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personality and intelligence > Intelligence Theories > Flashcards

Intelligence Theories Flashcards

1
Q

Intelligence

A

“The term denotes that combination of abilities required for survival and advancement within a particular culture” ANASTASI(1992)

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2
Q

John Carlyle Raven

A

1938 progressive matrices/ non-verbal problems/ abstract reasoning

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3
Q

Factor analysis

A

Examine the relationships between a number of intelligences and look for underlying patterns and structures

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4
Q

SIR FANCIS GALTON

A

1865/ humans differ in intelligence/ reaction time/ sight and hearing/ ability to distinguish colours

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5
Q

Alfred Binet

A

1905- first intelligence test/ binet-simon scale

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6
Q

Verbal comprehension index - similarities(SI)

A

The child is presented with two words that present common objects or concepts and describe how they are similar

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7
Q

Verbal comprehension index - vocabulary(VC)

A

For picture items, the child names pictures that are displayed in the stimulus book. For verbal items, the child gives definitions for words that the examiner reads aloud

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8
Q

Verbal comprehension index - comprehension(CO)

A

The child answers questions based on their understanding of general principles and social situations

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9
Q

Verbal comprehension index - Information(IN)

A

The child answers questions that address a broad range of general knowledge topics

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10
Q

Verbal comprehension index - word reasoning( WR)

A

The child identifies the common concept being described in a series of clues

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11
Q

Perceptual reasoning index - Block design(BD)

A

While viewing a constricted model or picture in the stimulus book, the child uses red and white blocks to recreate this design within a specified time limit

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12
Q

Perceptual reasoning index - picture concepts(PC)

A

The child is presented with 2 or 3 rows of pictures and chooses one picture from each row to form a group with a common characteristic

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13
Q

Perceptual reasoning index - picture completion(PCM)

A

The child views a picture and then points to or names the important part missing within a specified time limit

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14
Q

Working memory index

A

For digit span forward, the child repeats numbers in the same order as presented aloud by the examiner. For digit span backward, the child repeats numbers in the reverse order that presented aloud by the examiner

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15
Q

Thurstone and primary mental abilities

A

Applied factor analysis to items making up intelligence tests, discovered several broad group factors

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16
Q

Cattell: discovered two major factors

A
  1. Fluid intelligence: non-verbal & culture free form of intelligence
  2. Crystal intelligence: learned through the investment of fluid intelligence in cultural settings
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17
Q

Gardner

A

proposed that people were much more complex than standard testing suggested. He argued that traditional intelligence tests favored logical and mathematical people, but that different people had different strengths. (Gardner, 1983; 1998; Gardner et al. 1996)

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18
Q

Multiple intelligence types

A
  1. Linguistic and verbal intelligence
  2. Logical intelligence
  3. Spatial intelligence
  4. Body/ movement intelligence
  5. Musical intelligence
  6. Interpersonal intelligence
  7. Intrapersonal intelligence
  8. Naturalist intelligence
  9. Existentialist intelligence
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19
Q

Linguistic and verbal intelligence

A

Good with words

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20
Q

Logical intelligence

A

Good with maths and logic problems

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21
Q

Spatial intelligence

A

Good with pictures and images and “finding

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22
Q

Body/movement intelligence

A

Good with sports and movement and are highly coordinated

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23
Q

Musical intelligence

A

Good with music and rhythm

24
Q

Interpersonal intelligence

A

Good with people and communication

25
Q

Intrapersonal intelligence

A

Good at contemplating and analysing things

26
Q

Naturalist intelligence

A

Good at understanding nature

27
Q

Existentialist intelligence

A

Understanding one’s surroundings. Linked to spiritual thinking / “a concern with ultimate life issues”

28
Q

Theory of multiple intelligence

A

The different intelligences rarely operate independently. They are used at the same time and tend to complement each other as people develop skills or solve problems.

29
Q

Robert Sternberg

A

Triarchic Theory of Intelligence (1085, 1988)/Recognizes that intelligence is not solely about academic success but also about practical adaptation and creativity.

30
Q

Triarchic Theory of intelligence (1085,1988)

A

Sternberg believes that if intelligence is properly defined & measured it will translate to real-life success

31
Q

Analytical Intelligence

A

as measured by academic problem solving, analogies and puzzles. Sternberg considers this reflects how an individual relates to his internal world.

