Unit 2, topic 1

Question 1

define intelligence quotient

Answer 1

a standardised score for an individuals score measured by specific intelligence test. IQ scores are based on how much an individuals test score deviates from the mean score for the standardised group.

Question 2

psychologist’s consider intelligence to be a …..

Answer 2

A hypothetical construct: a concept that is not directly measurable or observable, but gives rise to measurable phenomena and patterns of data.

Question 3

define intelligence

Answer 3

intelligence can therefore be defined as involving the application of cognitive skills and knowledge to learn and solve problems. It is the ability to acquire and apply knowledge and skills in ways that enable one to adapt to new situations.

Question 4

what do intelligent people typically posses?

Answer 4

intelligent people typically posses a high level of metacognition

Question 5

define metacognition

Answer 5

an understanding and use of the way a person thinks when solving problems, reasoning, planning and decision making.

Question 6

Explain the difference between intelligence and intelligence quotient.

Answer 6

The concept of intelligence can be defined in many ways, including one’s capacity for learning, problem solving and applying knowledge and skills to adapt to unfamiliar situations. in western cultures, intelligence usually refers to one’s capacity to learn, remember, problem solve and comprehend. Whereas IQ is a standardised score for an individuals intelligence as measured by a specific intelligence test. IQ scores are based on how much one’s score deviates from the mean score for a standardised group, and is computed by dividing the IQ by the mental age and multiplying it by 100.

Question 7

explain the theory of multiple intelligence’s

Answer 7

Howard Gardner’s (1985 to 1999) theory of multiple intelligence is based on the systems model approach. Gardner suggests that there is a range of different types of intelligence that are all related to each other. Gardner examined the cognitive abilities of average individuals, those with brain damage as well as prodigies and savants. His research concluded that humans have a greater number of abilities than just the mathematical and linguistic that are emphasised in traditional intelligence tests in the psychometric approach.

Question 8

what were the reasons Howard Gardner believed in his multiple theories?

Answer 8

1. evolutionary standpoint - they should help organisms to survive or make it easier for them to be accepted by potential mates.
2. based on systems model of intelligence

Question 9

define fluid intelligence

Answer 9

Capacity to learn new ways of solving problems.

Question 10

define crystallised intelligence

Answer 10

accumulated knowledge of the world acquired over time

Question 11

define the idea of multiple intelligences

Answer 11

idea that people vary in their ability levels across different domains intellectual skill

Question 12

define triarchic model

Answer 12

model of intelligence proposed by robert sternberg three distinct types of intelligence: analytical, practical and creative

Question 13

define systems model of intelligence

Answer 13

Explains intelligence as including a range of types of abilities that function as a system.

Question 14

explain linguistic intelligence

Answer 14

linguistic intelligence is the ability to perceive or generate spoken or written language.
EG: reading, writing, poetry, understanding and communicating in the spoken word.

Question 15

explain logical-mathematical intelligence

Answer 15

ability to appreciate and use numerical, abstract and logical reasoning to solve problems.
EG: accounting, managing bank accounts, mathematics and science.

Question 16

explain musical intelligence

Answer 16

ability to create, communicate and understand meanings made with sound.
EG: singing, playing an instrument and composing music

Question 17

explain spatial intelligence

Answer 17

ability to perceive, modify, transform and create visual or spatial images.
EG: architecture, sculpting or reading a map

Question 18

explain body - kinaesthetic intelligence

Answer 18

the ability to use all or part of ones body to solve problems or make something.
EG: athletes and dancers

Question 19

explain naturalistic intelligence

Answer 19

naturalistic intelligence refers to one’s ability to recognise and classify objects in the natural environment.
EG: knowledge of plants and the environment, archaeology

Question 20

explain interpersonal intelligence

Answer 20

ability to recognise, appreciate and dispute feelings, beliefs and intentions of other people.
EG: relating to other people and their behaviour, motives or emotions: necessary for teachers and leaders.

Question 21

explain intrapersonal

Answer 21

ability to understand oneself - emotions, desires, strengths and weaknesses.
EG: self control, self understanding, ability to accurately describe oneself to those who know one well.

Question 22

what are the criticisms of Howard Gardner’s theory of multiple intelligence?

Answer 22

critics of this approach point out that it is difficult to develop tests to identify all of the different aspects of intelligence and that some of the types of intelligence he identified tend to correlate with each other, meaning to a great extent they may be aspects of the same thing. This suggests that perhaps Spearman’s notion of general intelligence may still have value in means of describing intelligence.

In addition, Gardner has not developed standard measuring techniques of each type of intelligence.

No criteria for defining intelligence.

Question 23

what is an advantage of Howard Gardner’s theory of multiple intelligence?

