Intelligence Flashcards

Question

types of gene-environment correlations

Answer 1

- passive effects - evocative effects - active effects

Answer 2

- If you're living in a home w/ genetically related parents, you share with genes with them - If you have a genetic tendency towards high IQ, your parents have that too ○ Your parents may select environments that reinforce or correlate with that § Ex: fill a house with lots of books

Answer 3

- A child may have a genetic tendency towards a high IQ and their nature evokes an environment that fosters that - They may evoke certain responses in their environment, thus evoking more learning ○ Ex: a child with a high IQ genetic disposition may ask lots of questions and thus receive information

Answer 4

- Child's genes lead them to select various environments - When a child with a genetic disposition for a high IQ is given a choice to pick a book, they'll pick the longer one

Answer 5

innate ability - Can we use a standardized measurement to identify who will succeed regardless of bias (i.e. what school you go to, where you're from, etc.)

Answer 6

- If they measure IQ is a deeper question - If they measure intelligence is a deeper question and dependent on what we consider intellegence

Answer 7

similarity in IQ increases with age - Might be more likely to select similar things - Might reinforce their IQs getting more similar with age

Answer 8

similarity in IQ decreases with age - Thought to do with selecting your environment - Might be predisposed to choosing different environments - The choices they make lead to more and more differences over time

Answer 9

- schooling - family/home environment - SES status - time period

Answer 10

really does matter for IQ - Those who are in school more do better on IQ tests Looking @ kids who are the same age, but in different grades @ the cutoff: in grade 6, born on Dec 31st VS. kids in grade 5, but born on Jan 1, Jan 2 - The time you're in school makes a big difference in IQ scores

Answer 11

Parents who are more involved, more stimulating home environment, emotionally and physically responsive

Answer 12

- High quality daycare and schooling - Access to nutritious food - Access to good medical care

Answer 13

IQ seems to be going up with time

Answer 14

- administered and scored by trained professionals - very strict guidelines - most tests are continuously renormed

Answer 15

you need a lot of training and classes to be able to give an IQ test ○ Sometimes grad courses in clinical psych, educational psych, etc. train people to give this test ○ These tests aren't given as MC, often very response based - Verbal responses are coded

Answer 16

$800 for the box, more for the box, etc.

Answer 17

- Needs to be normed for the right population for the population being tested (ie a diverse canadian-based sample) - Need to constantly be evaluated and standardized to re-determine what an IQ of 100 measn

Answer 18

schools to qualify for: - learning disability diagnosis and access to supports - access to special education classes - access to giftedness programs and supports Court cases (death penalty)

Answer 19

- You can't execute people who were determined to be mentally incapable - Some states: they would administer IQ test and if they scored above a certain score, they would be eligible to be executed ○ Overturned in 2014

Answer 20

- Job performance - Attitudes - Health - Morality Study: folks with higher IQ were less likely to have died at the ages studied

Answer 21

Back in 1900s, when paint used to contain lead, and it would flake off the walls - The paint chips would taste good because lead is sweet - Old belief: only large amounts of lead exposure are toxic - Researchers found: even small amounts of lead is associated with a drop in IQ ○ If you ingest a small amount of led, it was correlated with a drop in IQ - This use of IQ was very important in policies

Answer 22

- Poverty - Exposure to violence - Pollution - Breaks from school ○ Used with COVID

Answer 23

Observing group level changes as a tool for research What factors seem to be correlated with cognitive performance/mental abilities

Answer 24

IQ tests may not actually measure "intelligence" - Do they get at test anxiety, reading ability, mood, etc.? Your score on an IQ test is influence by lots of things other than mental abilities

Answer 25

- Test performance is sensitive to motivation ($$ incentive - Coaching ○ How much money they say they're gonna pay you § People do better with incentives and HIGHER incentives - Bias is testing ○ People who don't have the same positionally as the writers are at a disadvantage ○ Cultural differences in knowledge (even sitting down and taking a test)

Answer 26

The problem is we tend to interpret IQ scores as evidence of a person's underlying mental ability, not evidence of their cultural knowledge, motivation, coaching, stress that day, hunger, etc.

Answer 27

- idea that traits are passed down through genetics; thus, control over who can breed occurs - used tests to sort individuals - used for policies on forced sterilization, restrictions on marriage, etc.

Answer 28

- Early use: US military used to determine what rank/where to sort people ○ Who will be a good officer, who should be on the front lines, etc. ○ When they noticed group, racial differences, they used it to stratify across individuals as well § Esp across racial groups ○ Started to create racial hierarchies § These are the "good" races □ Used as a tool to stratify races

Answer 29

- Eliminating people's abilities to procreate - Restrictions on marriage - Policies were also used in Canada; used as a tool to identify who should/could have kids ○ They would sterilize you if you didn't have a high enough IQ Primarily low SES students/individuals

Answer 30

- Scored low in IQ - The Albertan government deemed her unfit; didn't want her to pass on her low genes - They told her they were going to take out her appendix but actually took out her Falopian tubes - She didn't know until she was an adult and was trying to have children

