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Psychology 102/101 > Current - Intelligence and IQ Testing > Flashcards

Current - Intelligence and IQ Testing Flashcards

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1
Q

What is intelligence?

A

An abstract/hypothetical construct that is defined and measured in various ways
*This is our different abilities that we can recognize from our subjective experiences

Edwin Boring stated, “Intelligence is what the tests test” (1923)

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2
Q

How did Sir Francis Galton define intelligence?

A

As a byproduct of better sensory capacities
*He proved that intelligence is rooted in our senses
*

He measured various sensory abilities to link them to eminence.

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3
Q

What did research show about sensory discrimination and academic grades?

A

No connection was found between sensory discrimination and academic grades

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4
Q

Who developed one of the first proper intelligence tests? What did these test forms require

A

Alfred Binet and Theodore Simon (was used to try to measure intelligence to identify those student’s intelligence abilities)
*There intelligence tests required people to have the abilities to have abstract thinking skills which allowed them to test things in a hypothetical manner

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5
Q

What is the purpose of an intelligence test?

A

A diagnostic tool designed to measure overall thinking ability
*it was thought that imagination, memory, attention capacity, and other processes could be used in terms of measuring intelligence capacities

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6
Q

What are the types of intelligence according to Binet and Simon’s tests?

A
  • Language skills
  • Memory
  • Reasoning
  • Digit span
  • Psychophysical judgments
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7
Q

What is abstract thinking?

A

The capacity to understand hypothetical concepts

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8
Q

Who hypothesized the existence of a single underlying trait called ‘g’?

A

Charles Spearman

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9
Q

What does ‘g’ stand for in intelligence theory?

A

General intelligence
* General intelligence allowed for a correlation between domains of intelligence

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10
Q

What is fluid intelligence?

A

The capacity to learn new ways of solving problems
*This is our abilities to work with novel information
*this is the idea that learning the information that we haven’t experienced before and that this form of knowledge is not associated with a specific domain
*This form of intelligence is known to be connected to biological aspects and psychological aspects
*This intelligence type allows us to process things quicker which can be seen to link to learning experiences

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11
Q

What is crystallized intelligence?

A

Accumulated knowledge of the world over time
*This is existing knowledge that allows us to navigate the world
*This is based off of experience accounts

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12
Q

What are Howard Gardner’s criteria for a separate form of intelligence?

A
  • Dissociation evidence
  • Exceptionalities
  • Definable end-state performance/profession
  • Support from psychometric findings
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13
Q

What are the three types of intelligence in Sternberg’s Triarchic Model? Provide a brief discriptions of the three forms of intelligence?

A
  • Analytical Intelligence (This focuses on having the ability to reason logic and work with information)
  • Practical Intelligence (Our abilities to solve real world problems)
  • Creative Intelligence (Our abilities to create, invent, and inniviate different ideas)
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14
Q

What is the relationship between brain size and intelligence?

A

Brain size correlates with intelligence across species; within humans, it is weakly associated
* This is the idea that there was a weak correlation to a larger brain meaning more intelligence

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15
Q

What does processing efficiency in intelligent brains refer to?

A

Intelligent brains process information quicker and more efficiently

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16
Q

What is the Stanford-Binet Intelligence Test used for?

A

To develop norms for quantifying differences in intelligence among individuals
* this was done by proforming a large amount of different tasks (tests tested memory, volcabulary, etc.)
* These tests also examined individuals on a age basis which allowed for the conclusion of standard or baseline ideas

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17
Q

What formula is used to calculate IQ in the Stanford-Binet test? Describe the different parts of the equations (the variables

A

IQ = (mental age/chronological age) x 100
* mental age: the age that one corresponds with during a certain test
* chronological age: the actual age that one is biologically
* This equation assumes that intelligence is a steady line and is linear throughout ones life

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18
Q

What is the problem with IQ testing in very young children and the test in general?

A

IQ scores are not reliable across time for children prior to age 2-3
* In general this test purposes that standardizing tests are formed so that the average IQ in any age group is 100

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19
Q

What is the Wechsler Adult Intelligence Scale (WAIS)? What is the benefit from this test set up?

A

A widely used measure of intelligence in adults consisting of 15 subtests (this is the modern IQ testing method)
* the WAIS set up generates both specific domain and overall IQ scores through the use of testing individuals with interrelated aspects/areas

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20
Q

What is the Flynn Effect?

