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Personality Revision > Lecture 2 - Measuring individual differences > Flashcards

Lecture 2 - Measuring individual differences Flashcards

1
Q

What did Quetelet do?

A

Tried to define the ‘average man’ through statistics

  • systematic application of statistical methods to humans
  • he didnt just do physical properties, but psychological ones too
  • developed Body mass index - aka Quetelet index
  • he found that BMi sat on a normal distrubution graph - each individual could compared to the norms of this graph
  • “weight increases as a square of the height”
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2
Q

In terms of depatures from the average, What was Galton interested in?

A
  • significantly influenced by Quetelet
  • looked at differences - those who deviated from the average
  • More interested in those at the top end than the lower end
  • Came up with standard deviation
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3
Q

What work did Spearman do?

A
  • Developed statistical methods to study latent variables - underlying traits responsible for our intelligence
  • notion of ‘g’
  • Developed the use of factor analysis to find ‘g’
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4
Q

Outline factor analysis

A
  • exploring patterns of correlations between items on a particular measure
  • data-reduction - identify similarities
  • trying to find general, underlying categories by fitting things into it
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5
Q

What did Spearman test kids with?

A
  • memory
  • spatial abilities
  • math abilities
  • vocab
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6
Q

Outline Positive manifold

A

Spearman found if you were intelligent with one domain, you were intelligent on the others
- supports underlying ‘g’

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7
Q

Outline spearmans theory of intelligence

A

General intelligence ‘g’ = mental energy that underlies intelligence. It is a deep fundamental mechanism
CAUSES
Specific Abilities ‘s’ = e.g. maths intelligence, spatial intelligence, verbal intelligence

g and s combine to create intelligence

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8
Q

What did Spearman inspire? A race to develop what?

A

inspired a race to develop a good intelligence test based off ‘g’

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9
Q

Outline the Wechsler Tests

A

Much broader domains that test a number of different abilities

  1. Wechsler -Bellevue Scale (1939)
  2. Wechsler Adult Intelligence scale (WAIS) 1955
    - for ages 16-75
  3. Wechsler Scale for Children (WISC)
    - 5-16
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10
Q

What did Terman (1916) contribute?

A 
Intelligence quotient (IQ)
IQ = 100 X (mental age ÷ chronological age)

Couldnt apply to adults as age would keep increasing but intelligence would be similar - so Wechsler came up with the WAIS instead

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11
Q

Outline the WEIS (1955)

A
  • first to assess non-verbal/ spatial tests
  • tested stuff like verbal comprehension, working memory, perceptual organisation, processing speed etc
  • focused on comparing scores to others of the same age

IQ = 100 X (actual test score ÷ expected test score)

  • did it to large groups to establish norms
  • overall score is based on deviation from standardised norms - “deviation IQ”
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12
Q

Outline Raven’s Progressive matricies (1938)

A
  • Based on concept of ‘g’
  • a test that is free of cultural influence as it includes non-verbal problems and abstract reasoning
  • made this one as it seemed western people did better on verbal tests - wasnt fair
  • overall score is based on deviation from standardised norms
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13
Q

Outline thurstones 7 primary mental abilities

A

‘g’ is made up of:

  1. Perceptual speed
  2. Associative memory
  3. Spatial visualisations
  4. Number
  5. Verbal comprehension
  6. Word fluency
  7. reasoning
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14
Q

What did Thurstone criticise spearman of doing?

A

said all the things spearman measured had language skills behind them - which could explain why there is positive manifold
- so he made 7 distinct ones

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15
Q

Outline Cattell’s theory of intelligence

A

General intelligence ‘g’, is made up of 2 things:

  1. Gf - fluid intelligence - innate
    - stuff like primary reasoning/ problem solving
    - cant be taught
  2. Gc - Crystallised intelligence - learned/ developed
    - e.g. factual knowledge, education
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16
Q

Outline Carroll’s theory of intelligence

A

Three-Stratum Theory of Cognitive Abilities

  • questioned what was in between ‘g’ general intelligence and ‘s’ specific intelligences
  • Argued g was stratum 3
  • then there was stratum 2 - visual, auditory, memory, cog speed, processing speed etc
  • and then stratum 1
  • then tests
  • then specific abilities
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17
Q

Whats a limitation of Carrolls theory?

A

X - very complicated - cant really use for IQ tests

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18
Q

Outline the combined model of Cattell-Horn-Carrol

A
  • suggests there are 16 broad intelligences, each of which divides into sub-categories
19
Q

What did Tiedemann (1836) suggest?

