Intelligence lecture 1

Question 1

Why are implicit theories of interest (3)

Answer 1

• Important to everyday life
• Give rise to formal theories
• Question formal theories

Question 2

what are implicit theories?

Answer 2

Individuals develop theories, beliefs and deeply held schema about human attributes (Dweck, 2000; 2006) - unconscious ideas

Question 3

How can personal theories of intelligence affect everyday life? (7)

Answer 3

education, work, employability, friends, family, perception of others, interaction with others

Question 4

What are the two types of implicit theories linked to motivation? What do they mean?

Answer 4

Incremental (flexible) - intelligence is able to change
Entity (fixed) - intelligence remains fixed

Question 5

Costa & Faria (2018) found what in their meta-analysis comparing implicit theories and academic performance?

Answer 5

• A low but significant association, particularly in verbal and quantitative skill-based subjects (eng, maths, sci)
• Malleable views of intelligence = better grades overall
• Fixed views of intelligence = positive association in some subjects but not as much

Question 6

What do the results of Costa and Faria’s (2018) study suggest about how people with fixed and malleable views of intelligence do in education?

Answer 6

• fixed = lower motivation and attainment
• malleable = higher motivation and attainment

Question 7

What did Heslin et al. (2005) find about recognition of improved performance after poor performance in the workplace?

Answer 7

malleable view = more recognition of improved performance than fixed

Question 8

What did Heslin et al. (2005) find about recognition of declining performance after good performance in the workplace?

Answer 8

malleable = more recognition of declining performance than fixed

Question 9

What did Heslin et al. (2005) find about the effect of irrelevant poor performance information on performance ratings?

Answer 9

The irrelevant poor performance was more likely to impact the performance rating of those with a fixed view.

Question 10

What was the effect of training a manager to hold a different implicit belief on their appraisal ratings?

Answer 10

Exposing those with a fixed view to malleable views could modify their view to a more malleable one and those that adopted this view were more open to acknowledging changes in employee performance.

Question 11

What were that categories that Sternberg, Conway, Ketron & Bernstein, 1981 made participants list behaviours of? (4)

Answer 11

Intelligence
Academic intelligence
Everyday intelligence
Unintelligent

Question 12

What are the 3 dimensions of intelligence found by Sternberg et al. (1981)? What do they mean?

Answer 12

Practical problem solving - Effectively deal with problems we face in everyday life
Verbal ability - Express yourself effectively and with some eloquence
Social competence - Be accepted and fulfilled socially

Question 13

What are the 6 dimensions of intelligence found by Sternberg in 1985?

Answer 13

Practical problem solving
Verbal ability
Intellectual balance and integration
Goal orientation and attainment
Contextual intelligence
Fluid thought

Question 14

What are traditional Western views of intelligence based on? (2)

Answer 14

Aristotle and Plato
Greco-Judeo-Christian heritage

Question 15

What are traditional Eastern views of intelligence based on? (3)

Answer 15

Taoist
Confucian
Buddhist

Question 16

What are the 3 souls of the natural world as identified by Aristotle and Plato?

Answer 16

vegetative soul (linked to plants)
sensitive soul (linked to animals capable of movement)
intellectual soul (linked to humans)

Question 17

What are the two forms of reason identified by Aristotle and Plato? What do they mean?

Answer 17

Discursive reasoning - slow, explicit logical steps
Intuitive reasoning - quick, no deductive process

Question 18

What mental properties do Aristotle and Plato assign to the sensitive soul, unlike intelligence? (3)

Answer 18

memory
sensory perception
imagination

Question 19

How do western cultures view intelligence? (5 triats)

Answer 19

Speed/depth of mental processing
Verbal Abilities
Emphasis on learning
Good memory
Good cognitive skills

Question 20

What is the main emphasis of Eastern views on philosophy?

Answer 20

relating to others

Question 21

What are the 5 aspects of intelligence found by Yang and Sternberg (1997) when researching Taiwanese Chinese people?

Answer 21

General cognitive factor intelligence
Interpersonal intelligence (relations)
Intrapersonal intelligence (self-awareness)
Intellectual self-assertion (confidence/awareness)
Intellectual self-effacement (modesty)

Question 22

What do Eastern views on intelligence focus on? (3)

Answer 22

High level thinking
Judgement
Decision making

Question 23

What do Malay psychology student view intelligence as? (4) What characteristics do they emphasise over Australians?

