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Pysc Term 2 > Lecture 3 > Flashcards

Lecture 3 Flashcards

1
Q

Intelligence defined

A

A set of cognitive skills that includes abstract thinking, reasoning, problem solving, and the ability to acquire knowledge

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2
Q

Explain Spearman’s general intelligence theory

A

Intelligence is a single general capacity, predicted power of all areas, if know intelligence in one area, as intelligence is a single factor

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3
Q

what is the G factor? Whose theory does it belong to?

A

General factor

The single factor of Spearman’s general intelligence theory

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4
Q

What did Raymond Cattell make? (for intelligence definitions)

A

fluid and crystallised intelligence

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5
Q

What is fluid intelligence?

A

: The ability to think through a problem never seen before, use abstract thinking, and recognize patterns that may lead to a solution

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6
Q

what is crystallised intelligence

A

Intelligence gained through experiencing learning, education and practice

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7
Q

Who further subdivided Raymond Cattell’s Fluid and crystallised intelligence?

A

John Carroll

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8
Q

What is the Cattell-Horn-Carroll (CHC) Model of intelligence

A 
3 levels:
general intelligence
broad intelligence (includes fluid and crystall. intell.)
narrow intelligence (nearly 70 distinct abilities)
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9
Q

What is successful intelligence? What man focused on this?

A

: an integrated set of info-processing and cognitive abilities needed for success; made up of analytic, creative and practical intelligence

Robert Sternberg

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10
Q

What intelligence theory is:
Intelligence is made up of three abilities (analytical, creative, and practical “street smarts”) necessary for life success

A

Sternberg’s triarchic theory of intelligence

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11
Q

what is analytical intelligence?

A

judging, evaluating, contrasting and comparing info

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12
Q

what is creative intelligence?

A

coming up with fresh and useful ideas for solving problems

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13
Q

what is practical intelligence?

A

ability to solve everyday life problems efficiently

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14
Q

what is Gardner’s theory of multiple intelligence?

A

Intelligence includes at least 8 distinct capacities (including musical intelligence, interpersonal intelligence, and bodily-kinesthetic intelligence)

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15
Q

what was measuring intelligence like in 1910-1980

A

tests constructed for practical and clinical concerns rather than theory and understanding intelligence

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16
Q

what was measuring intelligence like in 1980-1990

A

first theory-driven tests were developed

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17
Q

what was measuring intelligence like in 1990

A

creators of intelligence tests realised intelligence might be made up of more than one thing, integrating theory and measurement they made tests that assessed several aspects of intelligence

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18
Q

how did Sir Francis Galton measure intelligence?

A

Measured reaction speed, muscular strength, and sensory acuity
Measured people’s heads
He believed intelligence is inherited

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19
Q

who first decided to try to measure intelligence?

A

sir francis Galton

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20
Q

How did Albert Binet measure intelligence?

A

Binet and his colleague, Theodore Simon, developed a test with 30 increasingly difficult problems

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21
Q

who developed “mental age”?

A

albert binet

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22
Q

how did William Stern measure intelligence?

A

made intelligence quotient (IQ)

(Mental Age/Chronological Age) x 100 = intelligence score

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23
Q

What was the problem with William Stern’s IQ tests?

A

Doesn’t work well with adults as people’s intelligence starts to level out after age 16

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24
Q

How did we fix William Sterns IQ test to be suitable for everyone?

A

today IQ scores are based on how well a child does on tests relative to the norms or standards established by testing scores of children of the same age

