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ALHT106 Exam (module 1-12) > Module 6 - Intelligence > Flashcards

Module 6 - Intelligence Flashcards

1
Q

What is intelligence?

A

An organism’s mental abilities & talents used to achieve goals by overcoming challenges & obstacles

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2
Q

Why is intelligence adaptive and context specific?

A

There are different elements in intelligence such as memory, comprehension but they are correlated

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3
Q

Intelligence measured by comparing individuals’s result with

A

Intelligence is measured by comparing an individual’s results with other individuals

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4
Q

Range of mental tasks that define Intelligence (6)

A
  • Solve problems
  • Recall information
  • Use and comprehend language
  • Detect patterns and relevant details
  • React quickly to stimuli
  • Think laterally or creatively
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5
Q

Performance across range of mental tasks strongly correlate in most people? (T/F)

A

TRUE

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6
Q

Why should Allied health professionals care about intelligence theories and measurements? (3)

A

understanding and assisting people with intellectual impairments

Clients with impaired cognitive faculties face unique hardships with the demands of everyday life

Intellectual impairment affects client’s ability to seek, engage with, or benefit from interventions

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7
Q

IQ

A

Intelligence quotient
IQ= mental age/chronological age x 100

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8
Q

How is low, average or high intellectual ability quantified?

A

By comparing scores to the standard expected for your cohort (eg. Children of the same age)
Scores are standardised

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9
Q

Does IQ tests directly indicated how much intelligence a person has?

A

No

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10
Q

Standardisation means that IQ numbers are___

A

Relative to cohort
Ranking

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11
Q

Average IQ and the standard deviation?

A

Average IQ = 100
Standard deviation = 15

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12
Q

How would you use intelligence tests in education (2):

A

Identifying low ability -> target remedial help
Identifying high ability -> increase difficulty to achieve more

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13
Q

Application of intelligence in schools, jobs, leisure activities

A

Helps with setting appropriate challenges and assistance to suit specific needs

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14
Q

Application of intelligence in public health

A

Overall low IQ scores might indicate something in the environment (eg. lead in water)

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15
Q

3 categories of problems with Intelligence tests

A
  • Validity
  • Interpretations of the meaning of test differences
  • Social & Policy problem from misinterpretation of results (racial hierarchy)
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16
Q

When are Intelligence tests are valid (measuring what we intend to measure)?

A

When assumptions match the characteristics of the test-takers

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17
Q

Assumptions of intelligence tests leads to

A

Typical intelligence tests have a range of assumptions that are inappropriately matched to test takers -> false impression of lower intelligence

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18
Q

Range of Assumptions (6):

A
  • Native familiarity with language
  • Familiarity with cultural references or practices
  • Experience with test-taking written responses
  • Motivation to achieve high scores
  • Appropriate state of mind (not affected by hunger, fatigue, distraction)

-Familiarity with expected form of answers (no unconventional responses)

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19
Q

Social harms

A

Invalid IQ tests reinforce existing social hierarchies, because marginalised groups will perform poorly on tests designed around the assumptions of the mainstream group

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20
Q

Positive manifold:
(Spearman’s g-factor)

A

Cognitive abilities tend to correlate

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21
Q

Spearman’s Two Factor Theory

A

G factor
General Factor: Shared factor of all mental abilities
S factor
Specific Factor: Separate abilities that overlap with and contribute to ‘g’

22
Q

Is it common to give different G factor (general factor) and S factor (Specific factor) scores?

