Intelligence

Question 1

Who was the first person to link theory and measurement of intelligence?

Answer 1

Galton, 1869.

Question 2

1. What did Galton (1869) believe about intelligence?

2. What did he believe intelligent people were able to respond to?

Answer 2

1. Human beings differ in intelligence; specifically that higher intelligence was due to superior traits that are passed on to children via heredity.
2. High volume of sensory information (Low intelligence people = problems identifying hot, cold and pain).

Question 3

What was Galton’s direct measurement of intelligence (biological focus)?

Answer 3

• Responses to sensory information e.g., recognition of pain, colour.
• Mental chronometry: the study of reaction time.
• Correlated RT with education and occupation (proxy measures of mental ability) But inclusive results.

Question 4

Who developed the first intelligence test?

Answer 4

Binet and Simon.

Question 5

Binet: first intelligence test.

What did the French government do with this for primary school children?

Answer 5

Provide techniques to identify children with developmental delay / learning difficulties (primary school age).

Benefit from special education programmes.

Question 6

What did Binet believe about intelligence?

Answer 6

That is was modifiable.

Question 7

Binet-Simon test (1905) intelligence test:

1. How many short tests?
2. What difficulty levels?
3. How many participants?
4. How were the tasks matched?
5. What was the criterion for intelligence?

Answer 7

1. 30 short everyday tasks.
2. increasing levels of difficulty = levels of intelligence.
3. Used 50 children.
4. Matched to child’s developmental age.
5. Age, level children should be reaching at specific ages.

Question 8

What does IQ stand for?

Answer 8

Intelligence Quotient

Question 9

What is IQ?

Answer 9

Comparison of mental age with the persons physical age.

Question 10

General intelligence: what did Spearman do?

Answer 10

Analysed the relationships between different intelligence tests (1904; 1927).

Question 11

What is factor analysis?

Answer 11

Statistical technique.

Common variance in a number of variables = factor.

Question 12

What did spearman find re correlation in intelligence tests?

Answer 12

Positive correlation between intelligence tests.

Scores on individual intellectual tests are related.

Question 13

What are the 2 factors of the Two factor theory (1927)?

Answer 13

First factor = general ability (type of intelligence that underlies all specific abilities = positive manifold -> mental energy).

Second factor = specific abilities / specific factors. e.g., verbal intelligence, spatial intelligence.

Question 14

What is the Wechsler Adult Intelligence Scale (WAIS-IV)?

Answer 14

Earlier versions of the WAIS was based on Spearmans 2 factor theory and g factor (variance common to all cognitive tasks).

It is a 3 level hierarchy.

It includes a range of tasks which have difference aspects of intelligence (verbal & non-verbal, suitable across lifespan).

Question 15

What tasks were included in the WAIS-IV?

Answer 15

1. Verbal comprehension
2. Perceptual Reasoning
3. Working memory
4. Processing speed.

Question 16

WAIS-IV, what is included in the verbal comprehension index?

Answer 16

Similarities (describe how 2 words or concepts are similar),
Vocabulary (define words) and
information (general knowledge questions).

Question 17

WAIS-IV what is included in the perceptual reasoning index?

Answer 17

Block design (reproduce a pattern using red and white blocks),
Matrix reaonsing (view an array of pics with 1 missing square, and pick the picture that fits that square) and, 
Visual puzzles (view a puzzle and choose 3 pieces which could make the puzzle.

Question 18

WAIS-IV what is included in the working memory index?

Answer 18

Digit span (listen to sequences of numbers & repeat them forward, backwards and in ascending order) and

Arithmetic (arithmetic problems).

Question 19

WAIS-IV, what is included is the processing speed index?

Answer 19

Symbol search (detection of target symbols in a row of symbol stimuli).

Question 20

What are some limitations of the WAIS-IV?

Answer 20

Expensive & time consuming

Question 21

What is a limitation of Termans calculation re the WAIS-IV?

Answer 21

It did not translate well to adults, issues with chronological age.

Question 22

How is the WAIS scored?

Answer 22

Need to take the raw scores and turn them into scaled scores and make those into composite scores (IQ)

Question 23

What is the Flynn effect?

