Chapter 3 Flashcards by Neeve Reynolds

Edwin Boring said: “____________________________” (1923)

• Correlations are not perfect between tests of different abilities
• Highlighted the problem with extending the definition of intelligence beyond the tests

• In the history of intelligence __________ & ___________ there have been many definitions of intelligence and how it can be measured

“Intelligence is what the tests test”

testing & research

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Intelligence as Sensory Capacity
• Proposed by ________________
• Intelligence was considered the _________ of better sensory capacities

Sir Francis Galton

byproduct

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Intelligence as Sensory Capacity
• Proposed by ________________
• Intelligence was considered the _________ of better sensory capacities

Galton measured visual acuity, hearing, response time, smell, grip strength and other basic sensory abilities and motor functions Tried to link sensory abilities with eminence

Sir Francis Galton

byproduct

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_________________ used Galtonian measures in the US on university students

• Research showed that there was no ___________ between sensory discrimination and academic grades
Different sensory capacities are only modestly ___________

James McKeen Cattell

connection

correlated

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Intelligence as Abstract Thinking
• __________ & __________ developed one of the first proper intelligence tests

• Intelligence Test:

Alfred Binet & Theodore Simon

Diagnostic tool designed to measure overall thinking ability

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Abstract Thinking:

Later intelligence theorists and researchers have built on Binet and Simon’s ideas: abstract thinking is tied to _________

capacity to understand hypothetical concepts

intelligence

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Intelligence as General versus Specific Abilities:

Tests of different IQ domains are modestly correlated with each other

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_______________ hypothesized the existence of a single underlying trait:
__ (general intelligence): a hypothetical factor that accounts for overall differences in intellect among people

• Used a new statistical technique called ____________ to examine 1Q data
• g may reflect mental energy or “__________”: efficiency and accuracy

Charles Spearman

factor analysis

mental power

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Fluid Intelligence:

• E.g., getting out of an escape room based on clues on the first attempt

capacity to learn new ways of solving problems

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Spearman proposed the existence of __ (specific abilities): a particular ability in a ______ domain
Intelligence is more than just general ability

narrow

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Crystalized Intelligence:

• E.g., memorizing definitions for a university exam

accumulated knowledge of the world over time

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Fluid declines past age __; crystalized increases throughout ____________

most of life

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Multiple Intelligences

people vary in their ability levels across different domains of intellectual skill

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Howard Gardner’s Theory of Multiple Intelligences:
(Describe each characteristic and suggest an occupational)

• Linguistic
• Logico-mathematical
• Spatial
• Musical
• Bodily-kinesthetic
• Interpersonal
• Intrapersonal
• Naturalistic

Characteristics:
• Speak and write well
• Use logic and mathematical skills to solve problems, such as sclentific questions
• Think and reason about objects in three-dimensional space
Perform, understand, and enjoy music
• Manipulate the body in sports, dance, or other physical endeavours
• Understand and interact effectively with others
• Understand and possess insight into self
• Recognize, identify, and understand animals, plants, and other living things

Occupation:
• Translator, editor
• Sclentist, engineer
• Architect, artist
• Musiclan, teacher
• Athlete, coach, physiotherapist
• Salesperson, teacher, counsellor
• Philosopher, prophet
• Naturalist, biologist, veterinarian

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Gardner’s Theory of Multiple Intelligences
•Gardner’s criteria to be a separate form of intelligence (a partial list):

Dissociation evidence (brain damage)
Exceptionalities (savants, prodigies)
Definable end-state performance/profession
Support from psychometric findings

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Sternberg’s Triarchic Model of Intelligence
• Analytical Intelligence:

(“Book smarts”)

the ability to reason logically

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• Practical Intelligence:

(“Street smarts”)

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

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• Creative Intelligence:

(Applies to novel experiences and problems)

the ability to develop novel and effective answers to questions

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Evidence for Triarchic model is mixed; some consider it _____

• Debate:
• Practical Intelligence as a predictor of workplace success:

weak

practical intelligence has not been distinguished from g

circularity - may be measuring work knowledge/experience

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Biological Bases of Intelligence
• Brain Size

Brain size correlates with __________ across species when corrected for body size

Within human species, brain size is weakly (but robustly) __________ with intelligence

intelligence

associated

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• Cortical Density and Localization of Intelligence

Tighter packing of ________ in the cerebral cortex and specific locations related to intelligence

No single __________ for intelligence: multiple pre-frontal cortex and parietal lobe areas

neurons

location

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Biological Bases of Intelligence
Processing Efficiency and Response Time

Intelligent brains process information quicker
Experimental tasks can measure how fast people respond when they are doing newly trained activities
Intelligent brains can display less overall activity for some tasks: they are more efficient

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Working Memory

People hold some information in mind while doing ____________ (e.g., operation span task)

Correlates with overall ___________

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mental operations

intelligence

We need to test intelligence how?

