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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?

A

yes

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
Q

Gardner’s Multiple Intelligences

A

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
Q

Carrol’s Three Stratum Model

A

Most used model of intelligence

27
Q

General intelligence shows heritability:

A

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
Q

Environmental factors with positive impact to intelligence (4)

A
  • Access to Education
  • Better Childhood Nutrition
  • Early Intervention on developmental delays
  • Stimulating conditions (media & challenge rich)
29
Q

Environmental factors with negative impact to intelligence (3)

A
  • Stressful/ dangerous situations
  • Higher Parental Age (especially mother’s)
  • Exposure to toxic chemicals
30
Q

Flynn Effect
(IQ)

A

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
Q

Intelligence Testing is useful for (4)

A

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
Q

Limitations of Intelligence Testing

A
  • 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
Q

Limitations of Intelligence tests

A

Cultural bias
assumptions
Vulnerable to error
Literacy focused

34
Q

Strength Based Practice for considering Intelligence tests

A

Due to the limitations of intelligence tests, consider Gardner’s multiple intelligences to guide strength based practice

35
Q

Culturally fair practice

A

Different approaches to knowledge, learning & intelligence

36
Q

How is decision making affected by Representativeness Heuristic

A

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
Q

How does Base rate neglect affect decision making?
(Cognitive Biases)

A

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
Q

How does Anchoring effect decision making?
(Cognitive Biases)

A

Opposite to base rate neglect
Bias towards first piece of information

39
Q

How does cultural bias affect intelligence tests?

A

Cultural bias affects validity of tests
May contribute to underperformance of minority groups
Racists rely on intelligence gap to justify social inequality

40
Q

Variables that impact Cultural Bias

A

Socio-economic factors
Education
Age
gender

41
Q

How does stereotype threat affect performance in tests?

A

Source of underperformance
Performance-impairing anxiety when one fears they are confirming a negative stereotype
Eg. Women’s proficiency in Maths

42
Q

How many intelligences are in Gardner’s Multiple Intelligences?

A

8
Linguistic
Logical-Mathematical
Visual-spatial
Musical
Bodily Kinesthetic
Interpersonal (Social)
Intrapersonal
Naturalistic

43
Q

Linguistic Intelligence
(Gardner’s Multiple 8 Intelligence)

A

Finding the right words to express what you mean

44
Q

Logical-Mathematical Intelligence
(Gardner’s Multiple 8 Intelligence)

A

Quantifying things, making hypothesis and proving them

45
Q

Visual-spatial Intelligence
(Gardner’s Multiple 8 Intelligence)

A

Visualizing the world in 3d

46
Q

Musical Intelligence
(Gardner’s Multiple 8 Intelligence)

A

Aptitude for sounds, pitch, tone

47
Q

Bodily-kinesthetic Intelligence
(Gardner’s Multiple 8 Intelligence)

A

Co-ordinating mind with body

48
Q

Interpersonal (Social) Intelligence
(Gardner’s Multiple 8 Intelligence)

A

Seeing people’s feelings and motives

49
Q

Intrapersonal Intelligence
(Gardner’s Multiple 8 Intelligence)

A

Understanding yourself and how you feel

50
Q

Naturalistic Intelligence
(Gardner’s Multiple 8 Intelligence)

A

Understanding living things ahings and reading nature

51
Q

How would you use Gardner’s Multiple Intelligence in creating tasks for therapy with a client that loves landscape design?

A

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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