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1002PSY > Week 2 > Flashcards

Week 2 Flashcards

(44 cards)

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1
Q

Key considerations in measurement

A

► Reliability
► Validity
► Standardisation
► Bias

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2
Q

Reliability

A

Extent to which a measure yields consistent results for individuals

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3
Q

Types of reliability

A

► Test-retest
► Alternate forms
► Split-half
► Inter-rater

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4
Q

Validity

A

Extent to which a measure measures what it’s meant to measure

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5
Q

Types of validity

A

► Construct validity
► Content validity
► Criterion validity

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6
Q

Test-retest

A

Similar performance on repeated administration of test?

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7
Q

Alternate forms

A

Similar performance on alternate versions of test?

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8
Q

Split half

A

Similar performance on two halves of test?

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9
Q

Inter-rater

A

Observations from two researchers

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10
Q

Construct Validity

A

Does test measure X?

Scores on test comparable to scores on past measures of X?

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11
Q

Content Validity

A

Does test capture all aspects of X?

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12
Q

Criterion Validity

A

Whether the test can make predictions based on performance

If an applicant takes a job test to determine their ability to perform the job, the test has criterion validity

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13
Q

Standardisation

A

Giving test to large random sample to find out:
► Average performance
► Variation in performance around average

Tells us how well someone has performed

Important to know what population the test is standardised on

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14
Q

Bias

A
  • The extent to which a test is geared towards a specific population
  • Differences between groups on other factors may explain differences in test performance, not lack of ability
  • Fairness = lack of bias
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15
Q

General Intelligence “G”

A

“G” underlies all mental capacities

e.g., music, math, language, etc.

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16
Q

Multiple Intelligences (Gardner 1983)

A
  • No general intelligence
  • Intelligence made up of sub-skills
  • E.g., linguistic, logical/math, spatial, bodily/kinesthetic, intra-personal, inter-personal intelligence
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17
Q

Thurstone’s 7 Factor Model 1983

A
  • Verbal comprehension
  • Verbal fluency
  • Reasoning
  • Number
  • Memory
  • Spatial visualisation
  • Perception speed
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18
Q

Spearman’s 2 Factor Theory

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A

g factor:
An intelligence underlying all mental capacities

s factor:
Ability specific to a certain test/task

19
Q

Horn and Cattell’s Theory

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A

GF-GC
GF:
fluid intelligence
capacity to learn, reason; solve new problems across all domains no specific content; performance on culture-free tasks (ability to adapt in the moment, expected to decline with age)

GC:
crystallised intelligence
store of knowledge,“acquired” Intelligence; assessed through tasks requiring prior information (e.g. vocabulary)
(thought to increase throughout life with newly acquired knowledge)

20
Q

Sternberg’s Triarchic Theory

Study These Flashcards
A

Analytical intelligence academic, computational problem solving

Creative intelligence imagination, innovation in novel contexts

Practical intelligence “street smarts”, adapting to context

21
Q

Gardner’s Theory

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A
  • Naturalistic
  • Interpersonal
  • Intrapersonal
  • Logical/ Mathematical
  • Visual/ Spatial
  • Existential
  • Bodily/ Kinesthetic
  • Musical
  • Linguistic
22
Q

Horn, Cattell and Carroll Theory

Study These Flashcards
A 
► Gsm: short-term memory
► Gc: crystallised intelligence
► Gq: quantitative knowledge
► Gf: fluid intelligence
► Gy: general memory; learning
► Gs: processing speed 
► Grw: reading; writing ability
► Glr: long-term storage; retrieval
► Gv: visual processing
► Gu: auditory processing
23
Q

Gardner’s Theory for Multiple Intelligences

Study These Flashcards
A

Isolated areas in the brain responsible for each type of intelligence
- different area responsible for music than math
Developmental: some intelligences develop earlier than others
Savants/prodigies: lack some intelligence areas, but good in others
- an autistic man has low interpersonal intelligence however high intelligence for pattern memory