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• Educational placement

• Diagnosis and support for cognitive disorders

• Prediction of academic and occupational success
Research on the nature of intelligence

People are not good at estimating their own intelligence because:

• Poor metacognitive skills • People do not know (or mentally represent) what they do not know

Stanford-Binet Intelligence Test: published in _____ (Terman) • Based on Binet and Simon's test developed for the ________________ • Test was used to develop norms: baseline scores for the general population • Adopted Wilhem Stern's (1912) formula for IQ

1916 French government

Intelligence Quotient: • Stern's IQ formula: IQ = (mental age/chronological age) × 100 • Mental age = age corresponding to the average individual's performance on an intelligence test • Problem:

systematic means of quantifying differences among people in their intelligence Intelligence levels-off in mid-to-late teens

Deviation IQ:

expression of a person's IQ relative to their same-aged peers

IQ Testing in North America • _______________ translated the Binet-Simon Intelligence Test into _________ • Goddard was interesting in identifying __________________ individuals and groups Problematic Uses of Intelligence Tests • Tests developed for children were adapted to ______ without enough rigor • Misapplied to many people who were deemed as having low IQ and intellectual __________

Henry Goddard English intellectually inferior adults disabilities

Eugenics: movement in the early 20th century to _________ a population's genetic stock by encouraging those with good genes to ___________, discouraging those with bad genes from reproducing, or both. • Immigration from low-intelligence countries was _________ • Sterilization of low-IQ individuals was _________

improve reproduce restricted practiced

Wechsler Adult Intelligence Scale (WAIS): Consists of 15 subtests to assess different types of _______________ • Most widely used measure of intelligence in adults; current version: WAIS-V

mental abilities

WAIS provides several important scores:

• Overall IQ score • Domain Scores for: Verbal comprehension, perceptual reasoning, working memory, and processing speed Norms exist for the overall score and all subscales

Ethnic Differences * There are some differences in IQ performance across ____________ * Standard explanation: * Within-group heritability: * Between-group heritability: * Very difficult to measure * Within-group heritability does not necessarily imply between-group heritability

ethnic groups environmental differences, not genetic extent to which the variability of a trait within a group is genetically influenced extent to which the variability of a trait between groups is genetically influenced

Childhood IQ Tests (Name 2)

(WPPSI) Wechsler Primary and Preschool Scale of Intelligence Weschler Intelligence Scale for Children (WISC)

Culture-Fair IQ Tests E.g., Raven's Progressive Matrices

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

Reliability • IQ Scores are reliable in ________ • IQ scores in very young ________ (prior to age 2-3) are not reliable across time

The consistency of a measurement (tool); Consistency when consistency is expected adulthood children

Validity

• The extent to which a measure assesses what it purports to measure

Criterion Validity Name Two Sub-Types:

• Addresses the relation between scores on a measure and an outcome • 1) Concurrent Validity; 2) Predictive Validity

Concurrent Validity: the relation between scores on a _________ and an _________ are assessed at the same time (i.e., concurrently) Give a Concurrent Validity Example:

measure outcome Relationship between IQ and current academic performance (or job performance)

Predictive Validity: a measure taken at one time predicts a criterion that occurs in the future. Give a Predictive Validity Example:

IQ at age 11 predicts future academic outcomes (Deary et al., 2007) IQ predicts social class, health literacy and outcomes, and crime (not necessarily causal)

Convergent Validity: scores on a measure should correlate highly (i.e., converge) with scores on other measures of the same construct Give a Convergent Validity Example:

One IQ test correlates highly with others Other Examples: IQ correlates with math tests, verbal and language ability tests, problem-solving measures, and working memory tasks

Bell Curve: Distribution of scores in which the _______ of the scores fall toward the __________, with progressively fewer scores toward the tails (extreme ends) 68-95-99.7 rule

bulk middle

Standard Deviation: measure of __________ that takes into account how far each data point is from the mean

variability

_____ of the population falls within two standard deviations of the mean for intelligence: 1Q of 70-130

95%

Intellectual Disability: Condition characterized by an onset prior to __________, IQ below ~70, and an inability to ________ in adequate daily functioning • Practical life skills, social skills, and conceptual understanding are assessed ~1% of individuals in North America are intellectually ________ • Four Levels: Mild, Moderate, Severe, and Profound

adulthood engage disabled

Genetic Influences on IQ Results from "____________" imply that intelligence runs in families • Galton gathered data on relatives and patterns of intellectual _____________ Newer evidence suggests higher correlations in IQ for siblings of intact families (~0.5) than cousins (~0.15) Problem: family studies do not distinguish between the ___________ & ________

family studies accomplishment environment & genes

High Intelligence • ~130 IQ is typically classified as superior or _____ intelligence Name some High IQ professions: Success and production of great works and performance are not ____________ only by IQ • Practice is needed for greatness: 10,000-hour rule (of thumb)

high Medical doctors, lawyers, engineers, and professors determined

Twin Studies compare similarity in IQ between 1) _________ twins, and 2) _________ twins

monozygotic dizygotic

Adoption studies: compare adopted children to 1) __________ parents; 2) ____________ parents

adoptive biological

Possible Environmental Influences on Intelligence (Name 3) • Evidence is mixed for most environmental factors Difficult to disentangle specific _______ from confounds

• Education • Early Intervention • Poverty/Socioeconomic Status -Nutritional factors and education effects

The Flynn Effect: “The rise in..” Norms become obsolete over time Considered to be ____________ caused

The rise in IQ scores over time at a rate of approximately three points per decade environmentally

Possible Causes of the Flynn Effect:

• Familiarity with testing • Increased complexity of the modern world • Better nutrition and overall health • Changes at home and school

Group differences in IQ • Highly contentious issue • Asking about group differences is ______. • Inquiry needs to be free: we need to prepare for the possibility that group _________ exist

wrong differences

Sex Differences • Similar overall intelligence; may differ by domain • ________ perform better on some verbal tasks; facial emotion recognition; arithmetic • _______ perform better on spatial ability tasks; abstract mathematical tasks

Females Men

Ethnic Differences • There are some differences in IQ performance across ethnic groups • Standard explanation: • Within-group heritability: extent to which the variability of a trait within a group is genetically influenced Between-group heritability: extent to which the variability of a trait between groups is genetically influenced • Very difficult to measure • Within-group heritability does not necessarily imply between-group heritability

environmental differences, not genetic

Stereotype Threat: “Fear that we might…”

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

Chapter 3 Flashcards

Intelligence and IQ Testing (56 cards)