Intelligence

Question 1

intelligence

Answer 1

• the ability to generalize memories, flexibly use knowledge to solve new problems
• less about stockpiling information, but creativity and imagination
• efficient and appropriate reasoning (learning from past experience, adapting to the environment to act with purpose)

Question 2

ChatGPT and the conjunction fallacy

Answer 2

giving it the Linda problem = it makes the conjunction fallacy, so it uses heuristics like humans (beyond rules and algorithms)
but this is a famous problem which it could’ve encountered in training

Question 3

What can AI do/not do?

Answer 3

can do: automated tasks, routine activities, create content
cannot: edit (repetition), write accurate news articles, provide opinions/advice, create original puzzles

Question 4

psychometrics and standardization

Answer 4

the study of psychological assessment - standardization comes from psychometrics (scores are calculated by comparing them to previous scores and are normally distributed)

Question 5

IQ test scores

Answer 5

mean of 100, SD of 15 (95% of scores between 2SDs - 70-130)

Question 6

reliability

Answer 6

consistency in scores from one test to another (test-retest reliability), same person takes in twice = they should get similar scores

Question 7

validity and predictive validity

Answer 7

test is measuring what it is intended to measure
predictive: tests predict something that is considered intelligent behaviour (IQ score should correlate with academic/job performance

Question 8

Francis Galton

Answer 8

start of intelligence testing looking at reaction time to stimuli to assess intelligence, but was eugenics-motivated

Question 9

Alfred Binet

Answer 9

test designed to identify children having learning difficulties (not assessing intelligence, only academic output)
he thought intelligence couldn’t be measured because it was about practical life

Question 10

Simon-Binet test

Answer 10

30 questions of increasing difficulty, not designed to test intelligence, gave an outcome of mental age compared to other students

Question 11

Stanford-Binet test

Answer 11

based off Simon-Binet, viewed intelligence as the ability to grasp the significance of concepts, goes up to adulthood (more difficult questions)
gave an intelligence quotient (IQ) ratio = (mental age (test) / chronological age) x 100 (if both are equal = 100, mental > chronological, then you’re gifted, mental < chronological, you’re delayed)

Question 12

Wechsler tests

Answer 12

separates scales for children and adults AND separate scales to measure different types of intelligence

Question 13

Wechsler test scales

Answer 13

Wechsler intelligence scale for children (WISC)
Weschler adult intelligence scale (WAIS)
Full-scale IQ (FSIQ)
Verbal IQ (VIQ) - abstract thinking, association
Performance IQ (PIQ) - nonverbal, picture completion, what is missing
culturally biased (language ability affects your score)

Question 14

Raven’s progressive matrices

Answer 14

measuring IQ without language ability, not culturally biased
pattern completion using shapes most cultures are familiar with

Question 15

working memory theory of intelligence

Answer 15

capacity of WM shares half its variance with other measures of intelligence (highly correlated)
WM predicts intelligent behaviour (academic performance), reasoning, adaptability (social distancing)

Question 16

genetics and IQ

Answer 16

strong predictor of IQ scores (50-70% variability)
looking at identical and fraternal twins raised in same/different environments - shared genetics are a better predictor of IQ correlation between twins than environment

Question 17

what factors also affect IQ scores

Answer 17

more affluent people spend more time developing their children’s academic progress
males have higher estimates of their own IQ than females (differences in approaching the test)
familiarity with task

Question 18

Flynn effect

Answer 18

steady rise in IQ scores (3pts per decade)

Question 19

factors accounting for the Flynn effect

Answer 19

education: increase in educational opportunities
complexity: more focus on abstract and critical thinking, especially in wealthy countries
health: more focus on health = better brain health, diets and exercise

Question 20

Spearman’s two-factor theory

Answer 20

found that tests of cognitive ability correlated with each other = one underlying factor driving performance on these tests = general intelligence (g factor)
we also have s factors - specific abilities
g factor differs across people but is stable within a person, determined by genetics
s factors differ within and across people (you can train them), related to opportunity, education

