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Intelligence Flashcards

1
Q

Intelligence

A

The ability to generalize (memory); flexibly use knowledge (concepts) to solve new problems (problem solving)
-Thinking and reasoning abilities beyond algorithms

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2
Q

AI Intelligence

A

ChatGPT solves ambiguous decision-making and reasoning tasks similarly to humans
-E.g. falls for conjunction fallacy

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3
Q

ChatGPT CAN do these tasks

A

-Automated tasks
-Routine activities
-Create content
-Create bizarre songs

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4
Q

ChatGPT CANNOT do these tasks

A

-Editing: avoid repetition in content
-Write accurate news articles
-Provides ‘fake news’
-Cannot provide opinions or advice
-Can’t create original puzzles

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5
Q

Intelligence relates to efficient and appropriate reasoning

A

-Learning from experience
-Adapting to the environment
-Acting purposefully

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6
Q

Intelligence varies across individuals

A

-IQ tests have been designed to measure general intelligence differences
-Other factors underlie differences on these tests aside from ‘intelligence’

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7
Q

Measuring Intelligence

A

-Psychometrics
-Standardization
-Normal distribution or curve

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8
Q

Psychometrics

A

The study of psychological assessment

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9
Q

Standardization

A

Test scores are compared to pre-tested ‘standardization’ or ‘norm’ groups
-Score on test is compared to a group of people who took test before

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10
Q

Normal distribution or curve

A

A symmetrical bell-shaped curve that describes test score distribution

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11
Q

IQ Test Scores

A

-Average score of 100; standard deviation of 15
-95% of people within 2 standard deviations (between 70 and 13)
-What are they really testing?

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12
Q

Reliability

A

Consistency across instances of testing
-IQ score have high test-retest reliability
-But can change with environment and education (this can cause a shift and dampen reliability)

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13
Q

Validity

A

The test is measuring what it is intended to measure
-IQ scores should have predictive validity
-Should predict performance on something requiring intelligence
-Intelligence will vary across context and culture (different markers of intelligence)

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14
Q

The test has low test-retest reliability

A

Tori took an IQ test on Monday and then took the same test on Friday, but her scores were very different. What would this mean in terms of the test characteristics?

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15
Q

Francis Galton (1822 to 1911)

A

-Developed tests, but purpose was questionable
-Founded the eugenics movement
-Racially-motivated view of how to ‘‘improve’’ society
-A dark start to intelligence testing

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16
Q

Alfred Binet

A

-Developed a test in response to a request from the French government
-Identify children that needed special education in school
-Viewed intelligence as important for practical life, adapting to circumstances judging and reasoning well
-Thought his test measured academic output and not intelligence (did not think it could be measured/tested)

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17
Q

The Simon-Binet Test

A

-30 questions of increasing difficulty (easy -> hard)
-Easy items: follow a light beam
-Difficult items: describe abstract words
-Some questionable items
-Standardization: a child’s mental age was calculated by comparing teh score /30 to the score of a group of children the same chronological age

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18
Q

The Stanford-Binet test

A

-Based on Simon-Binet test
-Item for a 4 year old: ‘‘repeat the following numbers: 3,6,7’’
-Item for an adult: ‘‘describe the difference between misery and poverty’’
-IQ RATIO SCORE: (mental age (MA)/ chronological age (CA)) * 100
-If MA> CA ability is above average of peers (gifted)
-If MA<CA ability is below average of peers (delayed)
-If MA=CA your IQ is average (100

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19
Q

Wechsler Tests

A

'’The global capacity of a person to act purposefully, to think rationally, and to deal effectively with his environment’’
-Seperate scales for children and adults
-Seperate scales for different types of intelligence
-WISC + WAIS
-14 different tests

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20
Q

Wechsler Verbal and Non-Verbal Scales

A

-Similarities subtest
-Picture Completion subtests

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21
Q

Similarities Subtest

A

Verbal Component
In what way are these two things alike?
Easy item
-a bus and a bike (wheels)
Difficult item
-a bird and a flower (nature)

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22
Q

Picture Completion Subtest

A

Non-verbal component
What is missing?
Draw to complete picture

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23
Q

Picture Arrangement

A

Arrange these images in the correct order

24
Q

Raven’s Progressive Matrices

A

-Tried to overcome biases without linguistic ability or familiarity
-Shown patterns with a missing section
-Asked to determine the missing piece from a set of options (which would fit/complete puzzle)
-Non-verbal assessment
-Relatively free from linguistic influences and thus free from cultural biases

