CH 3 Intelligence (Terms)

Question 1

Intelligence

Answer 1

• “Intelligence is what the tests test” Edwin Boring

Abstract/hypothetical construct that can be defined and measured in a variety of ways/domains.

Question 2

Intelligence as Sensory Capacity

Answer 2

Sir Francis Galton

Intelligence was the byproduct of sensory capacities

Galton measured basic sensory abilities and motor functions (visual acuity, hearing, response time, smell, grip strength, etc.)

• Tried to link sensory abilities with eminence (success in a variety of domains).

Question 3

Intelligence as Abstract Thinking

Answer 3

Abstract thinking is tied to intelligence.

Alfred Binet and Theodore Simon
- Developed one of the first proper intelligence tests

• Used test items from different domains to asses children:
  • 30 brief cognitive tests
  • Language skills, memory, reasoning, digit span, and psychophysical judgements (tests correlated with each other - performing well on one thing often suggested that the participant will do well on others)
  • Abstract Thinking: Capacity to understand hypothetical concepts
  • (1908) tests grouped by age level

Intelligence effects a variety of different outcomes.

Question 4

Intelligence Test

Answer 4

Diagnostic tool designed to measure overall thinking ability

Question 5

Intelligence as General versus Specific Abilities

Answer 5

Charles Spearman
- Made Factor Analysis

Tests of different IQ domains are modestly correlated with each other

Spearman hypothesized the existence of a single underlying trait: g (general intelligence)

Spearman proposed the existence of s (specific abilities)

• Intelligence is more than just general ability

Question 6

g (general intelligence)

Answer 6

A hypothetical factor that accounts for overall differences in intellect among people

• Used a new statistical technique called factor analysis to examine IQ data
• g may reflect mental energy or “mental power”: efficiency and accuracy

Question 7

s (specific abilities)

Answer 7

A particular ability in a narrow domain

Question 8

Fluid Intelligence

Answer 8

Capacity to learn new ways of solving problems

• ex. Getting out of an escape room based on clues on the first attempt
• Declines past 30

Dinstinct, but interrelated with Crystalized Intelligence: New experiences “flow” into memory and “crystalize.”

Question 9

Crystalized Intelligence

Answer 9

Accumulated knowledge of the world over time

• ex. Memorizing definitions for a university exam

Dinstinct, but interrelated with Fluid Intelligence: New experiences “flow” into memory and “crystalize.”

Question 10

Theories of Multiple Intelligences

Answer 10

Howard Gardner

Multiple Intelligences: people vary in their ability levels across different domains of intellectual skill.

• Different abilities may operate independently of one another
• Theory has been widely applied in education: a questionable approach to teaching

Negative

• Some of the intelligences are correlated; suggests a general factor (g)
• Why not other intelligences?
• Too little evidence for the theory

Question 11

Sternberg’s Triarchic Model of Intelligence

Answer 11

Three points of intelligence:
- Analytical Intelligence
- Practical Intelligence
- Creative Intelligence

Three types of intelligence are connected, but distinct

Strengths/”intelligences” are modifiable

Question 12

Analytical Intelligence

Answer 12

The ability to reason logically

• “Book Smarts”

Question 13

Practical Intelligence

Answer 13

The ability to solve real-world problems especially those involving other people

• “Street smarts”

Question 14

Creative Intelligence

Answer 14

The ability to develop novel and effective answers to questions

• Applies to novel experiences and problems

Question 15

Standford-Binet Intelligence Test

Answer 15

Published in 1916

Based on Binet and Sion’s test developed for the French government

Test was used to develop norms: Baseline sores for the general population

• Adopted Whilem Stern’s (1912) formula for IQ

Question 16

Intelligence Quotient (IQ)

Answer 16

Systematic means of quantifying differences among people in their intelligence

Question 17

Stern’s IQ formula (include formula and problem)

Answer 17

IQ= (mental age/chronological age) x 100

• Mental Age: Age corresponding to the average individual’s performance on an intelligence test
• Problem Suggests people get smarter and smarter over time based off their age, which is not true. Intelligence levels-off in mid-to-late teens

Question 18

Deviation IQ

Answer 18

Expression of a person’s IQ relative to their same-aged peers

• Adresses the issue with Stern’s IQ Formula

Question 19

Eugenics

Answer 19

Movement in the early 20th century to improve a population’s genetic stock by encouraging those with good genes to reproduce, discouraging those with bad genes from reproducing, or both.

Question 20

Wechsler Adult Intelligence Scale (WAIS)

Answer 20

• Consists of 15 subtests to assess different types of mental abilities
• Most widely used measure of intelligence in adults.
• Current version: WAIS-V

Question 21

Culture-Fair IQ Testing

Answer 21

• Modern IQ testing

Abstract reasoning measure that doesn’t depend on language and is often believed to be less influenced by cultural factors than other IQ tests

Question 22

Criterion Validity

Answer 22

• Addresses the relation between scores on a measure and an outcome
• Two Sub types:

1. Concurrent Validity
2. Predictive Validity

Question 23

Concurrent Validity

Answer 23

• A type of Criterion Validity

The relation between scores on a measure and an outcome are assessed at the same time (i.e, concurrently)

ex. Relationship between IQ and current academic performances (or job performance)

Question 24

Predictive Validity

Answer 24

• Type of Criterion Validity

A measure taken at one time predicts a criterion that occurs in the future.

ex.

• IQ at age 11 predicts future academic outcomes
• IQ predicts social class, health literacy, and outcomes, and crime (not necessarily casual)

Question 25

Convergent Validity

Answer 25

Scores on a measure should correlate highly (i.e., converge) with scores on other measures of the same construct. **ex**. - One IQ test correlates highly with others - IQ correlates with math tests, verbal and language ability tests, problem-solving measures and working memory tasks

Question 26

Bell Curve

Answer 26

Distribution of scores in which the bulk of the scores fall toward the middle, with progressively fewer scores toward the tails (extreme ends) - 68-95-99.7 rule

Question 27

Standard Deviation (+ Intelligent scores on a ***Bell Curve***)

Answer 27

Measure of variability that takes into account how far each data point is from the mean. Intelligent Scores on the Bell Curve: - Mean = ~100, SD = 15 - 95% of the population falls within two standard deviations of the mean for intelligence: IQ of 70-130

Question 28

Intellectual Disability (What is it? What does it assess? What are the four levels?)

Answer 28

Condition characterized by an onset prior to adulthood, IQ below ~70, and an inability to engage in adequate daily functioning. - Practical life skills, social skills, and conceptual understanding are assessed - **Four Levels**: Mild, Moderate, Severe, and Profound

Question 29

High Intelligence

Answer 29

**Superior IQ**: ~130 IQ **High professions**: Medical doctors, Lawyers, Engineers, and Professors - Success, production of great works, and performances are not only determined by IQ. **Practice is needed for greatness**.

Question 30

The Flynn Effect

Answer 30

- Environmentally caused - The rise in IQ scores over time at a rate of approximately 3 points per decade - Norms become obsolete over time

Question 31

Within-group heritability

Answer 31

Extent to which the variability of a trait within a group is genetically influenced

Question 32

Between-group heritability

Answer 32

Extent to which the variability of a trait between groups is genetically influenced

Question 33

Stereotype Threat

Answer 33

Fear that we may confirm a negative group stereotype, which can negatively impact performance