32
Q

Metacomponents

A

control, monitor and evaluate cognitive processing.

33
Q

Higher order processes

A

order and organise the performance components/ Used to analyze problems and pick a strategy for solving them

34
Q

Knowledge acquisition components

A

the processes used in gaining and storing new knowledge - i.e., capacity for learning.

35
Q

Creative Intelligence

A

involves insights, synthesis and the ability to react to novel situations and stimuli/ reflects how an individual connects the internal world to external reality.

36
Q

Practical Intelligence

A

involves the ability to grasp, understand and deal with everyday tasks. This is the contextual aspect of intelligence and reflects how the individual relates to the external world about him or

37
Q

critique of Gardner’s Theory of Multiple Intelligences

A

Ongoing debates about the inclusivity and accuracy of standardized testing.

38
Q

Nuanced Understanding

A

Highlights the need for a nuanced understanding of intelligence that goes beyond a singular factor.

39
Q

Definition of Intelligence/ components

A

Definition: Intelligence can be defined as the ability to acquire, understand, and apply knowledge and skills in various situations.
Components: It involves cognitive abilities, problem-solving skills, learning capacity, and adaptability.

40
Q

General Intelligence (Spearman’s Concept)

A

Spearman proposed the idea of “general intelligence” suggesting that a single underlying factor influences performance across various cognitive tasks.

41
Q

correlation (Spearman’s Concept)

A

Spearman found that individuals who performed well in one type of cognitive task tended to perform well in others.

42
Q

Wechsler’s Measures of Intelligence

Wechsler’s Contribution:

A

David Wechsler introduced the concept of intelligence as a multifaceted construct, consisting of different components.

43
Q

Wechsler’s Measures of Intelligence

Wechsler Adult Intelligence Scale (WAIS):

A

A widely used intelligence test that assesses verbal and performance abilities separately.

44
Q

Raven’s Measures of Intelligence

A

Raven’s Progressive Matrices/ Non-Verbal Assessment

45
Q

Raven’s Measures of Intelligence

Raven’s Progressive Matrices:

A

An intelligence test designed to measure abstract reasoning and fluid intelligence.

46
Q

Raven’s Measures of Intelligence

Non-Verbal Assessment:

A

Unlike traditional intelligence tests, Raven’s focuses on non-verbal tasks, reducing language biases.

47
Q

Critique of General Intelligence

A

Some scholars argue against the idea of a single, overarching intelligence factor, advocating for a more diverse and multi-dimensional view.

48
Q

Cultural Bias: Critique of general intellegence

A

Critics point out that intelligence tests may have cultural biases, affecting the performance of individuals from different cultural backgrounds.

49
Q

Implications and Applications of intelligence tests

A

Educational Settings: Intelligence tests are commonly used in educational settings to identify students’ strengths and weaknesses.
Career and Clinical Assessments: Intelligence assessments are also employed in career guidance and clinical settings to understand an individual’s cognitive abilities.

50
Q

Gardner’s Theory Overview

A

Gardner’s Proposal: Challenges the singular intelligence concept.
Multiple Intelligences: Identifies nine distinct intelligences, including linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, naturalistic, and existential

51
Q

Evaluation of Gardner’s Theory

A

Critique: Challenges the assumption that intelligence can be captured by a single IQ score.
Diversity Emphasis: Acknowledges and values a range of cognitive strengths in individuals

52
Q

Challenges to Traditional Assumptions in gardener theory

A

Singular IQ Score: Gardner’s theory challenges the one-size-fits-all approach of traditional intelligence measures.
Nuanced Understanding: Highlights the diverse nature of human abilities and talents

53
Q

Practical Implications of Gardner’s Theory

A

Educational Context: Suggests a broader recognition of intelligences in teaching methods and curriculum development.
Reevaluation of Success: Encourages a redefinition of success to include various forms of excellence.

54
Q

References for the Essay on Gardner’s Theory of Multiple Intelligences

A

Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.

55
Q

References for the Essay on General Intelligence and Wechsler-Raven Measures

A

Spearman, C. (1904). “General Intelligence, Objectively Determined and Measured.” American Journal of Psychology, 15(2), 201-292.
Wechsler, D. (1955). Manual for the Wechsler Adult Intelligence Scale. Psychological Corporation.
Raven, J. C. (1938). “Statistical Methods in Educational Psychology.” British Journal of Educational Psychology, 8(3), 181-220.

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