Answer 31

- gender - race - have been interpreted in terms of "genetic advantage" for higher-scoring groups

Answer 32

particularly differences in spatial abilities (sub scores of IQ) - Mental rotation tasks - Boys/men do better on mental rotation tasks ○ BUT: This gender different doesn't seem to show up until 6/7 ○ Maybe it's due to socialization

Answer 33

more dominant racial groups score higher vs. more marginalized racial groups score lower - On average, white individuals are scoring higher on IQ tests (~10 point average difference) - Has been interpreted as a genetic advantage - Race: socially constructed variable; we, as a society, have decided that certain traits accompany certain people - Does not map onto genetic differences

Answer 34

- differences in enrichment - stereotype threat

Answer 35

○ Social class differences, different access to resources, etc. ○ Towns have different policies based on where they place different racial groups § Less access to healthcare, nutritious food, etc. ○ Black and POC families are often lower income § When income is controlled for, we still see social group differences

Answer 36

Awareness of the stereotype reduces our cognitive resources - Reduces capability to perform we belong to social group associated w/ stereotypes related to intelligence --> our awareness of these stereotypes can impact our thoughts and performance

Answer 37

awareness of negative beliefs about own group --> - stress response - negative thoughts lead to self regulation - monitoring of performance --> impaired performance

Answer 38

prevents us from performing our best

Answer 39

- Having to regulate/spend time managing emotions as the same time you're supposed to be doing these tests - Additional cognitive load

Answer 40

When we're exposed to stereotype threat, we spend more time thinking about if we're going to live up to the stereotype

Answer 41

- Conflicting stereotypes they experience ○ Asian stereotype: better at math ○ Girl stereotype: worse at math

Answer 42

- Primed on Asian identity ○ Who are the other Asian friends you play with? ○ Gave coloring book with Asian images - Primed girl identity ○ Who are the other girl friends you play with?

Answer 43

When primed with their Asian identity: do better on the test When primed with their girl identity: do worse on the test Leads us to perform better or worse based on how we're primed - Confound: upper elementary school ○ Girls feel a lot of pride in their gender; "girls rule boys drool" ○ When you prime it at that age, there may be an advantage there

Answer 44

- extending research on stereotype threat beyond WEIRD populations - examine how expectations of others holding stereotypes and own endorsement of gender stereotypes contribute to stereotype threat

Answer 45

Testing: if your belief of a stereotype or your awareness that other people believe in a stereotype affects your performance - If other people endorse or believe in a stereotype - If you believe those stereotypes

Answer 46

control: "this test is not diagnostic of any particular abilities" stereotype threat: "this test has consistently shown there to be differences between boys and girls" - priming them w/ the idea that their gender matters

Answer 47

- stereotype threat present only when participants expected that the test-giver had gendered expectations - may mean awareness of stereotypes affect our performance If you're not aware of the stereotypes that other people may hold, you may be kept safe from stereotype This is how stereotype threat might be more apparent

Answer 48

When they belief that the experimenter believes boys will do better, they seem to perform according to that - When they believe the other person has a stereotype that they will perform worse VS When they believe that the experimenter expects that girls will do better, girls do better - When they believe the other person has a stereotype that they will perform better

Answer 49

entity theory: fixed mindset - intelligence and talent are fixed at birth incremental theory: growth mindset - intelligence and talent can go up and down - intelligence can change; through effort, work, and experiences, intelligence isn't something that's inherent; it can shift with experiences

Answer 50

- predicts response to challenges, failure - associated w/ academic outcomes - growth mindset taught through intervention --> linked w better academic performance

Answer 51

- efforts to counteract stereotype threat - dynamic assessment - shift how we think about IQ

Answer 52

Dynamic assessment --> goal is to examine learning potential, test how much a child can learn with assistance ○ If you're working with assistance, how far can you get?

Answer 53

- Rather than underlying mental ability, can we shift how we interpret these scores differently - Encourage growth mindset § Incremental: intelligence is something that's mailable; something that can shift and change over time; can be shifted by effort, learning, encouragement

Answer 54

○ We can teach growth mindsets through interventions ○ After growth mindset intervention: performance improves ○ Now: programs that schools can buy and implement to introduce growth mindset

Answer 55

In China: may be more common to consider intelligence as something that's innate - Intelligence isn't taught in school; it something that's more fluid and more creative Maybe: different associations between learning - In China: intelligence isn't what shapes your success, but rather how hard you work

Answer 56

- More tendency for fixed mindsets in China In US: More of a growth mindset, the better the math scores In China: no relationship - Whether you have a fixed or growth mindset, doesn't seem to correlated or predict grades - how you think about intelligence doesn't predict academic performance

Answer 57

- differences across cultures - more impact for low-achieving students - when teachers and peers are also supportive of growth mindset beliefs - when context allows for growth!

Answer 58

- Students that are already doing well: growth mindset is less beneficial/effective - Teachers: if they don't have a growth mindset, it's not or much less helpful if a student has one

Intelligence Flashcards

Midterm 2 (83 cards)