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Cognitive Assessment Flashcards

(52 cards)

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1
Q

what is intelligence? (4)

A
  1. abstract thinking
  2. learning from experience
  3. solving problems through insight
  4. adjusting to new situations
  5. focusing/sustaining one’s abilities to achieve a goal
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2
Q

4 major traditions in approaching intelligence

A
  1. Psychometric
  2. information processing
  3. neuro-biological
  4. developmental
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3
Q

psychometric approches

A

assumes intelligence is a trait in which there are individual differences started with Binet

normally distributed on the bell curve

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4
Q

whats is “g?”

A

considered the most basic measure of intelligence

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5
Q

what 4 categories combine to make the FSIQ on the WAIS

A

VCI, WMI, PRI, and PSI

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6
Q

Three Stratum Model

A
  1. g
  2. fluid intelligence
  3. crystallized intelligence
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7
Q

Fluid intelligence - Gf (3)

A
  1. problem solving
  2. non-verbal, culture free
  3. increases with age until 14, levels off at 20, then declines
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8
Q

Crystalized intelligence -Gc (5)

A
  1. environmentally determined
  2. vocabulary & information
  3. relatively permanent
  4. develops from interaction
  5. stable until age 40, then declines
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9
Q

Cattell, Horn, & Carroll (CHC) Model

A

merging two systems - Weshsler + C&H

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10
Q

what 4 categories combine to make the FSIQ on the WISC

A

VCI, WMI, VSI-FRI, and PSI

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11
Q

Processing speed

A

speed of apprehension, scanning, retrieving, and responding to stimuli

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12
Q

Five Factor Model (Keith Factors)

A
  1. verbal comprehension
  2. Working memory
  3. visual spatial
  4. fluid reasoning
  5. processing speed
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13
Q

information processing (2)

A
  1. Structural (sensory reception, short/long-term memory)
  2. Functional (manipulations and transformations)
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14
Q

Information processing model/Triarchic Theory - Sternburg

A
  1. metacomponents - planning, monitoring, evaluating
  2. performance - administering instructions of meta components
  3. knowledge - learning how to to do something
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15
Q

Alexander Luria - 3 brain systems

A
  1. arousal
  2. sensory
  3. executive
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16
Q

epigenetics

A

DNA along with environment impact intelligence

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17
Q

developmental approaches - Piaget

A

as a person grows, they continually reorganize structures to adapt to environment - assimilation & accommodation.

we construct reality in increasingly symbolic terms.

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18
Q

developmental approaches - Vygotsky

A

intelligence comes from social origin
- zone of proximal development
- static testing
- dynamic testing

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19
Q

dynamic testing

A

ability to profit from guided instruction. examinee is given guides and feedback to measure latent potential.

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20
Q

cognitive assessment system (CAS) - 3 characteristics

A
  1. based on Luria’s pass system
  2. ages 5-18
  3. 13 subtests (attn, planning, simultaneous, and successive
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21
Q

who introduced the Triarchic model

22
Q

who introduced the “multiple intelligence”

23
Q

who introduced emotional intelligence

24
Q

Three types of Triarchic intelligence

Study These Flashcards
A

analytical, creative, and practical

25
Three types of intelligence based on Waterhouse
multiple intelligences, Mozart effect, and emotional intelligence
26
commentary on Gardner
he redefined intelligence to be measures by success.
27
Mozart effect
listening to Mozart briefly improved students' ability to perform a very specific spatial reasoning task
28
heuristics
enabling someone to discover or learn something for themselves.
29
credo consolans
if we like it or it makes us feel good, we are more likely to accept it
30
immediate gratification
ideas are attractive if it offers instant solutions for difficult problems
31
easy explanations
offering a simple story about something difficult
32
current gold standard of measuring intelligence
psychometric model
33
how did Weshler describe intelligence
the capacity to act purposefully, to think rationally, and to deal effectively with their environment
34
three types of scores on the WAIS
Raw scores, scaled scores, and IQ/index scores
35
misuse of IQ testing
eugenics; sterilization; falsely claimed that white ppl have high IQ than other races
36
what is the biggest and most systemic confound in measuring intelligence?
language
37
the Flynn effect
secular increase in population intelligence quotient (IQ) observed throughout the 20th century; roughly uniform over time and across age ranges; some evidence to suggest this effect is plateauing as we reach peak social environments
38
Possible reasons for the Flynn effect
nutrition, television, test sophistication, higher SES, urbanization, better education, and video games
39
White-Black differences
gap is 5.5 IQ points
40
White-Asian differences
similar IQ, tho Asian people have higher achievement scores (i.e., SATs); likely related to Asian culture surrounding achievement
41
jewish & non-jewish differences
jewish heritage typically has 7-15 points higher on IQ scores; may be cultural and/or biological
42
Genetic and environmental factors (3)
1. both cause affects 2. heritability of IQ - 0.4-0.8 3. heritability is only relative to the population studied.
43
IQ tests as predictors for school performance
seemingly ubiquitous correlation; test scores are the best predictor of years of education
44
social class and heritability
1. low SES = almost all IQ variance is accounted for by environmental factors and not genetics 2. as SES increases = variance explained by environment decreases, genetics increases 3. high SES = explained by teens and little by environment.
45
cultural bias factors (5)
1. content bias 2. standardization bias 3. language bias 4. construct mismatch 5. differential validity
46
labeling bias
test claims to measure one thing, but really measures another thing
47
content bias
test questions would be more familiar to one culture than others
48
methodological bias
assess mastery of a skill or body of information in a way that underestimates the competence of one group relative to another
49
stereotype threat
powerful influence on performance; shown in multiple populations (i.e., elderly and shot-term memory)
50
stress and IQ (3)
1. chronic stress chan damage the brain 2. greater in low income 3. low stress is important for IQ
51
self-regulation skills
having these skills result in higher-level cognitive functioning and a result of higher-level functioning.
52
cautions with intelligence testing
1. no one test tells us everything 2. measurement is imperfect 3. no test is free of bias 4. consistent history of misuse of testing 5. non-cognitive factors (i.e., stress) 6. language/stereotyping 7. results do not equal fact 8. hard to determine long-term effects 9. not inclusive of art/creative IQ 10. does not reflect past experience 11. limitations on held values of different people

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