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Psych116-personality and individual difference > Heredity & intelligence > Flashcards

Heredity & intelligence Flashcards

1
Q

Heredity=

A

role of nature

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2
Q

Behavioural genetics=

A

the study of how/why inherited biological material influences behavioural patterns
>specifically “personality traits”
>broad patterns of behaviour

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3
Q

Calculating heritability: defining terms= (2)

A

> phenotype= observable characteristics of an individual based on their genes (height, eye colour)
Genotype= genetic makeup of a particular organism (contributes to phenotype)

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4
Q

Calculating heritability: Heritability quotient

A

○ Heritability is expressed as H^2= Vg/Vp
○ Heritability estimate= H^2
○ Variation in phenotype: Vp
○ Variation in genotype: Vg

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5
Q

Calculating heritability: heritability quotient> range>

A

> Heritability estimates a range from 0-1
- h=1 : all variation in population due to genotype
- h= 0: No variation due to genotype
HQs about populations, not individuals

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6
Q

Heritability & Twins> Genetic relatedness (4)

A

> monozygotic= gr of 1.0
Dizygotic= gr of 0.5
Full siblings= gr of 0.5
First cousins= 0.125

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7
Q

Heritability & twins> Intelligence> Bouchard & McGue, 1981> Literature review>

A
  • lr of 111 worldwide studies comparing family members IQs
    >MZ twins raised TOGETHER= 0.86
    >MZ twins raised APART= 0.72
    >DZ twins raised TOGETHER= 0.62
    >Full siblings raised together= 0.47
    >Full-siblings reared apart= 0.24
    >cousins= 0.15
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8
Q

Heritability & Twins> Individual difference in personality> meta-analysis (Vukasovic & Bratko, 2015) (2)

A
  • 62 studies, N=100,000
  • results:
  • found average effect size was 0.40/ 40% (due to genetics)
  • thus: ID in personality were due to genetics, while 60% are due to environmental influences
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9
Q

Heritability & Twins> Individual difference in personality> meta-analysis (Polderman et al, 2015)

A

2479 studies, N=14 million+
>results= found a heritability of 49%
>all based on classic twin studies

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10
Q

Monozygotic twins & culture: individualistic vs collectivist cultures> (Segal & Hur, 2022) (3)

A

> south korean twins: accidentally separated as small children
1 adopted by US family
Two levels of differences:
>macro-culture= overarching societal culture
>micro-culture= family unit (US=strict; Korean=
supportive)

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11
Q

Monozygotic twins & culture: individualistic vs collectivist cultures> (Segal & Hur, 2022) Outcomes> (4)

A

> same scores:
- conscientiousness (high), (of note: as would assume
influenced by culture)
- same neuroticism (low)
- identical self-esteem scores
- high job satisfaction (despite different jobs)

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12
Q

Heritability myths: busted> (3)

A
  • heritability coefficients reflect a set % of ones personality attributable to genes (not true)
  • heritability coefficient tell you how much of YOUR personality is attributable to genes
  • heritability coefficients from twin studies are accurate reflections of heritability in general (not true)
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13
Q

Implications of heritability> (2)

A

> Genes do matter:
-SOME aspects of personality comes from genes
Experience matters:
- much of personality does NOT comes from genes

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14
Q

Implications of heritability- (1) Genes do matter & (2) experience matters> study (power& pluess, 2015)

A

> big 5 & heritability: (for genetic influence)
-significant results for 2 traits: neuroticism (15%) & openness (21%)
big 5 & heritability: (against genetic influence)
-no evidence of heritability for either extraversion, agreeableness or conscientiousness

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15
Q

Gene + environment interactions>

A
  • we have inherited “propensities” for certain activites (e.g. internal competitiveness & sport)
  • “propensities” require an outlet for expression (i.e. context for enacting)
  • twins & same interests= nature?
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16
Q

Heredity & disease>

A

> Genome-wide association studies (GWAS studies)=
- allow scientists to find genes associated with a specific
disease
still a lot of unknowns with heredity (hard to distinguish many nature/nurture influences)

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17
Q

What is intelligence?>

A

“ability to learn, understand and make judgements or have opinions that are based on reason”> (cambridge dictionary)
>can be defined through different mental abilities

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18
Q

Intelligence> (defining through) :mental abilities=

A

mental abilities= traits that reflect how well individuals can process various types of information
>(e.g. problem solving, critical thinking, planning, reasoning, learning, creativity, knowledge/recall)

19
Q

Why study intelligence?> (3)

A

> Long believed to be important
-proficiency tests used in ancient China for emperor’s
officials
considered to be linked to life outcomes:
- help discover who will perform best on different tasks?
- help discover who will benefit most from more
training/education?
- can identify & alleviate problems (e.g. reconsider
historical stereotypes)

20
Q

Early development of intelligence> Factor analysis & mental ability (spearman, 1904)>

A

invented “factor analysis” to study mental ability:
factor analysis=
Details of FA: assigned several “test” tasks, including:
–>visualisation
–>matching (colours/sounds)
–>ability to follow complicated instructions
–>mathematics
–>vocabulary

21
Q

Early development of intelligence> Factor analysis & mental ability (spearman, 1904)> Findings>

A

found the various “test” tasks were all (generally) interrleated, known as:
-outcome: factor g (general intelligence)

22
Q

Early development of intelligence> Factor analysis & mental ability (spearman, 1904)» Adjustment after exploring variations in performance>

