1
Q
intelligence definition
A
Isn’t about memorization, but rather the ability to generalize memories, flexibly use knowledge (concepts) to solve new problems (problem-solving)
2
Q
reasoning and intelligence
A
Intelligence relates to efficient & appropriate reasoning (ex. learning from experience)
3
Q
variance of intelligence
A
It varies across individuals
4
Q
IQ tests
A
have been designed to measure general intelligence differences, but other factors underlie differences on these tests aside from intelligence
5
Q
Chat GPT
A
solves ambiguous decision-making and reasoning tasks similarly to humans
6
Q
Chat GPT and Linda the feminist bank teller problem
A
It committed the conjunction fallacy, suggesting that it can reason beyond algorithms
7
Q
what can AI do well?
A
- Automated tasks
- Routine tasks
- Create content
8
Q
what can’t AI do well?
A
- Editing: the content it creates contains a lot of repetition
- Write accurate news articles (provides fake news)
- Cannot provide opinions or advice
- Can’t create original puzzles
9
Q
psychometrics
A
the study of psychological assessment
10
Q
standardization
A
test scores are compared to pre-tested standardization or norm group
11
Q
normal distribution/ curve
A
a symmetrical bell-shaped curve that describes test score distribution
12
Q
mean & standard deviation of IQ scores
A
- Mean= 100
- SD= 15
- Within two standard deviations of the mean, IQ scores are between 70 and 130
13
Q
reliability
A
there is consistency across instances of testing
14
Q
test-retest reliability
A
the similarity of scores across tests
15
Q
test-retest reliability of IQ scores
A
IQ scores have high test-retest reliability
16
Q
evidence for high test-retest reliability of IQ scores
A
score at age 6 correlates with scores at age 18
17
Q
validity
A
the test is measuring what it is intended to measure
18
Q
predictive validity of IQ scores
A
they predict performance on something requiring intelligence
19
Q
IQ scores and job performance
A
Correlations of .5 with job performance
20
Q
who is the start of IQ testing attributed to?
A
Francis Galton
21
Q
Francis Galton’s intelligence testing
A
- Founded the eugenics movement
- Racially-motivated view of how to improve society
- A dark start to intelligence testing
22
Q
Alfred Binet
A
- Developed a test in response to a request from the French government
- Identified children that needed special education in school
- Binet viewed intelligence as important for practical life, adapting to circumstances judging and reasoning well
- Binet thought his test only measured academic output, not intelligence
23
Q
The Simon-Binet Test
A
- 30 questions of increasing difficulty
- a child’s mental age was calculated by comparing the score/ 30 to the score of a group of children of the same chronological age (standardization)
24
Q
The Stanford-Binet Test
A
- Based on the Simon-Binet test
- IQ ratio scores: (Mental Age (MA) / Chronological Age (CA)) * 100
25
interpretations of Stanford-Binet IQ ratio scores
- If MA > CA, the ability is above the average of peers (gifted)
- If MA < CA, the ability is below the average of peers (delayed)
26
Wechsler Tests
- Separate intelligence scales for children and adults and separate scales to measure different types of intelligence (verbal and performance component)
- Used 14 different tests to compute the total IQ score
27
criticism of Wechsler Tests
the verbal scale is culturally biased
28
Raven’s Progressive Matrices
- Measures intelligence without the influence of language ability
- Shown patterns with a missing section and asked to determine the missing piece from a set of options
29
advantage of Raven’s Progressive Matrices
relatively free from linguistic influences and thus free from cultural biases
30
working memory and intelligence
- Working memory (WM) capacity shares at least half its statistical variance with general intelligence
- WM can predict intelligence behaviours, including reasoning and adaptability
31
working memory and social distancing
WM capacity predicted individual differences in social distancing compliance in the U.S.
32
intelligence and twin studies
Studies with fraternal or identical twins raised in the same or different environments. Shared genetics is a better predictor of IQ correlations among twins than the environment
33
intelligence and genetics
Genetics accounts for 50-70% of variability in intelligence
34
disadvantage of IQ scores
Helpful to identify children who need help but can be used to exclude marginalized communities
35
factors that affect performance on IQ tests
- Socioeconomics
- Gender differences in self-estimated intelligence
- Culture
36
socioeconomics and IQ scores
higher SES -> higher IQ
37
gender differences in self-estimated intelligence
people who identify as male have higher estimates of their own IQ
38
culture and IQ scores
familiarity with tasks and stimuli can affect performance
39
the flynn effect
The steady rise in IQ scores overtime
40
rate of IQ increases in the U.S.
