, and household stress.
62
How do parent-child interactions and parental perspectives affect child development?
hey influence socialization goals and how parents support child growth through knowledge and expectations.
63
Macrosystems: Race
Some have claimed that the average IQ scores of children of different racial and ethnic groups differ. An example of this is the Bell Curve Book
64
arguments of the bell curve
1. The cognitive elite Suggest there is an emergence of a CE within American based on the separation of society through college admission and the workplace. 2. Socioeconomic variables and IQ Suggest that an individual’s intelligence is more important than SES for predicting economic and social welfare. 3. The relationship between race and intelligence Describe evidence for the higher IQ of Asian-Americans and lower IQ of African-American in comparison to white Americans. 4. The implications for social policy
65
what prompted the taskforce?
the bell curve --> This book is what prompted the American Psychological Association (APA) to put together a taskforce led by Ulric Neisser.
66
conclusions of the task force
That while the average IQ scores between African Americans and White Americans may differ, there is no definite evidence to suggest this is due to genetics. It is more likely to be cultural.
67
How does being raised in a good environment affect IQ scores according to adoption studies?
It drastically improves IQ scores, bringing children from all backgrounds into the typical IQ range.
68
After adoption, how do IQ scores of children compare regardless of their biological parents’ background?
All children’s IQ scores fall within the typical range regardless of biological parents’ group membership.
69
What are the two types of intelligences mentioned in sex/gender differences studies?
Spatial ability and verbal ability.
70
How large are the sex/gender differences in intelligence?
They tend to be small effect sizes; sometimes larger in adolescence but generally small when combined.
71
Name some biological explanations for sex/gender differences in intelligence.
Brain function, evolution, hormones, brain size/structure.
72
What environmental factors and stereotypes influence sex/gender differences in intelligence?
Stereotypes, general preferences, toys, culture, education, stereotype threat, and global inequality.

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