A

2 factor theory:
1> general intelligence (g)= overall level of intelligence
2> specific ability (s)= specific to particular aspects of intelligence

23
Q

Later development of intelligence> multiple factors (Louis thurstone: post 1936)

A

considered ‘g’ factor a bad idea, instead developed more advanced factor analysis of ‘multiple factors’
>proposed 7 primary mental abilities (based on inter-correlation technique)

24
Q

Intelligence (later)> multiple factors (Louis thurstone: post 1936)> 7 primary mental abilities

A
  1. spatial reasoning
  2. Perceptual speed
  3. Numerical
  4. verbal relations
  5. word fluency
  6. memory
  7. inductive reasoning
25
Q

Intelligence>(later)> Cattel-Horn-Carrol Theory> fluid & crystallised intelligence

A

idea of ‘fluid’ and ‘crystalised intelligence’
>fluid= born with
>crystalised= what you learn, how it develops & crystalises into meaningful transferable skills

26
Q

Intelligence>(later)> Cattel-Horn-Carrol Theory> Expansion of ‘g’ factor>

A
  • Built upon ‘g’ factor
  • proposed General-Broad-Narrow:
  • 9 sections
  • 1st 6 are BROAD intelligence (GC, Gf, Gq, Grw, Gsm, Glr), last 3 are ESSENTIAL processing abilities needed to learn (Gv, Ga, Gs)
27
Q

Intelligence>(later)> Cattel-Horn-Carrol Theory> Expansion of ‘g’ factor> 9 sections>

A
  • GC (comprehension-knowledge)
  • Gf (Fluid reasoning)
  • Gq (quantitative knowledge)
  • Grw (reading & writing ability)
  • Gsm (short-term memory)
  • Glr (long-term memory)
  • Gv (visual processing)
  • Ga (auditory processing)
  • Gs (processing speed)
28
Q

Problems with Cattel-Horn-Carrol Theory (9 sections) of intelligence?>

A

last 3 deemed ‘essential’ but blind do not need vision (Ga) to learn

29
Q

Multiple intelligences?> Howard Gardner (1993)

A
  • listed 7 independent “intelligences”:
    >linguistic
    >musical
    >logical/mathematical
    >spatial
    >kinaesthetic (bodily)
    >intrapersonal (self)
    >interpersonal (social)
30
Q

Multiple intelligences?> Howard Gardner (1993)> criticisms>

A

no evidence for this framework

31
Q

Intelligence Quotient: IQ> (4/5)

A

> Deviation IQ:
-collect a range of ability scores (different people)
-aggregate (combine scores to whole)> single G-factor score
-normalise so that mean=100, SD=16
-percentile in distribution= Z-score of your IQ score (if Z-score is +, then= higher than mean average; if -, then= lower)

32
Q

Other intelligence tests>

A

> The weshler adult intelligence scale for adults
The welsher intelligence scale for children
The stanford-binet intelligence scales
The kaufman assessment battery for children
The cognitive assessment system
The differential ability scales
The woodcock-Johnson tests of cognitive abilities

33
Q

IQ>The flynn effect

A

average IQ has/does increase over time

34
Q

IQ> 100 years ago vs now (2013)>

A

100 years ago= mean IQ of 70
now= mean IQ of 85-115
>biggest increase= classification & analogies (ability to use logic on abstractions)

35
Q

Causes for flynn effect>

A
  • improved living conditions
  • education: hypothetical scenarios as exercises in abstracted thinking (e.g. trolley problem)
  • increased nutrition (for healthy development)
  • healthier lifestyles (less smoking)
  • access to info (increase of intellectually stimulating environments)
36
Q

IQ> flynn effect> supporting evidence> Trahan et al 2014- meta-analysis

A

285 studies
- found IQ increases per decade

37
Q

IQ> flynn effect> 1987 study of 14 nations

A

found IQ increases 5-25 points in a generation

38
Q

Flynn effect> implications>

A
  • modern education practices are overall effective
  • IQ plays a role in life outcome
  • jobs becoming more cognitively demanding
39
Q

What does IQ predict?> low abilities & life outcomes>

A

> success in school= low grades/ further education
job performance= low success in occupational selection
longevity= low ability to maintain success & wellbeing

40
Q

what is the entity view of intelligence?=

A

the concept that intelligence is a “fixed” trait

41
Q

Limitations with IQ concept>

A

> cultural bias= focus on indicators of knowledge that are specific to certain cultures
self-prophecy= children labelled as ‘low IQ’ will be treated as such
missing important areas= what about other ‘types of knowledge’? (i.e. wisdom, EQ)

42
Q

Intelligence controversy: The bell curve> Premise & conc>

A

premise= IQ is very influential on life outcomes in US
conc= As IQ is inheritbale, an intellectual elite will emerge

43
Q

Intelligence controversy: The bell curve> controversial claims>

A
  • differences between racial groups are NOT result of disadvantaged background (but vice versa)
  • IQ tests are not culturally biased but assess universal abilities
  • high birth rates for low IQ groups will (over time) lower overall intelligence levels
44
Q

Intelligence controversy: The bell curve> Aftermath>

A
  • rebuttal by 52 academics (wall street journal, 1994) arguing:
    > Every IQ has members of all racial groups
    >Differences in intelligence are not the only factors
    influencing life outcomes

Psych116-personality and individual difference (9 decks)

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