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Personality Revision > Lecture 3 - intelligence > Flashcards

Lecture 3 - intelligence Flashcards

1
Q

What did Galton study?

A
  • studied twins, and how similar they were, especially in intellect
  • Looked at their behavioural similarities/ differences
  • found the closer the relative, the more similar you are
  • therfore, he argued you can promote intelligence through selective breeding
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2
Q

What are the 3 types of studies into the heritability of intelligence?

A
  1. Family studies - similarity of intelligence compared to degree of relative, X - share environment so hard to distinguish
  2. Twin studies
  3. Adoption studies - compare similarities between a persons adopted family and their biological family - see which one they are more like
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3
Q

Outline Phomin et al (2004) methods

A 
Compared the % similarities between:
• same person tested twice
• MZ twins raised together
• MZ twins raised apart
• DZ twins raised together
• siblings raised together
• siblings raised apart
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4
Q

Outline key findings of Phomin et al (2004)

A
  • if it was down to genetics, MZ twins should be 100% similar
    • MZ together was 86%
    • MZ apart was 72%
  • clearly environment has some influence on intelligence
  • DZ twins togther was 60%
  • normal siblings raised together was 47%
  • so this is also evidence to support genetics!
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5
Q

What do estimates in the literature estimate the % of characteristics caused by genetics are?

A

On average, it ranges from 50-80%

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6
Q

How can age of sample explain the variation?

A
  • IQ changes over age
  • and heritability of IQ changes with age
  • least variation in early childhood as there is little variation in environment, everyone goes to school, gets taught the same stuff etc
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7
Q

What are the limitations of studies looking at heritability of intelligence?

A
  1. representativeness of studies
    - tends to be people from high socio-economic status
    - types of families are more likely to sign up than others
  2. Understanding genetic influence
    - havent pin pointed a specific intelligence gene yet, doubt they ever will
  3. Impact and assortative mating
    - need to be careful
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8
Q

Define assortative mating

A
  • Tendency to mate with those who are similar to ourselves
  • match on height, weight, age, SE status, education, ethnicity, geography
  • mating on intellect stretches bell curve - increasing genetic variance within a population
  • positive assortative mating = mating with people similar to the self
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9
Q

Outline the findings of Watson et al (2004) for assortative mating

A
  • Looked at newlyweds
  • intellect had a correlation of .4
  • verbal intelligence was most similar intellect attribute
  • personality = .2
  • but is it similarities or just convergence over time?
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10
Q

What were Neisser et al (1996)’s 4 environmental factors that could influence intelligence?

A
  1. Biological environment
    - nutrition
    - pre/ peri-natal
    - maternal factors
  2. Family
  3. school/ education
  4. Culture
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11
Q

Outline Oddy et al (2004) - breast feeding

A

Perinatal nutrition

  • compared those who breast fed for longer than 6 months to those shorter than 6 months
  • Those who had breast fed longer developed higher IQ’s
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12
Q

Outline fetal alcohol syndrome

A
  • exposure to alcohol/ substances/ nicotine whilst in womb can have damaging effects when you grow up
  • child is born addicted to alcohol and cant function without it - e.g. has poor cognitive functions
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13
Q

Outline Mortensen et al (2005) - maternal smoking

A

Links between maternal smoking and IQ scores in 18 YEAR OLD MALES

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14
Q

What effects can prematurity and birthweight have?

A
  • more premature and smaller weight can lead to risks about IQ
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15
Q

What did Mayer & Salovey (1990) define as emotional intelligence?
- 4 things

A
  • understand own emotions and those of people around you
  • distinguish different emotions
  • use that info to guide thinking/ actions
  • high IQ doesnt mean high emotional intelligence - some are better at processing information better than others
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16
Q

Define Alexithymia

A

Inability to label/ describe emotions - people who struggle with mental health may struggle in this
- cant describe how i feel!

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17
Q

Outline Mayer & Salovey’s theory of EI

A
  • They argued that being able to identify, understand, label emotions are abilities
  • it is advantageous for survival
  • highest is most sophsticated, reducing downward

Strategic 2:
•Managing branch - regulate emotions and use them in constructive ways
• Understanding branch - observe relationship between event and likely emotional response

Experiential 2:
• Facilitating branch - problem solving, taking emotions into account during decision making
• Perceiving branch - recognising/ understanding

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18
Q

What are the potential problems if we cant identify people facial emotions?

A
  • deficits in social interactions - especially if you cant interpret the emotional state of others!
  • Depression, alcoholism, sz, autism, eating disorders
19
Q

What are 6 basic emotions

A
  • happiness
  • sadness
  • anger
  • suprise
  • fear
  • disgust
  • indicate via a complex interaction between eyes, mouth, eyebrows etc
20
Q

What findings are there about how anxious/ bipolar people perceive emotions?

