Intelligence

Question 1

how to identify struggling students? (class question)

Answer 1

behaviours? memory, cognitive abilities, cooperation with other kids?

Question 2

Alfred Binet (1905) & Theodore Simon

Answer 2

developed intelligence tests measuring “higher” mental processes (memory, language, problem solving, judgments); “mental age”

Question 3

Stanford-Binet Intelligence Test

Answer 3

-mean score 100 (originally used IQ)
-scores based on deviation
-now provides subscores too

Question 4

how to calculate Intelligence quotient

Answer 4

mental age/chronological age * 100

Question 5

Wechsler Intelligence Scale for Children (WISC)

Answer 5

-general score + 5 subscores
-deviation for scores
-not based on language (e.g. patterns instead)

Question 6

how to know iq test good?

Answer 6

reliability, validity, lack of bias

Question 7

reliability

Answer 7

-split-half reliability (perform equally on both halves of test)
-test-retest reliability (consistent retest scores)

Question 8

Validity

Answer 8

valid/accurate measure?
-content & construct validity (do content of questions relate to our idea of intelligence)
-predictive validity (does test predict what we think of intelligence)

Question 9

content vs construct

Answer 9

specific questions vs overall structure of test

Question 10

predictive validity example

Answer 10

does iq score predict grades/training/job performance/creativity etc.

Question 11

lack of bias

Answer 11

-content-validity bias (are questions biased towards certain groups?)
-predictive-validity bias (across different groups, equally predictive of success?)

Question 12

psychometric approach to intelligence

Answer 12

idea that intelligence can be operationalized (e.g. turned into tests to be measured)

Question 13

general intelligence (g)

Answer 13

crystallized intelligence (facts), & fluid intelligence (ability to problem solve on the spot)

Question 14

with old age, crystallized intelligence __

Answer 14

increases/grows

Question 15

argument behind general intelligence (g)

Answer 15

those good at math are also good at language

Question 16

Sternberg’s Theory of Successful Intelligence

Answer 16

multiple types of intelligence (analytical, creative, practical)

Question 17

Gardner’s Multiple Intelligences

Answer 17

musical, bodily-kinesthetic, people, verbal-linguistic, logical-mathematical, naturilistic, self, visual-spatial

Question 18

contributions to iq scores

Answer 18

genetics (identical/fraternal twins), gene-environment correlations

Question 19

gene-environment correlations

Answer 19

genes will often lead to environment that fits your gene tendencies; passive, evocative, active effects

Question 20

passive effects

Answer 20

shared genes with parents & the environment they create compounds your genetic tendency e.g. like reading & words, parents drawn to that too and buy books for household; environment they create goes with your genes

Question 21

evocative effects

Answer 21

child has a genetic tendency which may evoke an environment that fits with their genetic tendency e.g. talkative child talks with more people & create environment for themselves with lots of talking

Question 22

active effects

Answer 22

child’s genetic tendency will lead them to actively select an environment that fits with it e.g. like math, chooses extra math classes; further compounds their genetic tendencies

Question 23

as identical twins age, their iq scores ___ with age, so they get ___ similar with age

Answer 23

increase; more

Question 24

how do gene-environment correlations contribute to fraternal twins’ iq scores becoming less similar?

Answer 24

gene tendencies of each child will lead each child to create different environments for themselves that may or may not raise iq scores

Question 25

environment

Answer 25

schooling, family/home environment, socioeconomic status, time period

Question 26

intelligence testing today

Answer 26

administered & scored by trained professionals, strict guidelines, continuously re-normed

Question 27

what might some regions/schools use iq testing for?

Answer 27

learning disability diagnosis & access to supports, access to special ed. classes, access to giftedness programs/supports

Question 28

where else might iq testing be used besides education?

Answer 28

court cases (e.g. death penalty in US until 2014)

Question 29

what are iq scores correlated with

Answer 29

job performance, attitudes, health, mortality

Question 30

what can iq be helpful for?

Answer 30

tool for research & policy decisions (e.g. lead & iq; poverty & iq, violence, breaks from school, pollution)

Question 31

why might iq testing be thought of as dangerous

Answer 31

may not actually measure intelligence; test performance sensitive to motivation; bias in testing (oarsman : regatta); history of iq tests being used for eugenics; interpreting group differences in iq scores

Question 32

Ravens Progressive Matrices

Answer 32

example of "culture-free" testing (e.g. patterns)

Question 33

why might it be impossible to fully untangle cultural bias from tests?

Answer 33

sitting down to take test, language, patterns

Question 34

what might contribute to the way we see iq differences amongst groups?

Answer 34

social class differences, culturally biased tests, stereotype threat

Question 35

stereotype threat

Answer 35

we belong to social groups associated with stereotypes related to intelligence; psychological burden that one's performance/behaviour might confirm a negative stereotype about one's group

Question 36

what can stereotype result in? (3)

Answer 36

stress response, managing negative thoughts/emotions->self regulation, monitoring of performance; basically lots of cognitive resources used to confront stereotype threat

Question 37

Ambady et al. (2001) ethnicity vs gender on math tests

Answer 37

people performed according to the stereotype they were primed on (Asian vs girl); except upper elementary children

Question 38

Picho & Schmader (2018) gender stereotypes on math performance among Ugandan Adolescence

Answer 38

Stereotype threat only present when participants expected that the test giver held gendered expectations; perhaps differences in when stereotype threats kick in may depend on when we are aware of them

Question 39

intelligence mindsets

Answer 39

entity theory (fixed mindset) vs incremental theory (growth mindset)

Question 40

entity theory

Answer 40

fixed mindset; intelligence and talent are fixed at birth

Question 41

incremental theory

Answer 41

growth mindset; intelligence and talent can go up or down

Question 42

what improvements needed in iq test structure/design

Answer 42

counteract stereotype threat, dynamic assessment (learning potential, how well child could do with assistance)

Question 43

in what ways can we shift how we think about IQ?

Answer 43

thinking about how IQ scores are interpreted; encourage growth mindset

Question 44

how to people with fixed mindset respond to challenges/failure?

Answer 44

by quitting (e.g. failing math test leads to quitting)

Question 45

what might intelligence mindsets predict?

Answer 45

response to challenges/failure, associated with academic outcomes, growth mindset linked with better academic performance

Question 46

how is growth mindset beneficial?

Answer 46

responds to failure/challenges with more resilience, better academic performance

Question 47

what is the debate around growth mindset?

Answer 47

replication crisis; not all studies finding growth mindset linked with better performance

Question 48

Sun et al. (2021) - are there cultural differences in mindsets and in the association between mindsets and better academic performance?

Answer 48

-China (intelligence as innate; working hard linked to academic success); more fixed mindset in China vs US -for US youth, mindset associated with math scores but no correlation for Chinese youth

Question 49

differences in who growth mindsets might be beneficial for

Answer 49

cultural differences, more impact for low-achieving students, most useful when teachers and peers are also supportive of growth mindset beliefs, when context/system allows for growth