A

The rise in IQ scores over time at a rate of approximately three points per decade
* these changes in IQ’s cause the norms to increase meaning that tests must be re-standardized (new averages are produced)

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21
Q

What are some possible causes of the Flynn Effect?

A
  • Familiarity with testing
  • Increased complexity of the modern world
  • Better nutrition and overall health
  • Changes at home and school
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22
Q

What is intellectual disability defined by?

A

An IQ below ~70 and an inability to engage in adequate daily functioning
* these challenges must be present in childhood and become adulthood
*In these cases, people must have adequate daily functioning

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23
Q

What percentage of individuals in North America are considered intellectually disabled?

24
Q

What is the heritability estimate for IQ typically?

25
What is the standard explanation for ethnic differences in IQ performance?
Environmental differences, not genetic
26
What does stereotype threat refer to?
Fear that one may confirm a negative group stereotype, negatively impacting performance
27
Who is Edwin Boring
*Mentions that IQ tests were comprised of different sub tests of different abilities *He stated that these different sub tests had a correlation but were not as high as they thought they should be *It was thought that these tests did not prove a perfect correlation but because of this it just helped to produce a general idea of what intelligence was
28
How did Sir Francis Galton measure intelligence?
*He measured responses times, our senses (hearing, smell, and visual abilities) *Measured Grip strength which was thought to be an indicator of good health and intelligence *He mainly measured other forms of success against the different responses of our sensory abilities
29
Who was James McKeen?
*He was a researcher who tested Galton's principals on university students (there was no relationship between intelligence and student's academics performances) *however during his studies he found that sensory capabilities were connected to the tests being preformed (however the sensory capabilities itself did not perfectly correlate)
30
What was the main take away from McKeen's experiments
*Sensory capacities are not the same thing as intelligence and that it was thought to be marked as a precurser
31
what was the digit span test
- this was a test that required trying to remeber as many digits as possible
32
Define psychophysical judements
*These are our abilities to --- *This leads to the belief that there is variability in what people can recognize
33
What were the major factors of the Digit Span test and Psychophysical judgements
*These testing methods were organized based off of the age level of the different test subjects
34
Describe the findings of Charles Spareman
*He stated that we have something that accounts for our abilities across many different domains *His main findings focused on the idea of factor analysis (allowed us to judge where different aspects assoicated with intelligence overlap, leading us to recognize patterns along different fields) *Focused on how particular abilities are in a narrow domain (intelligence can also be based off of personal experiences which allows us to develop skills over time)
35
What is the assoication between different levels of fluid intelligence and crystalized intelligence
*When someone has higher fluid intelligence, they tend to bring in higher amounts of crystallized intelligence *When someone lacks fluid intelligence then it is less likely for them to develop crystallized intelligence (often the case when we are younger)
36
What happens to our fluid intelligence and crystalized intelligence as we get older?
*Our fluid intelligence descreases over the span of our life and we start to move into a more developed crystallized intelligence over time (This overall leads to us to process different things slower)
37
What was Gardner's thoery used for?
* his theories focused on outlining the different frames of the mind * His theory was also based off of the skills and experiences that help to build intelligence
38
What were Gardner's 4 different frames of minds
* Spatial intelligence (vision/sight/hearing abilities) * Interpersonal intelligence (navigate social situations effectively) * Intrapersonal intelligence (awareness of our self values, bias, goals, and ampitions) * Extentional intelligence (the idea of what is it the meaning of life since we all die one day)
39
What is the basic idea behind Sternberg's Triarchic model of intelligence?
* Different types of intelligences tend to be related but can also exist on their own * People are able to excel in one field of intelligence but can lack in the other two fields * It focuses on how different tasks of intelligence can be developed and allows us to complete particular tasks that can be connected to these intelligence types
40
What are the structural relationships of the brain that relates to the brain's intelligence?
* cortical density (how tightly packed the neurons and certain structures are in specific locations of the brain) * the development of the cerebral cortex * When someone tends to be intelligent, it shows that they have less average brain activity (some things become a second nature)
41
What is the connection between response times and processing efficiency in its connection to intelligence
* Research has shown that a faster response time that someone has tends to be correlated with a higher intelligence level * how our brains store different information will change how we recall different information which can influence our intelligence abilities in different fields
42
Define working memory