24
Q

Goleman’s 5 Domains for Emotional Intelligence 1996

Study These Flashcards
A
  1. Self-awareness (knowing your emotions)
  2. Self-regulation (managing your emotions)
  3. Self-motivation (motivating yourself/ intrinsic v extrinsic)
  4. Empathy (understanding others’ emotions)
  5. Handling relationships (managing others’ emotions)
25
The Binet-Simon Scale 1905
Measured children’s “intellectual powers” in order to establish whether they had intellectual / learning difficulties Wrote test items for different age groups then standardised across age groups Children assigned a “mental age” based on age-normed items they could pass
26
The Stanford-Binet Scale (Terman 1916)
Introduced measure of IQ in terms of chronological age and measured mental age IQ = mental age / chronological age X 100 Problem: Highest items for measuring mental age were age 16 items, but chronological age keeps rising
27
The Stanford-Binet Fifth Edition
``` Fluid reasoning (fluid intelligence) - novel problem solving, e.g. matrices Knowledge (crystallised intelligence) - e.g. vocabulary Quantitative reasoning - numerical ability Visual-spatial reasoning - ability to see patterns in visual stimuli Working memory - short-term memory ```
28
Wechsler Intelligence Scales
► Current version: WAIS-IV (2008) ► Overall IQ broken down into four indices: verbal comprehension index, working memory index, perceptual reasoning index, processing speed index Wechsler Intelligence Scale for Children (age 7 - 16) ► Current version: WISC-V (2014) Wechsler Preschooler; Primary Scale of Intelligence (ages < 7)
29
Full Scale IQ (FSIQ)
- Verbal Comprehension Index (VCI) - Working Memory Index (WMI) - Perceptual Reasoning Index (PRI) - Processing Speed Index (PSI)
30
Verbal Comprehension Index (VCI)
``` Similarities - In what ways are apples and pears alike? Vocabulary - What is a guitar? Information - What is the capital of France? Comprehension - Why are we tried by a jury of our peers? ```
31
Working Memory Index (WMI)
Digit span - Repeat these numbers back to me: 4-6-2-3-9 Arithmetic - Imagine that you bought six postcards for 45¢ each. How much change would you receive back from $5? (paper; pencil cannot be used) Letter-numbering sequencing - Repeat the sequence Q-1-B-3-J-2, but place the numbers in numerical order and then the letters in alphabetical order
32
Perceptual Reasoning Index (PRI)
Block design - How many patterns can you replicate given a probe item Matrix reasoning - What pattern fits in the blank space (similar to patterns shown) Visual puzzles - Choosing a like image to replicate the given image Picture completion - What is missing from the given picture Figure weights - Choosing an item to give a scale equal weight
33
Processing Speed Index (PSI)
Symbol search - Whether certain symbols are present in a list Coding - Developing a code using symbols and numbers Cancellation - Cancelling the given symbols out of a list
34
Raven's Progressive Matrices
- Matrices in order of increasing difficulty - Identify the missing element to complete the pattern - Reasoning ability - Non-verbal test, independent of language, reading, writing skills - Used for selection
35
Arguments against Raven's Progressive Matrices
Tests not reliable? ► Performance affected by range of situational, emotional, motivational factors (e.g. health, test anxiety, test setting) Tests not valid? ► Don’t measure intelligence ► Measure what has been learned, rather than ability to learn ► Biased towards dominant group members, people with rich, academic backgrounds ► What about the other forms of intelligence? Labelling; ‘self-fulfilling prophesies’
36
Arguments for Raven's Progressive Matrices
Decisions have to be made about people ► Does this person have a learning disability? Tests are more objective and less biased than other methods Good reliability ► High correlation between scores people receive on two different occasions (r ≈ 0.85) Good validity ► Tests predict performance quite well – school grades, number of years of education, occupational attainment, job performance (r ≈ 0.3  0.8)
37
Genetic and Environmental Influences
- Genetic make-up - Genetic; chromosomal abnormalities (e.g. Down’s Syndrome) - Prenatal events (e.g. teratogens - drugs, nutrition, trauma) - Postnatal events (e.g. environmental deprivation/enrichment) - Planned interventions (e.g. Head Start program)
38
Environment for intelligence
► stimulation, enrichment ► parental involvement: scaffolding, assistance, warmth ► modelling ► reward contingencies
39
Twin studies
- Identical twins reared together are most similar in intelligence - Identical twins reared apart are similar in intelligence - Fraternal twins are least similar in intelligence
40
Adoption studies
- Children have a higher intelligence correlation with their biological parents (living apart) rather than their adoptive parents (living together)
41
Types of Creativity
``` ► Artistic ► Scientific ► Everyday ► Interpersonal ► Professional ```
42
Important for Creativity
► Years of preparation to develop expertise ► High levels of intrinsic motivation ► A “risk-taking” attitude ► An intellectually and emotionally supportive environment
43
Creativity tests are measured in terms of
► Fluency: How many responses? ► Flexibility: How different are the responses from each other? ► Originality: How different are responses from other people’s? ► Elaboration: How detailed are responses?
44
Intelligence V Creativity Tests
Intelligence tests: one best or correct answer, convergent thinking Creativity tests: many acceptable answers, divergent thinking

1002PSY (11 decks)

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