Answer 23

Credits people who have different kinds of intelligence, and succeed in one type of intelligence yet under perform in another aspect of intelligence.

Question 24

explain the information processing model

Answer 24

the information processing theory focuses on how people process information and aims to examine the processes that underlie intelligent behaviour rather than quantify basic abilities.

this includes describing and measuring how we process information by examining 1) the speed of processing, 2) knowledge base and 3) the ability to learn and apply mental strategies.

Question 25

what are the assumptions that underpin the information processing model?

Answer 25

1. information made available by the environment is processed by a series of processing systems (perception, short term memory) 2. these processing systems transform or alter the information in systematic ways 3. the aim of research is to specify the processes and structures that underlie cognitive performance. 4. information processing in humans resembles that in computers.

Question 26

define the speed of processing

Answer 26

refers to how rapidly a person can perform a mental task. it positively correlates with measures of academic achievement in both children and uni students.

Question 27

define knowledge base

Answer 27

the amount of information stores in our working memory and long term memory.

Question 28

define the ability to learn and apply mental strategies

Answer 28

the ability to acquire and apply cognitive strategies to solve problems or adapt to new situations. - we become more efficient in using different mental strategies across our lifespan.

Question 29

explain the first criticism of the information processing model

Answer 29

1. this model assumes serial processing of stimulus. - serial processing means one processes has to be completed before the next starts, however there is evidence to support parallel processing (which assumes some or all processes involved in a cognitive task occur at the same time. whether parallel or serial processing is used depends on the task and the amount of practise on that task (more skilled = more likely to use parallel processing).

Question 30

explain the second criticism of the information processing model

Answer 30

2. the analogy between human cognition and computer functioning adopted by the information processing approach is limited. computers are regarded as IP systems insofar as they: - combine info presented to with stored info to provide solutions. - computers have central processor of limited capacity and it usually assumed the capacity limitations affect the human attentional systems. BUT the brain has the capacity for extensive parallel processing and computers rely on serial processing. humans are influenced in their cognitions by various conflicting emotional and motivational factors.

Question 31

explain the third criticism of IP model

Answer 31

the evidence for theories/models of attention that support the IPS are largely controlled and under scientific conditions. - lack ecological validity as the experiments have been carried out other cognitive and motivational factors.

Question 32

explain the emotional intelligence model (EQ)

Answer 32

suggests emotions are valuable sources of info that help people operate in a social context. Refers to one's ability to perceive, use, understand and manage emotions in both ourselves and others.

Question 33

what are the critiques of the EQ theory?

Answer 33

1. ET is apart of general intelligence which includes the ability to deal with life situations and emotions, which is more a skill than an intelligence. 2. the majority of EQ tests are self reports, therefore difficult to validate and quantify for research. 3. lacks rigorous operational definitions.

Question 34

what is Salovey and Mayer's (1994) model in EQ?

Answer 34

perceiving emotions - the ability to perceive emotions in oneself and others, as well in objects, stories, art and music. facilitating thought - the ability to generate, use and feel emotion as necessary to communicate feelings feelings or employ them in other cognitive processes. understanding emotions. The ability to understand emotional info and how emotions combine and progress through a relationship and to appreciate emotional meanings. managing emotions - the ability to be open to feelings, and to modulate them in oneself and others so as to promote personal understandings and growth.

Question 35

explain Akers and Porter (2018) model in EQ

Answer 35

self awareness - ability to recognise ones own emotions and effects of these. self-regulation: involving the socially appropriate monitoring and control of personal emotions, supressing impulses and effective management of moral and ethical behaviour. motivation - ones ability to initiate action to improve drive, focus, commitment, fostering initiative and maintaining optimism. empathy - involves understanding others, developing those around us and skill in navigating the political environment of social groups. social skills - a broad set of abilities that include the ability to communicate, influence, manage, change and conflict, lead others and fostering collaboration and cooperation.

Question 36

explain the standford-binet scale

Answer 36

used the concept of mental age. Binet summed that children's abilities increase with age . Items measured a persons mental level or mental age. based on adaptive testing and determined the age level of the most advanced items a child could consistently answer correctly. children whose mental age = chronological were said to be regular intelligence.

Question 37

what are the criticisms of the standford-binet's scale of intelligence?

Answer 37

have been shown to be biased and have been scientifically discredited.

Question 38

what are the current iterations of the standford-binet scale?