Answer 23

refers to the observed rise over time in standardized intelligence test scores, documented by Flynn (1984a) in a study on intelligence quotient (IQ) score gains in the standardization samples of successive versions of Stanford-Binet and Wechsler intelligence tests.

Question 24

Flynn effect: what adjustment was suggested for IQ scores?

Answer 24

subtract 0.3 IQ points for each year since test publication, but this is not common practice (Hagan et al., 2008).

Question 25

What explanation is there for the Flynn effect?

Answer 25

Cognitive stimulation (education, parental rearing, test sophistication, technology).

Question 26

Application of IQ tests: what can this help children with?

Answer 26

Help identify children with different learning needs e.g., gifted, dyslexia, learning difficulties. Can also be applied to general cognitive functioning in neurological conditions.

Question 27

How can IQ test be applied in education?

Answer 27

Intelligence scores predict achievement in schools.

Question 28

How can IQ test scores be applied in line?

Answer 28

Intelligence scores correlate positively with academic, social and occupational achievements (but when educational level is controlled, then the correlations decrease).

Question 29

What issues are there with IQ scores/testing?

Answer 29

- Scores can fluctuate: how can we control for test-taking skills, practice and motivation, test anxiety and malingering. - IQ scores do not help identify appropriate educational programmes. - IQ scores are absolute numbers: report percentile ranked and CIs. - Cultural differences. - IQ tests minimise the importance of creativity, practical intelligence and social skills. - IQ tests should be there to help not to limit.

Question 30

What cultural differences are there regarding IQ?

Answer 30

- Conceptualisations of intelligence and acquisition of intellectual skills. - Tests need to account for cultural differences in the tasks. - Issues with translation - Normative data - US data should not be assumed to be applicable to other countries.

Question 31

Cattell - Fluid and Crystallised Intelligence (1940) What did he argue about general intelligence.

Answer 31

Argued non-verbal tests (culture-free) measure general intelligence without social status, skills and verbal ability and environmental factors.

Question 32

What did Cattell Culture-Fair Intelligence Test (CFIT; 1949) include?

Answer 32

- Series - Classification (odd one out) - Matrices (fill the gap) - Conditions (place dot).

Question 33

What did Cattell (1943) look at?

Answer 33

Adult mental capacity: fluid and crystallised intelligence.

Question 34

What was Thurstones stand point on general intelligence?

Answer 34

Agreed with Spearman with concept of general intelligence. but, disagreed that general intelligence supported and was involved with all elements of intelligence. Argued that more correlations between test does not give evidence for general intelligence.

Question 35

What does Thurstone (1938) think general intelligence is the result of?

Answer 35

7 PMAs. First multifactorial theory of intelligence. 7 factors correlate but not enough to be 1 factor therefore PMAs are not independent.

Question 36

What did Flanagan and Dixon (2014) produce? What does it consist of?

Answer 36

The most recent dynamic theory. 16 broad cognitive abilities. 80+ narrow abilities.

Question 37

Gardner (1996) Multiple Intelligences: 1. Who was Gardner? 2. What did Gardner believe about intelligence? 3. How does Gardner see intelligence? 4. How is intelligence supported?

Answer 37

1. An educational psychologist, challenges with translating intelligence research into educational settings. 2. Disagrees that intelligence is learning / way of working. See's intelligence as a computer that works more or less well. 3. Intelligence is a separate dimension that is independent of the others. However, will work together when needed e.g., sing and dance at the same time. 4. Each intelligence is supported by a different brain region, each is not controlled by general intelligence.

Question 38

1. What is Gardner (1996) multiple intelligences theory and assessment?

Answer 38

1. Identify strengths and weaknesses in each intelligence, observation scales and working style in the classroom (activity-based).

Question 39

Give a brief overview of Almeida et al., (2010) study re multiple intelligences. 1. How many participants? 2. What did it cover?

Answer 39

1. N = 294 children (5 - 7 years). 2. Battery of Differential and general Aptitudes. Activities for MI evaluation Are MI independent or evidence of general intelligence?

Question 40

What evidence is there for Almeida et al., 2010 multiple intelligences study?

Answer 40

Some independence from MI from classic measure. 2 types of general intelligence - but correlated. MI tasks load on to g factor. MI (concept and assessment) tests need validating.