Question 21

Cattell and Horn theory

Answer 21

fluid intelligence: capacity to acquire new information and engage in flexible thinking, genetic basis - similar to g factor
Crystallized intelligence: knowledge and learning that has been acquired over a lifetime, affected by personality, education, culture (motivated learning), storehouse of information - similar to s factors

Question 22

how do fluid and crystallized intelligence change over time

Answer 22

tests that measure knowledge (semantic) are stable over time - crystallized remains stable, may increase
fluid intelligence decreases with time (PFC atrophies, an important region for fluid)

Question 23

which term refers to the things you have learned, and may increase over your lifetime?
(a) crystallized intelligence
(b) adaptable intelligence
(c) fluid intelligence
(d) acquired intelligence

Answer 23

A

Question 24

savant syndrome

Answer 24

a person otherwise limited in cognitive ability has an exceptional specific ability (like artistic or mathematical skills)
indicates that there are more than one form of intelligence supported by different cognitive processes

Question 25

acquired savants

Answer 25

people who acquire specific skills from brain injury - neuroplasticity (brain re-wires other regions to account for damage)

Question 26

Gardner's theory of multiple intelligences

Answer 26

various areas of intelligence, everyone has strengths and weaknesses, so we should adjust learning accordingly

Question 27

Sternberg's theory of intelligence

Answer 27

process view; intelligence is not a system or structure, but the capacity to automatize information processes and use them in appropriate settings (when and how we're intelligent)

Question 28

Sternberg's intellectual components

Answer 28

- meta-component: higher order processes for planning and decision-making (how to solve a problem) - performance component: processes for executing a task - knowledge acquisition component: learning and storing new information - the differences in which scenarios we use these components are what lead to intelligent behaviour (but everyone has them)

Question 29

triarchic theory of types of intelligence

Answer 29

- components interact with certain materials/tasks that are relevant to the situation - analytic: conventional intelligence (g) - solving logical problems, decision-making - practical - applying information in daily ambiguous situations (emphasizes contextual information), adapting to environment, can restructure problems in given contexts - creative - thinking in new ways, flexibly apply information, seeing links others can't, using 3 components to synthesize information from many areas to apply it, linked to insight

Question 30

emotional intelligence

Answer 30

not part of the triarchic theory understanding and managing your own emotions in a positive way (emotions and cognitive processes interact)

Question 31

types of thinking and mood

Answer 31

positive mood = broad thinking (affects how we encode and treat information), general assimilative thinking negative mood = narrowing into one specific aspect also works the other way; when asked to focus on an entire image (global processing), Ps rated their mood as happier vs. asked to focus on a specific area (local processing)

Question 32

susceptibility to misinformation linked to mood

Answer 32

happier mood = assimilating false details into memory, increasing tendency to endorse false information negative mood = may increase our ability to discriminate between correct and misleading information maybe due to amygdala processing which is linked to the hippocampus

Question 33

which of the following is most correct? (a) people in a high aroused mood incorporate new information into an old memory (b) people in a negative mood incorporate new information into an old memory (c) people in a positive mood incorporate new information into an old memory (d) people in a low aroused mood incorporate new information into an old memory

Answer 33

C

Question 34

what is memory integration?

Answer 34

combining prior knowledge and episodic memory via the medial prefrontal cortex (to activate schemas) and the hippocampus (episodic memories) when making a new memory mPFC activates related knowledge to the current situation while the new memory is being made = you get an integrated, generalized memory structure allows us to make inferences - thinking flexibly

Question 35

how to refer to the brain

Answer 35

up: dorsal, down: ventral back: caudal/posterior, front: rostral/anterior

Question 36

source monitoring

Answer 36

remembering the when and where accurately the misattribution effect is a failure in source monitoring

Question 37

schema theory *knowledge

Answer 37

knowledge is organized in schemata (memory affected by this) evidence from method of repeated reproduction which demonstrates that memory is reconstructive

Question 38

progression of Alzheimer's

Answer 38

1. episodic memory loss (medial temporal lobe) 2. object recognition, poor sense of direction, reading problems (lateral temporal and parietal) 3. poor judgment, impulsivity, short attention (frontal lobe) 4. loss of language, motor skills, function problems (widespread atrophy)