PSYCO 105 > 3A intelligence > Flashcards

3A intelligence Flashcards

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1
Q

what is Flynn effect

A

phenomenon of increasing IQ scores

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2
Q

what 3 environmental factors are responsible for Flynn effect

A
  1. improvement in nutrition
  2. improvement in medical care
  3. improvement in education
  4. increase in environmental complexity
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3
Q

why would improvement in nutrition increase IQ

A
  • leads to healthy development of brain

- leads to healthy development of cognitive abilities

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4
Q

what does concrete thinker consider

A

physical properties

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5
Q

what does abstract thinker consider

A
  1. meaningful relationships

2. category memberships

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6
Q

GALTON what were Galton’s 2 hypotheses

A
  1. intelligence was by product of heredity

2. intelligence was how well someone used their senses

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7
Q

GALTON how did Galton measure how well people used their senses

A
  • measured sensitivity to perceptual differences (physiological)
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8
Q

GALTON why was Galton’s hypothesis that “intelligence was a measure of how someone used their senses” not supported

A

physiological measures not predictive of school grades

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9
Q

GALTON what did Galton produce when plotting results

A

normal distribution

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10
Q

GALTON where are results found in normal distribution

A

clustered around some central values

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11
Q

GALTON what happens the further you move above / below central values

A

the more rare the results

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12
Q

GALTON what is variability referring to

A

how far scores are from mean / median

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13
Q

GALTON what does large stdev mean

A

scores are far away from mean

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14
Q

GALTON what does small stdev mean

A

scores are close to mean

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15
Q

GALTON why did Galton conclude that intelligence was biologically innate

A

normal distribution

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16
Q

BINET AND SIMON how did Binet and Simon differ from Galton in the way they measured intelligence

A
  • Binet and Simon ==> behavioural measures

- Galton ==> physiological measures

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17
Q

BINET AND SIMON what were 3 basic abilities of intelligence

A
  1. direction
  2. adaptation
  3. criticism
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18
Q

BINET AND SIMON what is direction

A
  • ability to know what to do

- ability to know how to do it

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19
Q

BINET AND SIMON what is adaptation

A
  • ability to create strategies for implementing knowledge about what to do + how to do it
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20
Q

BINET AND SIMON what is criticism

A

ability to find errors in one’s thinking

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21
Q

BINET AND SIMON how did Binet and Simon measure intelligence

A
  1. give child tests
  2. measure the num of tests child could complete successfully (no points)
  3. assign mental age
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22
Q

BINET AND SIMON what did it mean if child of age X received mental age of X

A

performing at age level

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23
Q

BINET AND SIMON what is standardization

A
  1. using uniform procedures in test administration
  2. testing under same conditions
  3. scoring using same criteria
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24
Q

BINET AND SIMON what did Binet and Simon contribute to measure of intelligence

A

standardization

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25
BINET AND SIMON what does standardization allow
results of diff research can be meaningfully compared
26
BINET AND SIMON what was Stanford Binet test
first written intelligence test in French
27
TERMAN what did Terman do
Americanized Stanford Binet
28
TERMAN what did Terman do with mental age
1. divide mental age by chronological age 2. multiply by 100 (IQ formula)
29
TERMAN what did calculation of IQ allow
indicate whether child was above or below average
30
TERMAN how was Terman able to demonstrate validity of Stanford Binet
scores matched teachers assessment of student's intelligence
31
WECHSLER what was problem with using original IQ calculation
after age 16 intelligence would appear to level off
32
WECHSLER why would intelligence appear to level off after age 16
1. mental age stays same | 2. chronological age increases
33
WECHSLER how is deviation IQ obtained
1. administer intelligence test to large group of people 2. average raw scores 3. assign test scores relative to average
34
WECHSLER what is average IQ score set at
100.
35
WECHSLER what are advantages of Wechsler tests
1. restis chronological age 2. uses point system 3. assigns overall score based on diff content areas 4. incorporates performance IQ tests
36
what do performance tests assess (2)
- how well individuals can detect non obvious patterns + use them t answer questions - how well individuals can read between the lines
37
what cannot affect performance on performance test
1. language | 2. culture
38
what does cognitive approach to intelligence involve
information processing
39
how does information processing work
information flows bw diff processors
40
what is Multi Store model
way of conceptualizing memory storage with cognitive approach
41
how does Multi Show model help with conceptualizing memory storage
flow charts
42
what is inspection time testing
measuring intelligence by measuring speed of information processing
43
what kind of task is used in inspection time testing
simple task that anyone can do
44
what is logic behind using simple task in inspection time testing
the only difference in times will be due to speed of information processing
45
JENSEN what did Jensen believe intelligence was
speed of neuronal conduction
46
JENSEN how did Jenssen indirectly measure speed of neuronal conduction
by measuring reaction time (choice reaction time testing)
47
JENSEN what were Jensen's findings
weak neg correlation bw IQ and reaction time
48
what componential analysis
studying intelligence by breaking down complex problems into simpler components
49
STERNBERG what did sternberg use componential analysis to break down
analogy tasks
50
STERNBERG how did sternberg break down analogy tasks
1. encoding information 2. inferring relations 3. mapping relations 4. applying relations
51
STERNBERG what does encoding information involve
creating representations of elements of analogies that connect to stored information
52
STERNBERG what did Sternberg find
intelligent people spend more time encoding information and formulating strategy
53
STERNBERG what does componential analysis allow us to understand
processing of intelligence
54
what is eugenics
- encouraging reproduction by people with good traits | - discouraging reproduction by people with "bad" traits
55
what was used as scientific explanation for eugenics
social darwinism
56
how did social darwinism apply "survival of the fittest" to race and socioeconomic class
- those at top of social hierarchy deserve to be there bc they are fit - those at the bottom of social hierarchy deserve to be there bc they are not fit
57
why was social darwinism discredited
over simplified survival of fittest to strong survive and weak perish
58
what was confounding variable in Terman's Stanford Binet testing
1. socioeconomic status 2. culture 3. language
59
how would socioeconomic status confound results
- higher socioeconomic status - more educational opportunities - higher scores
60
how can language and race be prevented from confounding results
- make tests language neutral | - make tests culturally neutral
61
what does stereotype threat refer to
risk of confirming neg expectations of one's social group
62
how can stereotype threat account for group differences
- makes test takes of social group with neg expectations anxious - makes test takers of social group with neg expectation perform poorly
63
what are 2 ways of conceptualizing intelligence
1. fixed trait | 2. malleable trait
64
what does it mean to view intelligence as fixed trait
does not change over time
65
what does it mean to view intelligence as malleable trait
does change over time
66
what does no difference in avg intelligence bw sexes not imply
both sexes perform equally on all tests of intelligence
67
what can contribute to gender differences in math skills
1. serotype threat | 2. selection effects
68
what are selection effects
skewing data so it does not accurately represent world
69
how can selection effects manifest in tests for math skills
- exclude low performing males | - include low performing females
70
what is rationality more + less dependent on
- less dependent on intelligence | - more dependent on active open mindedness
71
what does active open mindedness refer to
looking for biases in reasoning and counteracting them
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