Americans’ IQ scores increased 3 points per decade over 100 years
41
education and IQ scores
As educational opportunities increase, so do IQ scores
42
complexity and the flynn effect
over time, more focus on abstract thinking and critical thinking, especially in wealthier countries
43
health and the flynn effect
there is a greater focus on health, which improves brain function and enhances IQ test scores
44
Spearman’s Two-Factor Theory of Intelligence
Suggested that higher correlations are driven by a common reliance on a single factor: general intelligence (g)
45
two components of Spearman’s Two-Factor Theory of Intelligence
General intelligence (g factor) and Specific abilities (s factors)
46
General intelligence (g factor)
varies across people but is stable within a person. Genetic basis
47
Specific abilities (s factors)
performance on tasks, affected by education and environment and vary within a person
48
Fluid intelligence
- similar to g
- The capacity to acquire new knowledge and engage in flexible thinking
- Tests of reasoning
- Genetic basis
49
Crystalized intelligence
- similar to s
- Knowledge and learning that has been acquired throughout the lifetime
- Affected by personality, education, and culture
- Motivated learning
50
Cattell and Horn Theory
divides intelligence into fluid and crystallized intelligence
51
crystallized and fluid intelligence overtime
Crystallized intelligence increases with age, but fluid intelligence decreases
52
why does fluid intelligence decrease?
Might be due to the atrophy of the PFC with age
53
Savant syndrome
- a person who is otherwise limited in mental ability but has an exceptional specific ability
- Can be congenital or acquired (new skills after brain injury)
54
Savant syndrome provides evidence for
multiple forms of intelligence
55
acquired savants
People who acquire specific skills from brain injury
56
Tony Cicoria
after being struck by lightning, a man developed exceptional piano skills
57
Orlando Serell
ability to perform calendar calculations
58
explanation for Savant syndrome
To compensate for damage, other areas of the brain will be rewired, which induces savant-like capabilities
59
Gardner’s Theory of Multiple Intelligences
- There are 9 different types of intelligence that relate to different ways of learning
- These types are supported by different brain areas
60
Sternberg’s Theory of Intelligence
- A process view that states that intelligence is not a system or structure
- Intelligence is the capacity to automate information processes and use them in appropriate settings
61
Sternberg’s Intellectual Components
1. Meta-component
2. Performance component
3. Knowledge acquisition component
62
meta-component
higher order processes for planning and decision-making. Making decisions about how to solve a problem
63
performance component
processes for executing a task
64
knowledge-acquisition component
processes to learn and store new information
65
triarchic theory
Components interact with certain materials/ tasks that are relevant to a given situation
66
three components of the triarchic theory
Analytic intelligence
Practical intelligence
Creative intelligence
67
analytic intelligence
mental steps or components used to solve problems
68
practical intelligence
the ability to apply information to daily ambiguous situations. Emphasizes contextual information
69
creative intelligence
the ability to think in new ways and apply information flexibility. Emphasizes experimental information. Linked to insight problem-solving
70
emotion and thinking
Emotions affects how we process information and think
71
positive mood and thinking
A positive mood promotes a general assimilative thinking style and leads to greater susceptibility and misinformation
72
negative mood and thinking
A negative mood promotes specific focused thinking style and lowers susceptibility to misinformation
73
global vs. local processing
Global processing -> happier moods
PSYC 213
flashcards
Decks in class (14)
# Cards
-
Chapter 1: Intro to Cognition27
-
Chapter 2: How to Study Cognition130
-
Chapter 3: The Brain54
-
Chapter 4: Perception214
-
Chapter 5: Attention145
-
Chapter 6: Memory l113
-
Chapter 7: Memory ll180
-
Chapter 10: Imagery104
-
Chapter 9: Concepts & Knowledge120
-
Chapter 11: Language211
-
Chapter 12: Problem Solving123
-
Chapter 13: Decision-Making115
-
Choice Guest Lecture91
-
Intelligence73
