Some people had inherited mental constitutions that made them more fit for thinking Came up with the first primitive tests of intelligence towards the end of the 19th Century. Also applied the concept of the normal distribution curve to human mental characteristics.

- first intelligence test - focused on imagery, attention, comprehension ect - aim: find out abilities of normal children @ different ages & use this to identify why some children were under performing at this age.

Spearman- individual performance is determined by 2 factors 1. ) G- Factor, either got it or you havent (core of intelligence) 2. ) Whatever special abilities might be required to perform a particular task.

intelligence Flashcards by Alice Mctiernan

Sternberg & Detterman definition

The ability to acquire knowledge
To think and reason effectively
To deal adaptively with the environment

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Sir Francis Galton

Some people had inherited mental constitutions that made them more fit for thinking
Came up with the first primitive tests of intelligence towards the end of the 19th Century.
Also applied the concept of the normal distribution curve to human mental characteristics.

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Alfred Binet

first intelligence test
focused on imagery, attention, comprehension ect
aim: find out abilities of normal children @ different ages & use this to identify why some children were under performing at this age.

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Binet’s 2 assumptions

mental abilities develop with age

- mental competence is a characteristic of the person and fairly consistent over time

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What is mental age?

Age at which a child is performing mental tasks

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Intelligence Quotient (IQ)

ratio of mental age to chronological age x 100

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We now use: deviation IQ

Based on a persons standing in a normative group of the sae age

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Nature of intelligence

Psychometric approach

maps the structure of intelligent and to discover the kind of mental competencies that underlie test performance

Intellectual abilities are completely independent of one another… others think the opposite… so may be some general factor or factors underlying all these abilities.

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Nature of intelligence

Cognitive processes approach

The specific thought processes that underlie those mental competencies.

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G factor (PM)

Spearman- individual performance is determined by 2 factors

) G- Factor, either got it or you havent (core of intelligence)
) Whatever special abilities might be required to perform a particular task.

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Thurstone (PM)

Looked at student performance on a battery of 56 tests &amp; extracted seven abilities: 
•	Space:
•	Verbal comprehension
•	Word fluency
•	Number facility: 
Perceptual speed:
•	Rote memory 
•	Reasoning

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crystallised and fluid intelligence

Horn & Cattell ) (PM

were two related subtypes of g

Crystallised intelligence - apply previously acquired knowledge to current problems
- tests tends to improve during adulthood & remains stable into late adulthood

Fluid intelligence: The ability to deal with novel problem-solving situations for which personal experience does not provide a solution
-begins to decline as people enter late adulthood

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Carroll’s Three-Stratum Model (PM)

Establishes three levels of mental skills arranged in a hierarchical model
• General: g factor

Broad: includes crystallized and fluid intelligence plus 6 other basic cognitive functions
Narrow: nearly 70 specific skills

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Sternberg’s Triarchic Theory of Intelligence

addresses both the psychological process involved in intelligent behavior & the diverse forms that intelligence can take

Divides cognitive processes into three specific components

analytical - problem solving
practical -everyday demands
creative -mental skills

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Broader Conceptions of Intelligence:
Gardners multiple intelligences.
Gardners definition of intelligence

“an ability or set of abilities that permits an individual to solve problems or fashion products that are of consequence in a particular cultural setting”

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Gardners 8 varieties of adaptive abilities `

Linguistic
Logical-Mathematical:
Visuospatial:
Musical:
Bodily-Kinesthetic:
Interpersonal:
Intrapersonal:
Naturalistic:

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Emotional intelligence

Involves the abilities to:
•	read others’ emotions accurately
•	respond to them appropriately
•	motivate oneself
•	be aware of one’s own emotions
•	regulate &amp; control one’s own emotional responses

4 branches of emotional intelligence

Four Branches of Emotional Intelligence:
1. perceiving emotions

using emotions to facilitate thought
understdnaing emotions
managing emotions

Measurement of Intelligence

Wechsler tests

Series of subtests that fall into the two classes of verbal & performance

Test yields three summary scores:
• Verbal IQ – strongly related to school
• Performance IQ
• Full-scale IQ (Verbal and Performance)

Also offers various separate scores for a number of specific skills

theory based intelligence tests

Several tests specifically designed to measure crystallized & fluid intelligence separately
Sternberg Triarchic Ability Test (STAT) measures analytic, practical, & creative intelligence

Achievement Tests:

designed to find out how much a person has learned so far

good predictor of future performance in a similar situation i.e. school
Assumes that everyone has had the same opportunity to learn the material being tested –

aptitude tests

contain novel puzzle-like problems that go beyond prior learning

Designed to measure a person’s potential for future learning & performance
Supposedly fairer (depends less on prior knowledge)
Difficult to construct a test that is truly independent of prior learning
May not be relevant to success in real-world situations

Psychometric Standards

Psychological Test:

a method for measuring individual differences related to some psychological concept, based on a sample of relevant behaviour in a scientifically designed & controlled situation

Reliability

consistency of measurement

Test-Retest Reliability

consistency of measurement over time * Administer the measure to the same group of participants on two or more separate occasions & correlate the sets of scores * If the construct being measured is stable, scores should be consistent over time - Intelligence should be consistent over time – it shouldn’t change greatly – it is relatively stable although there may be a few fluctuations every now and again. - IQ is fairly stable from the age of 7 to late adulthood

Internal Consistency:

consistency of measurement within the test itself • All items on a test should measure the same thing • Items should correlate highly with each other

Inter-judge Reliability:

consistency of measurement when different people observe the same event or score the same test.

Validity:

how well a test actually measures what it is designed to measure

Construct Validity:

a test successfully measures the psychological construct it is designed to measure • Assessed by looking at the relationship between test scores & other behaviours that it should be related to

Content Validity:

whether the items on a test measure all the knowledge or skills assumed to underlie the construct of interest

Criterion-Related Validity

the ability of test scores to correlate with meaningful criterion measures • A test should predict present or future outcomes that are influenced by the construct being measured

Standardisation

involves the development of norms & rigorously controlled testing procedures

• Norms:

test scores derived from a large sample that represents particular age segments of the population

• Normal Distribution:

bell-shaped curve with most scores clustering around the centre of the curve

The Flynn Effect

a “rising curve” phenomenon, suggesting that much of the world’s population is scoring progressively higher on intelligence tests * IQ increase of 28 points since 1910 in the U.S.; similar effect in Great Britain * May be due to nutrition, more complex learning environments, or advances in technology

Testing Conditions: | • Static Testing

traditional approach to testing; emphasises similarity in testing conditions

testing conditions | Dynamic Testing:

standard testing is followed up with an interaction with the examiner – Examiner gives the respondent guided feedback on how to improve performance – Examiner then observes how the person utilises the information

heredity and environment

1. Both contribute to intelligence but rarely independent of each other 2. Environment can influence how genes express themselves 3. Genetics influence environments selected and how we respond to them

Genetic factors can also influence the effects produced by environment

* Account for 1/2 to 2/3 of the variation in IQ * The more genes people have in common, the more similar their IQ * No single “intelligence gene”

environmennt can influence how genes express themselves

* Accounts for 1/3 to 1/2 of the variation in IQ | * Both shared & unshared environmental factors are involved