25
Important Points on IQ Scores
-Helpful to identify children who need help but can be used to exclude marginalized communities -Factors affect performances -Socioeconomics -Gender differeces in self-estimated intelligence -Culture: familiarity with task and stimuli can affect performance
26
Genetics
-Predict 50-70% variability -Fraternal or identical twins -Raised in the same of different environment -Shared genetics is a better predictor of IQ score similarity (correlations) than the environment
27
The Flynn Effect: Explaining IQ Variations
-Americans' IQ scores increased 3 points per decade over 100 year -Has intelligence risen or are there other factors that explain this shift?
28
The Flynn Effect: Education
-The observed rise over time in standardized intelligence test scores -More years of education = higher testing
29
Flynn Effect: Complexity and Health
Complexity -More focus on abstract and critical thinking, especially in wealthier countries -More complex environments Health` -A greater focus on health, improves brain function and enhances IQ scores -healther diet = better brain (effects energy production + memory)
30
Complexity
-More focus on abstract and critical thinking, especially in wealthier countries -More complex environments
31
Health
-A greater focus on health, improves brain function and enhances IQ scores -healther diet = better brain (effects energy production + memory)
32
Spearman's Two Factor Theory
-Found that tests of cognitive abilities correlated with one another -Suggested that higher correlations are driven by common reliance on a single factor -This is general intelligence (g)
33
General Intelligence (g factor)
Varies across peoplebut is stable within a person. Genetic basis -Viewed as single entity of intellgence -Biology; basis of inteligence
34
Specific Abilities (s factors)
Performance on tasks, are affected by education and environment, and vary within a person -Like school subjects -You can train these -Not as stable as g factors -Situations
35
Cattell and Horn Theory
-Fluid Intelligence (similar to g) -Crystalized intelligence (similar to s) -People use these interchangeably
36
Fluid Intelligence (similar to g)
-The capacity to acquire new knowledge and engage in flexible thinking -Tests of reasoning -Genetic basis -Biological form of intelligence -Declines; affected by age
37
Crystalized intelligence (similar to s)
-Knowledge and learning that has been acquired throughout the lifetime -Vocabulary, math -Affected by personality, education, culture -Motivated learning -Increases or remain stable
38
Crystallized Intelligence
Which term refers to the things you have learned, and may increase throughout your lifetime?
39
Savant Syndrome
-A person who is otherwise limited in mental ability has an exceptional specific ability -E.g. artistic skills or math abilities (counting) -Suggests there are dfferent forms of intellgence, that are supported by different cognitive processes -Developmental cases
40
Savant Syndrome
-People who acquire specific skills from brain injury -Can be developed and acquired later in life -To compensate for damage, other areas of the brain will be 'rewired' to induce savant-like capabilities -Neuroplasicity
41
Tony Cicoria
After being struck by lightening, a man developed exceptional piano skills
42
Orlando Serell
Baseball hit his head, and developed the ability to perform calendar calculations
43
Gardner's Theory of Multiple Intelligence
This theory suggests human intelligence can be differentiated into the following modalities: visual-spatial, verbal-linguistic, musical-rhythmic, logical-mathematical, interpersonal, intrapersonal, naturalistic and bodily-kinesthetic -Various ways we can be intelligent -Multiple intelligence
44
Sternberg's Theory of Intelligence
-A process view -Intelligence is NOT a system or structure -Intelligence IS the capacity to automatize information processes + use them in appropriate settings + can vary
45
Sternberg's Intellectual Components
The mechansims that underlie intelligent behaviour 1. Meta-component 2. Performance component 3. Knowledge acquisition component -We could use these for different things at different levels
46
Meta-component
Higher order processes for planning and decision making. Making decisions about how to solve a problem
47
Performance Component
Processes for executing a task
48
Knowledge Acquisition Component
Processes to learn and store new information
49
Triarchic Theory: Types of intelligence
(1) Components interact with certain materials/tasks (2) that are relevant to a given situations (3)
50
Analytic Intelligence
Mental steps or ''components'' used to solve problems
51
Practical Intelligence
The ability to apply information to daily ambiguous situations and emphasizes contextual information -E.g. delivery persons who can intelligently navigate routes when there are road-blocks -Malluable with working memory and knowledge
52
Creative Intelligence
-The ability to think in new ways and apply information flexibly -Emphasizes experiential information and linked to insight problem solving -Bringing together information from different areas
53
Emotion and Thinking
Emotion affects how we process information and think
54
Positive Mood
Promotes a general ''assimilative thinking'' style, and leads to greater susceptibility to misinformation -Process things at a more general level -Assimilate misinformation
55
Negative Mood
Promotes specific ''focused thinking'' style, and lowers susceptibility to misinformation -Process things at a specific level -Descriminate more -Not willing to accept misinformation

Cognition (21 decks)

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