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PSYC1031 TERM 2 EXAM > INTELLIGENCE > Flashcards

INTELLIGENCE Flashcards

1
Q

Intelligence is the general mental ability to:

A
  • acquire knowledge
  • think and reason effectively
  • deal adaptively with the environment
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2
Q

Sir Francis Galton- Hereditary Genius (1869)

A
  • intelligence is hereditary
  • first to quantify intelligence
  • family trees
  • nervous system: high pitched sounds/ colour perception
  • sensory processes are not mental processes
  • environment and life opportunities?
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3
Q

Alfred Binet- Concept of mental age (1904)

A
  • commissioned by Ministry of Education
  • standardised interview based test

*does not allow for comparison

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4
Q

William Stern- IQ (1912)

A

IQ= mental age/chronological age x 100

*less useful for adults

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5
Q

Modern IQ Testing

A
  • standardisation (M=100, SD=15)
  • normal distribution
  • 130+ genius
  • <70 learning disability (mild, moderate, severe and profound)
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6
Q

Stanford Binet

A

-Lewis Terman- mid 1920s

  • too reliant on verbal skills
  • single IQ score doesn’t give understanding
  • revised version scores 5 different cognitive abilities
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7
Q

Wechsler Scale (WAIS/WISC)

A

-WAIS-IV (2008) is the latest version
-4 index scales
-verbal comprehension index
-working memory index
-perceptual reasoning index
-processing speed index
=full scale IQ (FSIQ)

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8
Q

Wechsler Scale (WAIS/WISC)-verbal comprehension index

A
  • similarities
  • vocab
  • information
  • comprehension
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9
Q

Wechsler Scale (WAIS/WISC)- working memory index

A
  • digit span
  • arithmetic
  • letter-number sequencing
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10
Q

Wechsler Scale (WAIS/WISC)- perceptual reasoning index

A
  • block design
  • matrix reasoning
  • visual puzzles
  • figure weighs
  • picture completion
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11
Q

Wechsler Scale (WAIS/WISC)-processing speed index

A
  • symbol search
  • coding
  • cancellation
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12
Q

Raven’s Progressive Matrices (RPM) 1938

A

*WAIS was criticised for being reliant on skills developed in Western culture

  • assesses non verbal reasoning with increasingly difficult patterns -more culturally fair
  • correlated positively with traditional IQ tests
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13
Q

How to manage cross-cultural challenges in intelligence tests?

A
  • create culturally specific tests

- create culturally independent reasoning problems

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14
Q

Two Factor Theory - Charles Spearman (1927)

A

g= eternal intelligence

  • positive manifold
  • using factor analysis
  • high loading tests:RPM

s=specific intelligence

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15
Q

Two Factor Theory - Charles Spearman (1927)

Factor Analysis

A

extract underlying latent factors or components based on correlations between measured variables or items

e.g.
vocab and grammar under language
arithmetic and geometry under math

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16
Q

Primary Mental Abilities -Thurstone (1938)

A
  1. space
  2. verbal comprehension
  3. word fluency
  4. number facility
  5. perceptual speed
  6. rate memory
  7. reasoning

*practical for teachers to identify specific areas

17
Q

Crystallised and Fluid Intelligence

Cattell (1971) and Horn (1985)

Crystallised Intelligence

A
  • previously acquired info, knowledge, skills
  • long term memory required
  • does not decline with age
18
Q

Crystallised and Fluid Intelligence

Cattell (1971) and Horn (1985)

Fluid Intelligence

A
  • problems that can be solved by past
  • working memory required
  • declines with age
19
Q

Three Stratum Theory - Carroll (1993)

A

3-General- g factor

2- Broad- 8 factors-primary mental abilities and fluid and crystallised intelligence

1-narrow- specific tasks of cognitive ability

20
Q

IQ and life outcomes

Academic performance

A
  • reading, writing, meths skills

- secondary (r=.6) and university (r= .3 -.5) grades

21
Q

IQ and life outcomes

Life success r=.5

A
  • job performance on complex tasks (better predictor that job experience)
  • income
  • occupational prestige
22
Q

IQ and life outcomes

Health

A
  • longevity
  • development of other physical organs
  • lifestyle choices
  • access to better environment and support
23
Q

Uses of intelligence tests

A
  • educational psychology
  • application/ admission tests
  • job selection
  • clinical settings
  • personal development
  • research
  • legal system
24
Q

Intelligence and Genes

Segal and Russell (1991)-twin study

A

-using WISC
-treatment is different
-MZ, r= .84-.88
DZ, r= .54-.60

25
Intelligence and Genes Plamin et al (1997)-adoption study
-children's IQ more similar to biological vs adoptive parents
26
Intelligence and Genes Haworth et al (2010)-cross cultural twin study
- 11,000 twins from USA, Australia, Netherlands, UK | - genetic influence increases overtime
27
Intelligence and the brain McDaniel (2005) Pietschnig (2015)
- brain volume r=.3-.4 | - meta analysis of MRI studies
28
Intelligence and the brain Jung and Haier (2007)
-frontal and parietal cortices
29
Intelligence and the brain Narr et al (2007) Basten et al (2015)
-amount of grey matter
30
Intelligence and the environment [accounts for 30-50% of variance in intelligence] Bouchard et al (1981,1990)
30% of IQ variance in children can be explained by shared environment.
31
Intelligence and the environment [accounts for 30-50% of variance in intelligence] Schiff et al (1982,1986)
- socioeconomic status - adoption into middle-upper class - WISC competed at 10 - IQ correlates with families SES r=.4 (Lubinski,2004)
32
Intelligence and early interventions | Head start
- compensate for limited learning environments - half a day at ate 4 =not a great outcome *was not intense enough
33
Intelligence and early interventions Abecedarian Programme
-more intensive 6months-5 years =increase in intelligence in this group compare to controls
34
Confounding variables
- persistence - motivation - interest - self efficacy - test anxiety 25-30% variance in academic an job performance explained by IQ.
35
Definition is too narrow:
- manual practical problems - creative problems - physical problems - interpersonal problems
36
Multiple Intelligences
Gardener (2003)
37
Goleman (1995)
emotional intelligence accounts for more variance when predicting life success
38
Mayer and Salovey (2004)- emotional intelligence test
- perceiving emotions: ability too recognise emotions in oneself and others - using emotions: using emotion to communicate in cognitive processes - understanding emotions: understand info and meaning - managing emotions: open to feelings and modulate to promote growth
39
Emotional intelligence and predictors
Emotional intelligence and higher life satisfaction and subjective wellbeing. r=.4-.5 Emotional intelligence a strong predictor of wellbeing than IQ (mediated by SES).

PSYC1031 TERM 2 EXAM (11 decks)

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