intelligence

Question 1

What are some psychological definitions of intelligence?

Answer 1

• Weschler (1975): Capacity to understand the world and meet its demands
• Kline (1991): General reasoning capacity for problem-solving
• Humphreys (1994): Total intellectual behavioural repertoire at a given time
• Jensen (1994): A general property or quality of the brain

Question 2

What is not considered intelligence?

Answer 2

• Learning
• General knowledge
• Artistic ability
• Practical abilities
• Creativity
• Common sense
• Success

Question 3

What philosophical issue arises in defining intelligence?

Answer 3

If intelligence is defined by outcomes (e.g., success, problem-solving), it risks being an abstract, non-tangible concept—raising questions about how to structure and measure it.

Question 4

What did Spearman (1904) contribute to intelligence theory?

Answer 4

• Collected school/test data and found positive correlations between abilities
• Developed factor analysis
• Proposed ‘g’ (general intelligence): a single factor that accounts for most cognitive ability variance

Question 5

What is the role of factor analysis in intelligence research?

Answer 5

It identifies latent variables (like ‘g’) by examining the covariance between multiple test items or abilities.

Question 6

who came up with Fluid vs. Crystallized Intelligence

Answer 6

Cattell, 1967

Question 7

What is fluid intelligence?

Answer 7

• Basic, biologically-based reasoning ability
• Heritable
• Applied across novel problems (e.g., working memory, speed)

Question 8

What is crystallized intelligence?

Answer 8

• Acquired, culturally-specific knowledge
• Develops through the investment of fluid ability (Investment Theory)
• Examples: vocabulary, arithmetic facts

Question 9

What evidence supports the distinction between fluid and crystallized intelligence?

Answer 9

Correlations are stronger within each type than across them, indicating separate but related systems.

Question 10

What are the three levels of Carroll’s model of intelligence?

Answer 10

• Stratum I: Narrow abilities (~60 specific cognitive skills)
• Stratum II: Broad abilities (e.g., fluid intelligence)
• Stratum III: General intelligence (g)

Question 11

Why is Carroll’s model important?

Answer 11

It integrates competing models and shows that while many abilities are valued, ‘g’ accounts for most of the variance.

Question 12

How can we measure an abstract concept like intelligence?

Answer 12

By observing actions on tasks requiring reasoning, memory, and problem-solving (e.g., verbal comprehension tests).

Question 13

What types of tasks are used in intelligence testing?

Answer 13

• Verbal comprehension: analogies, definitions, reasoning
• Performance tasks: puzzles, memory, speed tasks

Question 14

How is IQ calculated?

Answer 14

IQ = (Mental age / Chronological age) × 100

Scores are standardized across age groups

Question 15

Why do intelligence tests use standard scores?

Answer 15

To allow comparisons across individuals of different ages. Older individuals are expected to score higher on raw tasks.

Question 16

What is the purpose of the IQ bell curve?

Answer 16

It shows the distribution of IQ scores in a population. Most people cluster around the mean (100), with fewer at the extremes.

Question 17

What are IQ tests traditionally used for?

Answer 17

• Identify students unlikely to benefit from mainstream education
• Guide decisions about educational support and trajectory
• Detect giftedness or learning difficulties

Question 18

What real-world outcomes are IQ scores predictive of?

Answer 18

• Academic performance
• Occupational status, especially in complex jobs (Kline, 1991)
• Long-term cognitive stability from age 5 (Humphreys, 1989)

Question 19

What are the main internal validity criticisms of IQ tests?

Answer 19

• Reduces complex cognition to a single number (Ceci, 1996)
• Cultural and linguistic bias
• Over-reliance on crystallized intelligence (Sternberg, 2008)
• Questionable relevance in a changing population and context

Question 20

How might IQ tests be “trained”?

Answer 20

Children may improve on tests by learning test-taking strategies, raising concerns about test reliability and what’s truly being measured.

Question 21

what is the pre-school IQ test called

Answer 21

the whoopsie

Question 22

what is the western IQ test called

Answer 22

the Wisc

Question 23

what is the western adult IQ test called

Answer 23

the wais

Question 24

What are some ethical concerns regarding IQ testing?

Answer 24

• Test errors can lead to misclassification (13-point variability is common)
• Impacts on teacher expectations, setting, and opportunities
• Knowledge of one’s IQ may influence self-esteem and goals
• Stereotype threat affects performance, especially in marginalized groups (Steele, 1997)

Question 25

Why is knowing your IQ potentially problematic?

Answer 25

It can affect self-concept, motivation, and how others treat you—especially if used to make broad educational decisions.

Question 26

Is intelligence a measurable construct?

Answer 26

Yes, despite being abstract, it shows strong external validity—predicting real-world outcomes.

Question 27

Should IQ scores be used for individual decisions?

Answer 27

Caution is advised. While predictive at the population level, issues of internal validity make individual decisions more complex and ethically sensitive.