Answer 38

at its 5th iteration it attempts to evaluate intelligence in multidimensional model. at the top is general intelligence: - crystallised intelligence: reflects learning and accumulation of knowledge, facts and skills acquired throughout life. - fluid-analytic abilities - represents a person's abilities to acquire crystallised intelligence. - short term memory - refers to memory abilities

Question 39

define wechsler intelligence scale

Answer 39

emphasised that speed/timed tasks handicapped adults. made for adults - items have content validity. does not handicap older adults, considers intellectual deterioration with age. point scale - credit received for each item passed, items grouped by content, yields multiple scores performance scale - nonverbal measure of intelligence, nonverbal/ performance tasks grouped together. allows psychologists to identify areas of strengths/ weaknesses within individuals and determine the presence of a learning disability or a developmental delay, in identifying giftedness and in track intellectual development. is calculated by deviation method aimed to minimise cultural bias

Question 40

explain the two sections of WIAS

Answer 40

performance scale (6 parts) - spatial and perceptual abilities - measures fluid intelligence ``` verbal scale (6 parts) - general knowledge of the world and skill in using language measures crystallised intelligence ``` each part becomes increasingly difficult

Question 41

what are three things that need to be considered when designing an intelligence test? and what are the two categories of intelligence tests

Answer 41

1. standardised - allows comparability, standard 2. reliability - the extent to which the test yields consistent results. 3. validity - the extent to which the instrument measures or predicts what is supposed to. 2 categories: achievement tests - assess what a person has learned. aptitude tests - predict an individual's future performance (capacity to learn).

Question 42

what is the flynn effect in IQ?

Answer 42

James Fylnn's research showed that standardised test scores in IQ tests has risen over the last century. - estimated to increase 3 points per decade - this growth is so strong that IQ tests have recalibrated so that the mean/mode/median is at 100.

Question 43

criticisms of intelligence testing

Answer 43

cultural bias: - unintended consequences of cultural bias in intelligence tests as scores depend on language and cultural experiences. - biased towards wester, white, middle class education system. lack of theoretical bias (no underlying construct was used to devise tests): - focuses on cognitive domains while ignores creativity, working memory, alternative solutions etc. - does not measure 'practical' intelligence

Question 44

list the factors influencing intelligence

Answer 44

- nature: intelligence inherited from parents (hereditary) - nurture: influence of environment on intelligence (maximised/ through exposure to a stimulating and healthy environment & visa versa). - both: the interaction of nature and nurture (complex interaction of hereditary and the environment).

Question 45

explain the biological approach to intelligence

Answer 45

genes: - evidence suggests genes are linked to intelligence via those with syndromes )eg: down syndrome) - Human genome project also had found links between particular genes and scores on IQ. neuroanatomy: - neuroimaging of patients with damaged and/or intact brains. - specific areas in the brain be larger and more active - has allowed for breakthroughs in associating particular parts of the brain with intelligent behaviour. family, twin, and adoption studies: - help to shed light on heredity - families generally share us the same environment, twins the same genes and adoption studies show the same genes and different environments.

Question 46

what evidence exists for intelligence as nature

Answer 46

case studies with brain and neuroimaging are used to investigate the association between the physical brain and intelligence. MRI studies have estimated a moderate correlation of 0.4 to 5.0 between IQ level scores with brain. this suggests that the larger a person's brain, the higher their level of intelligence. PET scans have shown that during problem solving tasks such as playing Tetris, people with higher levels of intelligence consumed less glucose than brains of less intelligent people.

Question 47

evidence for intelligence as a heritable trait

Answer 47

twin and adoption studies - twin and adoption research has a focus on cognitive ability (using IQ)expressed using a heritability coefficient (between 0 and 1, represents percentage of inherited intelligence vs environmental influence).

Question 48

explain Bouchard et al. (1990) contribution to intelligence as a hereditary trait

Answer 48

Bouchard's longitudinal studies since 1979 of twins reared apart are world-renowned because it provides evidence for the extent to which intelligence are inherited. FIND RESULTS

Question 49

explain the contexts that provide evidence for intelligence as nurture

Answer 49

adoption studies: - twin studies raised apart (same genes so assumed to be due to environment) - unrelated children raised apart have more variation in intelligence then unrelated children raised together (suggests environment raised in contributes to intelligence). studies of deprived environments: - case studies of children raised in orphanages or poverty vs an enriched environment showed significant impacts on IQ scores. - interventions can assist in improving intellectual development (sherman & key, 1992; stoddard, 1943)

Question 50

explain evidence for nature and nurture for intelligence

Answer 50

it is generally accepted that both heredity and environment influence intelligence: - born with a brain disease (inherited): treated medically (environment) - born with high IQ (inherited): raised in deprived environment (environment) - normal IQ (inherited): access to education or overall health

Question 51

define reaction range

Answer 51

reaction range refers of intelligence the amount by which IQ scores may vary depending on the interaction of hereditary and the environment. EG: intelligence is closely associated with education and social class.