23
Q

Wechsler Scales

A

Verbal vs non-verbal intelligence

24
Q

Cattell-Horn GfGc Model

A

Fluid intelligence (problem solving skills) vs Crystallised Intelligence (acquire general knowledge)
Processing speed shows the greatest decline with age

25
Gardner’s Multiple Intelligences
8+ Intelligence Domains Evidence for distinct processes is mixed but is present in extreme cases Small ability differences in processes is due to preferences and interests
26
Carrol's Three Stratum Model
Most used model of intelligence
27
General intelligence shows heritability:
Strong correlation of intelligence the closer the genetic relationship between 2 people) Intelligence runs in the family (between 57% and 73%) IQ of adopted parents does not affect IQ of adopted children
28
Environmental factors with positive impact to intelligence (4)
- Access to Education - Better Childhood Nutrition - Early Intervention on developmental delays - Stimulating conditions (media & challenge rich)
29
Environmental factors with negative impact to intelligence (3)
- Stressful/ dangerous situations - Higher Parental Age (especially mother's) - Exposure to toxic chemicals
30
Flynn Effect (IQ)
Tendency for later generations to show disproportionately high Iqs This is due to changes in environmental factors between generations Eg. Later generations have more nutrition and exposure to complex media
31
Intelligence Testing is useful for (4)
In identifying vulnerable individuals In identifying areas of deficit that could impact on AH interventions In improving educational attainment To measure for epidemiological impact (malnutrition, trauma effects)
32
Limitations of Intelligence Testing
- Vulnerable to administrator error - Vulnerable to interpreter error - Limited domain: schools/written (Validity Issue: does it test exactly what it is designed to test? Literacy Focused) - Do not address all strengths/talents - Limited cultural focus (cultural Bias) - IQ tests aren’t enough, we need other tests
33
Limitations of Intelligence tests
Cultural bias assumptions Vulnerable to error Literacy focused
34
Strength Based Practice for considering Intelligence tests
Due to the limitations of intelligence tests, consider Gardner's multiple intelligences to guide strength based practice
35
Culturally fair practice
Different approaches to knowledge, learning & intelligence
36
How is decision making affected by Representativeness Heuristic
Our tendency to seek out confirmation from our stereotypes that influences our decisions and reasoning Confirmation bias: tendency to search for, interpret information to confirms prior beliefs
37
How does Base rate neglect affect decision making? (Cognitive Biases)
When the base or original weight or probability is ignored or considered secondary They might focus more on new information instead of original data
38
How does Anchoring effect decision making? (Cognitive Biases)
Opposite to base rate neglect Bias towards first piece of information
39
How does cultural bias affect intelligence tests?
Cultural bias affects validity of tests May contribute to underperformance of minority groups Racists rely on intelligence gap to justify social inequality
40
Variables that impact Cultural Bias
Socio-economic factors Education Age gender
41
How does stereotype threat affect performance in tests?
Source of underperformance Performance-impairing anxiety when one fears they are confirming a negative stereotype Eg. Women's proficiency in Maths
42
How many intelligences are in Gardner's Multiple Intelligences?
8 Linguistic Logical-Mathematical Visual-spatial Musical Bodily Kinesthetic Interpersonal (Social) Intrapersonal Naturalistic
43
Linguistic Intelligence (Gardner's Multiple 8 Intelligence)
Finding the right words to express what you mean
44
Logical-Mathematical Intelligence (Gardner's Multiple 8 Intelligence)
Quantifying things, making hypothesis and proving them
45
Visual-spatial Intelligence (Gardner's Multiple 8 Intelligence)
Visualizing the world in 3d
46
Musical Intelligence (Gardner's Multiple 8 Intelligence)
Aptitude for sounds, pitch, tone
47
Bodily-kinesthetic Intelligence (Gardner's Multiple 8 Intelligence)
Co-ordinating mind with body
48
Interpersonal (Social) Intelligence (Gardner's Multiple 8 Intelligence)
Seeing people's feelings and motives
49
Intrapersonal Intelligence (Gardner's Multiple 8 Intelligence)
Understanding yourself and how you feel
50
Naturalistic Intelligence (Gardner's Multiple 8 Intelligence)
Understanding living things ahings and reading nature
51
How would you use Gardner's Multiple Intelligence in creating tasks for therapy with a client that loves landscape design?
She may have stronger naturalistic and visuo-spatial intelligence Design activities that involve Going outside Landscapes and nature

ALHT106 Exam (module 1-12) (11 decks)

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