A

Argued that the size of the brain was an indicator of our mental energy

20
Q

Outline McDaniel (2005)

A

Found that brain size and IQ correlated (.03)

- no study has ever found a negative correlation

21
Q

What did Toga & Thompson (2005) find?

A

Found evidence for heritability of brain size

22
Q

Define Elementary cognitive tasks

A

very simple tests that assess cognitive processing speed and processing accuracy
- reaction time is key
- intelligence is determined by speed and accuracy of response
√ - dont require any previous knowledge

23
Q

What did Deary et al (2001) found with ECT’s

A

moderate correlation ebtween IQ and RT tests

24
Q

Give an example of Jensen’s RT elementary cognitive tasks

A

The jensen box

  • supports the notion of ‘g’ as no previous knowledge/ background intelligence is required
  • 8 lights on it, with finger on bottom middle one
  • as soon as a light comes on, the speed to press it is measured
  • Speed of pprocessing is seen as an underlying marker of intelligence

X - is there a cultural bias?

25
Q

Outline Inspection time tests

A

Show two lines, then they are covered up and they are asked which one was shortest

  • the time you get before they are covered up gets less and less
  • the shortest time at which you can still get it right is an indicator of your intelligence
26
Q

What makes a good psychometric test?

A
  1. Reliability
  2. Validity
  3. Length of test - depends on participant, e.g. if they are a kid - but will also get tired and wont do as well in later questions
  4. standardisation of administration and ease of scoring
  5. Comparison
  6. Value of findings
27
Q

Limitations of psychometric tests?

A

X - stability of these traits over time? - tests only every done once, may improve/ change after the test
X - Predict how we will be in other environments or not? E.g. how good for a job we are?
X - Practice effects - over tested?

28
Q

Define internal reliability

A

The items correlate well with each other

- suggest they are measuring the same construct/ latent variable

29
Q

Define test-retest reliability

A

Extent to which the responses of a measure remain stable over time

30
Q

Define reliability

A

consistency of a measure over time or across different circumstances

31
Q

How has internal reliability been seen on intelligence tests?

A
  • they are constantly being developed/ revised

- items that are low on this have been omitted

32
Q

How has test-retest reliability been seen on intelligence tests? - Benson (2003

A
  • assumes intelligence is stable
  • X - Benson (2003 - found that scores on IQ tests fluctuate - depends on alertness that day, practice effects
  • lack of standardisation - pressure to do well
  • different instructors
33
Q

Outline Jones & Bayley (1941)

A

Berkely Growth Study

  • Cohort of children tested annually from 1928
  • IQ at 18 was positively correlated to IQ at 6 and at 12 years
  • shows test-retest reliability
34
Q

Outline Deary et al (2004)

A

Scottish mental survey
- found correlation of .73 between age 11 and 77
- Intelligence at 11 also predicted survival beyond 76 and levels of physical fitness and indepdence
X - is this cause and effect - or does socio-economics have a role? - better schooling at 11 = better health care

35
Q

Define Validity

A 
Does a test measure what we intended it to?
- does this actually study intelligence
- established by:
•comparing to other studies
• predictive?
36
Q

What did Neisser et al (1996) find about the validity of intelligence tests?

A

They have High levels of concurrent validity with other intelligence tests

37
Q

What did Laidra, Pullma & Allik (2007) find aout the predictive abilities of intelligence tests?

A

Performance on Ravens was the best predictor of GPA

38
Q

Define the Flynn effect

A

The substantial and sustained increase in inteligence scores over time

39
Q

What did Flynn (1987, 1994) find?

A

on average, non-verbal tests showed increases of 15 IQ points per generation (on ravens)
Verbal tests were only 9 points

40
Q

What effects did Flynn explain this effect with?

A

these Environmental factors are meaning we do better at tests now a days - because of these things

  1. Length of schooling - stay in school?
  2. Test-taking sophistication - exposure to tests
  3. Parenting styles - involved in school work
  4. Nutrition
  5. Environmental change (visual stimuli - devces)
41
Q

what results should be careful of publishing?

A

Ones that could harm stereotypes of culture

42
Q

What are cultural issues with this?

A
  • Is it possible to achieve a culture free test?
  • Testing for group differences has stimulated social change - by proving there are no intelligence differences between genders, classes and ethnicities
43
Q

How did Benson (2003) argue we should use the results of intelligence tests?

A
  • help people understand their results

- identify weaknesses and help those areas

Personality Revision (6 decks)

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