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25
What is Lewis Terman contribution to intelligence
Translated Binet test for american students after about 10 years of Binet's publishing Stanford-Binet test because Lewis taught at Stanford University
26
What did David Wechsler (1930s) contribute to intelligence testing?
WAIS - Wechsler Adult Intelligence Scale | WISC - Wechsler Intelligence Scale for Children
27
What is the normal for the WAIS and WISC?
95% of people score between 70 and 130 The norm/mean is 100 St. D is 15
28
What did Nadeen and Alan Kaufman (1983) contribute to intelligence?
K-ABC First to be guided/ rooted on intelligence theory Different from wechsler and stanford-binet tests in 4 ways Guided by theories of intelligence ( in particular, Piaget's cognitive development, and fluid and crystallized intelligence) 2) included fundamentally different problems for children of different ages, as well as varied difficulty 3) measured several aspects of intelligence 4) assessed different types of learning styles ( influenced by neurosci and information processing theory)
29
Consistency of results of a measurement
Reliability:
30
subparts of test have reliable scores (scored the same way each time)
Internal consistency
31
Degree to which a test accurately measures what it is supposed to measure
validility
32
Construct validity:
is it measuring what it is it is
33
Predictive validity:
can it tell us something meaningful about intelligence; degree to which intelligence scores are positively related to real-world outcomes such as jobs or school success
34
how reliable are IQ tests
tend to be extremely reliable with test-retest correlations of 0.90 or higher
35
How the K-ABC and the CHC changed intelligence tests
Led to fundamental changes in intelligence tests, including Stanford-Binet and Wechsler Scale Tests still give overall IQ score, however they also gives 7 scores on dimensions of intelligence
36
he notion that group differences in IQ score are caused by different cultural and educational backgrounds, not by intelligence
bias
37
Test bias:
: whether a test predicts outcomes equally well for different groups
38
Test fairness:
judgement about how test results are applied to different groups based on values and philosophical inclinations
39
Standardization:
the process of giving a test to a large group of people to establish standards or norms by which all other people who take the test are compared to; tests developed using normals that reflect the general population
40
Formally referred to as mental retardation, is now referred to as
intellectual disability
41
criteria of the intellectually disabled
Must show significant limitations in intellectual functioning as well as everyday adaptive behaviour (How well a person adjusts and copes with everyday life)
42
What was the historic IQ cut off to be labelled as mentally retarded
70
43
levels of disability based on IQ: profound
Profound (IQ below 20)
44
levels of disability based on IQ: moderate
Moderate (IQ of 35-50)
45
levels of disability based on IQ: mild
Mild (IQ of 50-70)
46
levels of disability based on IQ: severe
Severe (IQ of 20-35)
47
origins of intellectual disability (percentages)
50% genetic, 50% environmental
48
person who lies at high end of IQ spectrum
giftedness
49
person who is extremely gifted in one area
prodigy
50
very rare condition characterized by serious mental handicaps and isolated areas of ability and remarkable giftedness
savant syndrome
51
Most activation while working on IQ tests is in what area?
prefrontal cortex
52
IQ test brain activation: intelligence problems, like pattern recognition
frontal lobe
53
IQ test brain activation: verbal problems
left prefrontal region only
54
brain activation with Person working on spatial tasks during IQ test
- left and right prefrontal regions and occipital cortex is activated
55
what did twin studies discover about environmental and gene effect on IQ
Adopted children compared to orphans have a higher IQ Genetic factors make up about 50% of the variability in intelligence in individuals Environment account for about 40% of intelligence variability The remaining 10% is unexplained
56
genetically determined range within which a given trait, such as intelligence, may fall. However, the traits value depends on the quality of the individuals environment
reaction range
57
The trend of increasing IQ scores over the last century
flynn effect
58
what did 1960/70 Arthur Jensen, say about group differences in IQ score?
publishing research that showed differences in IQ between racial-ethnic groups and argued that because IQ has genetic influence, part of this difference in IQ must be genetics, not just environment
59
what did 1990/2005 Canadian Psychologist J. Philippe Rushton say about group differences in IQ score?
reported racial-ethnic differences in: intelligence, social behaviour, physical attributes such as brain size Reported asians scored highest on intelligence White of European descent middle Black african descent the lowest
60
The Bell Curve: Intelligence and Class Structure in American Life By: Richard Herrnstein and Charles Murray, mid 1990s said what?
Summarized the results of study on racial-ethnic group differences, social class, and intelligence among 12 000 people What they found: racial-ethnic groups vary on intelligence score Differences in IQ contribute to a large extend to differences in education and income Their conclusion: Group differences in IQ, and hence education and income, can be explained, in part, by genetics
61
today's views on differences in group IQ
Still debate over what creates the differences in some group IQs Some scientists argue finding group IQ differences is meaningless as race is mostly social construct with little scientific support or biological foundation
62
the process where anxiety and culturally held group stereotypes negatively impacts individual test performance
stereotype threat
63
african culture views on intelligence?
social responsibility, cooperation, active family and social life
64
Western cultures emphasize what for intelligence
verbal and cognitive skills
65
Asian Cultures emphasize what for intelligence
humility, awareness, doing the right thing, mindfulness

Pysc Term 2 (6 decks)

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