Answer 23

Adaptability
Speed
Creativity of problem solving
Prize both social and cognitive characteristics

Emphasise social characteristics

Question 24

What do Australian psychology students view intelligence as? (2)

Answer 24

Academic acumen
Adaptability to new situations

Question 25

What are the intelligence characteristics that Fang and Keats found to be similar in Chinese and Australian adults? (4)

Answer 25

Willingness to think
Willingness to observe
Wide range of interest
Independent Thinking

Question 26

What are the intelligence characteristics that Fang and Keats found in Chinese but not Australian adults? (4)

Answer 26

Ability to learn
Analytical ability
Sharp thinking
Displaying confidence

Question 27

What are the intelligence characteristics that Fang and Keats found in Australian but not Chinese adults? (2)

Answer 27

Logical Reasoning
Problem-Solving

Question 28

Looking deeper into Costa and Faria’s (2018) study on malleable and fixed impacts on grades - what are the geographical differences? (Eastern, European, North American)

Answer 28

Eastern continents have a positive association between flexible ideas and attainment.
Europeans have a positive association between fixed beliefs and attainment.
North Americans have a negative association between fixed beliefs and attainment.

Question 29

What are the 5 aspects of intelligence identified by Lim, Plucker and Im (2002) when looking at Korean adults? Which factor do they value the most?

Answer 29

Social competence
Problem-solving abilities
Coping with novelty
Self-management
Practical competence

Value social competence

Question 30

What factors other than culture could influence opinions on intelligence? (3)

Answer 30

Education
Individual experience
Age
etc.

Question 31

What were Galton’s (~1865) general views on intelligence?

Answer 31

First to suggest human beings differ on intelligence
Intelligence is measurable and based on biological factors
The ability to reason and respond to a large range of experiences through the senses

Question 32

What is the difference between positive and negative eugenics?

Answer 32

Positive encourages reproduction of the good traits, negative discourages reproduction of the bad traits

Question 33

What did Binet (~1904) develop? (2) Why?

Answer 33

The Binet-Simon scale of intelligence
The concept of mental age and norms to compare to
To use as an educational tool

Question 34

What logical error did Binet want to avoid?

Answer 34

If something has a name, it must be an entity or a being that has an independent existence of its own - intelligence is just too complicated to be summed up in one number

Question 35

What are Binet’s 3 cardinal principles?

Answer 35

• Test scores are for practical purposes, they do not link to a theory and do not define anything innate or permanent. Cannot explicitly link the score to intelligence.
• The scale is a rough, empirical guide for identifying children who need support. It cannot be used for ranking all children.
• Low scores are an indication that support is needed not that a child is innately incapable

Question 36

What did Terman (~1910s) create and what/who was it based on? What was introduced?

Answer 36

The Stanford-Binet scale
Built on Goddard’s work to bring the Binet scale to the US then established new items and norms
Standardisation

Question 37

How is IQ calculated using the Stanford-Binet scale?

Answer 37

IQ = (mental age/chronological age)*100

Question 38

In which ways do Goddard and Terman ignore Binet’s cardinal principles? (2)

Answer 38

Viewed intelligence as a single, innate entity captured by the scale
Wanted to use it to categorise all of American society and use it as part of the immigration process

Question 39

What did the Journal of Educational Psychology do in 1921? What was the outcome?

Answer 39

Brought together experts to collate ideas on what intelligence is
!4 different opinions - no consensus

Question 40

What did Yerkes (~1917) do?

Answer 40

Adapted the Stanford-Binet scale to support the war effort (WW1) - used for recruitment
Made it group testing, not 1:1
Developed army alpha and army beta

Question 41

In which countries did eugenics inform social policy in the early 1900s? (4)

Answer 41

USA, Canada, Australia, Scandanavia etc.

Question 42

Which groups did Terman (1925) believe were low in intelligence using his measure? (3)

Answer 42

African-American
Mexican
Spanish-Indian

Question 43

What did Sternberg & Detterman (1986) find when replicating the earlier attempt to get an expert consensus? (1,6)

Answer 43

No one definition was offered
-Adaptability
-Abstract thinking
-Adjustment to environment
-Knowledge capacity
-Independence
-Originality