Language and thought L8

Question 1

What is the correlation coefficient?

Answer 1

• r, measures the magnitude of the relationship between two variables
• ranges from -1.00 and +1.00

Question 2

What does an r value of O mean?

Answer 2

No relation between two variables

Question 3

What does a positive value of r mean?

Answer 3

As one variable increases the other variable will also increase

Question 4

What does a negative value of r mean?

Answer 4

As one variable increases the other variable will decrease

Question 5

Is correlation and causation the same?

Answer 5

No

Question 6

What are the components of Spearman’s two-factor theory?

Answer 6

• g (general) factor

- s (specific) factor

Question 7

In spearman’s two factor theory what is g?

Answer 7

• A general mental energy that underlies (drives) performance on all intelligence subtests
• This varies between people

Question 8

In spearman’s two factor theory what is s?

Answer 8

-Specific to type of task (computation, vocabulary, digit
span)
-There is a cluster of skills that people generally have a strength in so these tasks are more strongly correlated

Question 9

How do G and S fit into standard measure of intelligence?

Answer 9

G= Full scale IQ across all tasks
S= a specific cluster e.g. verbal IQ or performance IQ

Question 10

What are some alternative forms of G, who came up with this idea?

Answer 10

• Cattell & Horn

- Fluid and crystalized intelligence

Question 11

What is fluid intelligence?

Answer 11

Ability to learn, perceive relationships, deal with new

problems

Question 12

What is crystalized intelligence?

Answer 12

Knowledge acquired over time from culture/ experience e.g. vocabulary size

Question 13

How are the two forms of g effected with age?

Answer 13

-Fluid intelligence: stops increasing and begins to
decline after adolescence
-Crystalized intelligence: continues to increase with age

Question 14

How well does an IQ test explain how you will do in a job?

Answer 14

• r= .3 to .5 (moderate correlation)
• r squared = the percentage of variance predicted from one measure by another
• Therefore, IQ only accounts for 25% of variation in job performance
• For other 75% need to look at other factors

Question 15

Is creativity highly correlated with IQ?

Answer 15

No

Question 16

What was found when IQ was correlated with health and wellbeing? What do we need to be careful of?

Answer 16

• IQ scores at 11 correlated with longevity
• However, these tests were used to determine what school kids in England would get into so linked to better education and opportunities and therefore greater quality of life.
• It is the education that is linked to the longer lifespan rather than the IQ itself, always have to be careful with these types of correlations as to what you are actually measuring

Question 17

What is the basic idea behind Sternberg’s Triarchic Theory of Intelligence?

Answer 17

Believes in the idea that intelligence is about being successful in day to day life

This involves three key things:

• Seeking to achieve goals to gain what they want from life
• Using strengths and minimizing the effect of weaknesses
• Adapting to your environment

Question 18

In the Sternberg Triarchic theory of intelligence how might someone adapt to their environment?

Answer 18

A balance between:

• Creative skills
• Analytical skills
• Practical skills

Question 19

What is analytical intelligence?

Answer 19

• Assessing the value of the idea
• What is typically measured on IQ tests
• Clearly defined problems where people converge on one right answer
• Very separate from everyday experience

Question 20

What is creative intelligence?

Answer 20

• The ability to generate ideas
• Many problems in the real world are ill-defined (no single solution) so we need novel ways of dealing with these problems.

Question 21

What is practical intelligence?

Answer 21

• Carrying out the idea

- Is the idea of being street smart/ having common sense

Question 22

How do we apply the Sternberg Triarchic theory of intelligence into an educational context?

Answer 22

• Analytic: Compare and contrast
• Create: Formulate theory of intelligence
• Practical: Use what you’ve learned

Question 23

What is the idea behind Gardner’s theory of intelligence?

Answer 23

• Gardner believes there is no such thing as single, unified intelligence
• There are many types of intelligences
• Some people may be high in some types and low in others

Question 24

What are the 6 types of intelligence Gardner believes in?

Answer 24

-Linguistic: Poetry, rhetoric, explanation, writing
-Musical: Composition, performance, appreciation
-Logical: Mathematical, logical reasoning, solving math problems
-Spatial: Manipulating images, reading a map
-Bodily‐Kinesthetic: Fine control over motor behaviour
(dancing, netball, etc.)
-Interpersonal and Intrapersonal: emotional intelligence

Question 25

How does Gardner justify his theory of multiple areas of intelligence?

Answer 25

• Localised area of the brain
• Distinctive pattern of development
• Evidence from exceptional individuals who would score low in standardized tests but are clearly smart in other ways

Gardner’s theory involves a modular view of the mind → some skills develop before others and therefore people have particular strengths

Question 26

What do we need to bear in mind in terms of cultural bias and intelligence?

Answer 26

• Most of the work surrounding intelligence is done from a western perspective
• Different cultures have very different views on what intelligence means (value different attributes) and so our testing and views need to be generalized to reflect this