* This is the idea that holding some information in the mind while doing mental operations
43
What is the importance of testing for intelligence?
* Allows for proper education suppliments and placements (people with similar abilities will be put into the same group) * allows for diagnosis and support for individuals who possess cognitive disorders * adds an indicator to academic and occupations success * Allows for us to implament lots of different structures within society to make everything more fair
44
What happens when an individual has poor metacognitive skills
* we lack the abilities to tap into our abilities to think * people are confident in their own perspectives of accounts (people do not know what they do not know) * there all all kinds of information that we tend not to percieve
45
What are the 3 overall well developed forms of IQ testing that is used in modern times? What are the different age brackets that each test applies to?
* WPPSI = ages 2 to 7 * WISC = ages 8 to 16 *WAIS = ages 16+
46
What is the main theory that is stated/focused on in the culture-fair IQ test?
* it was thought that IQ tests are heavily reliant upon on a language aspect
47
How do we expect the outcome of IQ scores to present itself? List and explain some of the factors that play into the the idea of reliability with IQ?
* IQ scores we can expect to be relatively static and that there will be some intervals of variability * Since IQ can not be seen, we need to be constantly measuring or examining the different measurement tools that we are using to measure and determine IQ scores * Different variability changes how we view different aspects, hence leading to the examination that IQ test performances where hindered
48
What are the different types of validity? Briefly describe them each
* Validity (the act of measuring our IQ) * Criterion validity (the act of comparing the result of our IQ test against something that should exist) * Concurrent validity (the act of measuring things at the same time point) * Predicitve validity (taking an IQ sample that can be compared to future IQ tests) * Convergent validity (the correlation between different tests if they are measuring related aspects in IQ)
49
What are the rules for intelligence scores on a bell curve
* 68% of results are within one SD of the means * 95% of results are within two SD of the means * 99.7% of results are within three SD of the means * SD are the only ways to take about the distances away from the average by giving us a single value
50
What are the criticisms of the intelligence scores on the bell curve
* researcher will tweak the questions in order to get a normal distribution * these bell curves are based off of the intelligence scores and not the IQ abilities itself
51
What were the findings of Galton that were produced through the idea of adult IQ standing?
* he found that intelligence ran through families (a correlation of about +0.50 of intelligence for families in the same house)
52
What were the problems with Galton's studies about genetic and environmental influences?
* Different habitat such as access to resources (education, diet, etc.) can influence the development of ones IQ abilities * correlations between monozygotic twins also have environmental conditions that overall play together since they have very close genetic similarities but not perfect correlations * Individuals tends to develop close IQ to their biological parents as they approach adulthood (however at the beginning of the time they were adopted, this is not the case)
53
What are possible environmental influences that play into IQ development
* people who are more educated tend to display more corticle density (this is around a 0.5-0.6 correlation) * early intervention are programs that boost children in early childhoods but do not tend to play an overall factor into IQ as life goes on (these programs benefit different social development) * poverty and social status will hinder an individuals abilities to access a correct diet and exposes individuals to different environmental factors based off of the areas that they can afford
54
What are problems with the Flynn effect?
* this effect is believed to be caused by some environmental factors or based off of familarity with the kinds of questions or testing strategies * better nutrition has been developed across society leading to better overall health within the populations * the lower classes are becoming more educated which results in them being smarter which has increased our overall societial average * parents have become more involved at home spending more time educating the next generations`
55
Name and breifly describe the group differences that produce differences in IQ
* Group difference in IQ: this is produces mixed feelings to if the questions being asked about genders and races can be asked when IQ is being test * Sex differences: males and females tend to have similar IQ groupings (females tend to have less of an IQ range whereas males tend to have more variblity. Females also tend to out perform males in different areas due to hormones) * Ethnic Differences: different ethnic populations have different access to environmental resources (different are not commonly produced by genetic affect) * Stereotype threats: these are stereotypes that are related to gender and ethnicities that negatively impact our performances
56
What are the two different ethnic differences and briefly describe both types
* With-in group differences: these are difference that occur within the same ethnic populations * Between - group differences: the examination of cultural practices, religion aspects,etc. that creates differences between two ethnic groups that can attribute to different IQ scores

Psychology 102/101 (12 decks)

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