A

McClure et al (2003) - bipolar patients overestimated the presence of anger
- Surcellini et al (2006) - anxious more likely to perceive negative emotions as threatening. More attune to fear displays

21
Q

What findings are there about neglected/ abused children and perceiving emotions

A
  • Pollak et al (2000) - neglected children poor at distinguish facial emotions. Show two faces and asked if they were same and then to label them. They couldnt differentiate or label them
  • physically abused show response bias to angry faces
22
Q

Outline Golemans ORIGINAL theory of EI

A
  • A mixed model
  • Linked EI to brain function/ regions - why young children werent very good at regulating emotions, their limbic system and amygdala are under developed. Improves with age
  • Limbic system - involved in experiencing emotion, Amygdala - fight or flight
  • argued EI is the ability to control basic emotions, like fight or flight
  • 5 components of EI
23
Q

Outline Golemans (1995) original 5 components of EI

A
  1. Self-awareness - ID own emotions
  2. Self-regulation - manage and control own emotions. So bad ones dont cripple you and good ones are useful
  3. Motivation - drive for achievement related to emotinos
  4. Empathy - assess/ influence others emotions
  5. Social skills - sustain good IPR’s. Putting this all together and applying it to social situations

1-> 5 gets more advanced as you go along

24
Q

Outline Golemans revised mixed model of EI

A

Personal competencies

  1. Self-awareness
  2. Self-regulation/ management

Social competencies

  1. Social awareness
  2. Social skills/ management

1 and 3 = recognition
2 and 4 = regulation

25
Q

What were some gender differences for Golemans original model?

A

Men were better at managing distressing emotions and self-confidence
- no differences in those labelled as ‘leaders’

26
Q

What was Mayer et al (2002)’s Ability measure of EI?

A

Mayer-Salovey-Caruso Emotional intelligence test

27
Q

What are the mixed methods to study EI?

A
  • Bar-On emotional quotient inventory
  • Emotional intelligence scale (Schutte)
  • Golemens Emotional Compentence inventory
28
Q

What did Schutte et al (2007) and Martins et al (2010) explore?

A

Links between EI and health

- higher EI linked with better physical and mental health

29
Q

What are the areas is EI supposedly important in?

A
  • workplace
  • education
  • sport
  • predictive validity?
30
Q

Outline Qualter et al (2012)

A
  • EI ability in year 7 effected cognitive ability in year 11
  • High EI did better at GCSE if their cog ability was high
  • if cog ability was low, didnt really matter what EI was
  • Combo of high cog and high EI was ideal
  • THIS WAS ONLY TRUE FOR WOMEN
31
Q

What are gender differences that have been found on EI tests?

A
  • Mayers test - women do better
  • Bar-On (EQ) test - no difference
  • Score differently on certain elements
    • men do better on self-esteem and independence
    • women do better on interpersonal skills and problem solving abilities
32
Q

What do mixed models combine?

A
  • Personality and ability
33
Q

What do Divergent thinking tests analyse?

A
  • Quantity and quality of ideas produced in response to a problem
  • Inventiveness and imaginativeness
34
Q

What were the 4 P’s as identified by Runco (2000)

A
  • Person - personality characteristics associated with creativity, imagination, curiosity etc
  • process - e.g. divergent thinking
  • press - situational factors beyond our control - autonomy, time, freedom
  • product - outcome
35
Q

Outline Guilford (1967)’s threshold hypothesis

A
  • Argued you need a threshold of intelligence, above average intelligence is a necessary condition for creativity
    X - what about savants?!
36
Q

What did Nusbaurn & Silva (2011) find about fluid intleligence

A

Found links between fluid intelligence and task strategies with creative ability
- cretivity links to Gf

37
Q

What did Kyaga et al (2013) explore?

A

Looked at the background/ professions of bipolar patients

- found that they were more likely to be creative professionals then any other job

38
Q

Who said “no great genius was without a mixture of insanity”?

A

aristotle

39
Q

What is Baltes & Smith (1990)’s definition of wisdom? And what did they find?

A

Common sense, good judgement, unique perspective and the insight of generations
- they found wise older people are more likely to age succesfully

40
Q

What are key questions around wisdom?

A
  • is it the same as intelligence?

- can you be wise and unitelligent?

41
Q

What did Jeste et al (2010) define wisdom as?

A

Advanced cognitive and emotional development, driven by previous experience
- human trait, can be learnt, develops with age

42
Q

What was Sternbergs theory about wisdom?

A

Balance theory

  • high levels of wisdom - can make good decisions for common good, by balancing all the different influences:
  • intra/ inter/ extrapersonal factors
  • previous knowledge
  • Environment
  • consequences of decision
  • those less wise are worse at this
43
Q

What did Meeks & Jeste (2009) find about wisdom (brain areas)

A

Found brain areas overlap with intelligence

44
Q

What did sternberg et al (2001) find about wisdom?

A
  • practical intelligence scores were unrelated to academic achievement
  • suggests wisdom and intelligence are seperate things

Personality Revision (6 decks)

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