Intelligence Flashcards
1
Q
Study of intellect
A
Psychometric approach
2
Q
Nature of intelligent thinking
A
Cognitive process approaches
3
Q
Beyond mental competencies
A
Broader conceptions of intelligence
4
Q
The ability to acquire knowledge?
A
Intelligence
5
Q
Franics Galton?
A
Proposed that mental ability is inherited
6
Q
Binet’s assumptions?
A
Mental ability develops with age
7
Q
David Wechsler proposed?
A
Intelligence is a set of verbal and non-verbal skills
8
Q
Reducing large amount of data to smaller number of clusters or factors
A
Factor analysis
9
Q
Intelligence performance governed by 7 specific abilities
A
Thurstone’s primary abilities
10
Q
Space
A
Reasoning about visual scenes
11
Q
Verbal comprehension
A
Understanding verbal statements
12
Q
Word fluency
A
Producing verbal statements
13
Q
Number facility
A
Dealing with numbers
14
Q
Perceptual speed
A
Recognizing visual patterns
15
Q
Rote memory
A
Memorizing
16
Q
Reasoning
A
Dealing with novel problems
17
Q
The three levels of cognitive skills (Carroll’s Three Stratum Model)
A
General
Broad
Narrow
18
Q
Three specific components
A
- Metacomponents
- Performance components
- Knowledge acquisition components
19
Q
The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) Branches
A
Branch 1: perceiving emotions
Branch 2: Using emotions to facilitate thought
Branch 3: Understanding emotions
Branch 4: Managing emotions
20
Q
Stronger emotional bonds
Greater success
Less depression
A
Adaptive advantages in managing emotions
21
Q
Designed to discover how much someone knows
A
Achievement tests
22
Q
Measure potential for future learning and performance
A
Aptitude tests
23
Q
Psychometric standards?
A
Test-retest reliability
Internal consistency
Interjudge reliability
24
Q
Administer measure to same participants twice and correlate scores
A
Test-retest reliability
25
All of the items of the test should measure the same thing
Internal consistency
26
Consistency of measurement when different people score the same test
Interjudge reliability
27
Does a test measure what it is supposed to measure?
Construct
28
Do items measure knowledge or skills that comprise the construct?
Content
29
How well does test score predict criterion measures?
Criterion-related
30
Standardization
Development of norms
| Controlled procedures
31
Development of norms
Provide basis for interpreting individual score - give it meaning
32
Controlled procedures
Control for extraneous factors
| Explicit instructions & procedures
33
Males?
greater information processing
| 6.5 times as much grey matter
34
Females?
greater connectivity
| 10 times amount of white mater
35
Quarter to a third of variability
Is attributed to shared environmental factors
36
Children removed from deprived environment show increase in IQ of?
10-12 points
37
Underestimates true intellectual ability
Outcome bias
38
Predicts outcome measures for some groups but not others
Predictive bias
39
Nature-nurture?
Differences between ethnic groups are narrowing
40
Environmental factors are important
Analogy for genes and environment
41
Stern's intelligence Quotient
IQ basically
42
IQ formula
Mental age/ Chronological age x 100
43
Stanford-Binet vs Wechsler
Binet/Stanford was mostly verbal with IQ score
| Wechsler was a series of subtests which included verbal as well as performance tests
44
What are the major approaches to the study of intelligence
Psychometric
| Cognitive processes approach
45
Intelligence performance was governed by
General Intelligence and Specific abilities
46
Apply previously learned knowledge into current problems
Crystallized Intelligence
47
Fluid intelligence
Deal with novel situations without prior knowledge
48
Crystallized intelligence will _______ with aging
Not decline
49
Fluid intelligence will _______ with aging
decrease
50
The lengths of the arrows from stratum 3 to stratum 2 represent?
The contribution of the g factor to each stratum 2 ability
51
Triarchic Theory of Intelligence
Part of cognitive process approach
52
What does the triarchic theory (sternberg) address?
Psychological processes involved in intelligent behavior
| Diverse forms that intelligence can take
53
Metacomponents?
Plan and regulate task behaviour
54
Execute strategies specified by meta components
Performance components
55
Encode and storing information
Knowledge acquisition components
56
Gardner's Multiple Intelligence
8 relatively independent intelligences
57
Linguistic Intelligence?
Ability to use language (think writers)
58
Logical Mathematical Intelligence
The ability to reason mathematically and logically
59
Visuospatial Intelligence
Ability to solve spatial problems (think architecture)
60
Musical intelligence
Ability to perceive pitch and rhythm and to understand and produce music
61
Bodily-kinesthetic intelligence
Ability to control body movements and skillfully manipulate objects (dancers, athletes, surgeons)
62
Interpersonal intelligence
Ability to understand and relate well to others
63
Intrapersonal intelligence
Ability to understand oneself
64
Naturalistic intelligence
Ability to understand phenomena in the natural world (zoologists and meteorologist)
65
Existential Intelligence
Philosophy oriented ability to ponder questions about the meaning of one's existence, life and death
66
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Reading others emotions accurately
Respond to them appropriately
Motivate oneself
Aware of one's own emotions
Regulate and control one's own emotional repsonses
```
Emotional intelligence
67
Emotional Intelligence leads to?
- Stronger emotional bonds
- greater success
- Less depression
68
Achievement tests
designed to discover how much someone knows
69
Aptitude tests
Measure potential for future learning and performance
70
Achievement pros
Metric of future performance
71
Achievement cons?
Assumes same opportunities for learning
72
Aptitude pros?
Depends less on prior knowledge
73
Aptitude cons?
Difficult to construct tests independent of prior knowledge
74
Reliability
Test-retest reliability
Internal consistency
Inter judge Reliability
75
Test-retest reliability
Administer measure to same participants twice and correlate scores
76
Internal consistency
All of the items of the test should measure the same thing
77
Interjudge reliability
Consistency of measurement when different people score the same test
78
Validity
Accuracy
79
Does a test measure what it is supposed to
| measure?
Construct
80
Do items measure knowledge or skills that
| comprise the construct?
Content
81
How well does test score predict criterion
| measures?
Criterion Related
82
Flynn Effect
IQ scores increasing over time as a result of nutrition or environment or technological advances
83
Use problems not tied to knowledge base of culture
| Create measures tailored to kinds of knowledge valued in particular culture
Assessing intelligence in Non-Western Cultures
84
Raven
Progressive
Matrice measures
Fluid intelligence
85
What controls intellectual activities
The brain
86
Which brain parts have seen notable increase due to evolution
Cerebral cortex and frontal lobes
87
Is brain size related to intelligence in humans
No, efficiency is key
88
Males have
Greater information processing and 6.5 times as much grey matter
89
Females have
Greater connectivity and 10 times the amount of white matter
90
Strong genetic component
No intelligence gene
91
Quarter to a third of variability attributed to?
Shared environmental factors
92
Children removed from deprived environments show increase in IQ of?
10-12 pts
93
Outcome bias
Underestimating intellectual ability
94
Predictive bias
Predicting outcome measures for some but not others
95
```
Better at
perceptual speed
Verbal fluency
Mathematical calculation
Fine motor coordination
```
Females
96
Spatial tasks
Throwing, catching
Mathematical Reasoning
Males
97
What is considered gifted
130+ IQ (10% of population)
98
Eminence
-Highly developed mental abilities but also specific abilities related to ones field
Creative problem solving
Motivation/dedication
99
Cognitively disabled
3-5% of population
Mildly disabled can enter school
Problems with reading, writing, memory,
mathematical computation
