1
Q
intelligence
A
- mechanism for solving problems
- ability to learn from experience
- ability to use knowledge and adapt
- based on cognitive processing
2
Q
4 types of theories of intelligence
A
cognitive
psychometric
cognitive-contextual
biological
3
Q
cognitive theories based on
A
measurement of mental/cognitive processes
trying to break down intelligence into its most basic components
4
Q
Francis galton
A
theory of simple sensory measures
- believed intelligence was largely inherited and intelligent ppl were physically superior
- -created eugenics
5
Q
simple sensory measures
A
- measured visual acuity, grip strength, pain perceptions
- scores were poor predictors of academic performance
6
Q
choice reaction time
A
- reaction speed dictates intelligence
- but pigeons had higher speeds
7
Q
psychometric theories
A
- psychometric theories are based on individual differences in performance on tests of different types of mental abilities
- aim to uncover underlying commonalities of intelligence
8
Q
aptitude vs achievement
A
- aptitude tests are designed to be predictive of ability
- achievement tests are to reflect learned knowledge
- -but these are interrelated (need previous knowledge of other things to be able to perform in aptitude tests)
9
Q
Alfred Binet
aptitude tests
A
-alfred Binet and Theodore Simon
-developed way to predict children academic performance
-assumed mental ability increases of childhood (yes)
came up w contempt of mental age
10
Q
Charles spearman
A
- thoery of general intelligence
- looked at dif relationship of dif items on tests
- Items on test were superficially dissimilar yet scores on the dif types were all positively correlated
- -Called positive manifold
11
Q
general intelligence factor
A
- also called (g)
- spearman applied factor analysis to binet’s data and concluded that the items were measuring a single underlying construct; called g
12
Q
LL thurstone
A
- theory of primary mental abilities
- disagreed w spearman and g theory
- the 7 clusters (primary mental abilities)
13
Q
spearman vs thurstone
A
- Difference was thought to be due to differences in the application of factor analysis
- The strength of g tends to be highest in lower ability groups and declines as scores increase
- -Eg, very low math score strongly predicts low verbal score; but very high math score only moderately predicts a very high verbal score
- Range effects
- -Spearman tested: school ages children, many struggling
- -Thurstone tested: u of chicago students
14
Q
lewis terman
A
- modified Binet test fo use w older students in America (Stanford-binet)
- -involves norming
- intelligence test became tool for discrimination
- updated Stanford Binet still used to this day
15
Q
most common intelligence scale for adults
A
wechsler adult intelligence scale (WAIS)
-gives overall and section scores
16
Q
test construction considerations
A
- standardization
- reliability
- validity
17
Q
Raymond cattle and John horn
A
- crystallized intelligence
- -recall of previously learned info
- fluid intelligence
- -ability to reason quickly and think abstractly (eg, solve new puzzle)
18
Q
cognitive contextual
A
Some types of intelligence are more environmentally or culturally relevant
19
Q
Robert sternberg - triarchic theory
A
-Takes into account social and contextual factors relating to ability
-3 parts to intelligence:
-Analytical
Ability to judge, critique, compare and contrast
Most relevant to IQ tests and academic achievement
-Creative
Capacity to be flexible and innovative
-Practical
Apply knowledge suitable to a particular context
Eg, similar to street smart
20
Q
Howard Gardner
A
theory of multiple intelligences
- Intelligence is “a biopsychological potential that can be activated in a cultural setting to solve problems or create products that are of value to society
- consistent w savant syndrome
21
Q
emotional intelligence
A
interpersonal + intrapersonal intelligence = emotional intelligence
4 components
- Perceiving emotions
- Understanding emotions
- Managing emotions
- Using emotions optimally
22
Q
glucose metabolism and intelligence
A
- negative correlation
- -Eg, as glucose use (energy) goes up, IQ goes down; more energy brain uses associated with lower intelligence
23
Q
Haier study
A
- Measured rate of metabolism during game of tetris;
- Spent weeks playing; after 4-8 weeks players showed
- -Improved tetris ability
- -Lower rate of glucose metabolism when playing game
24
Q
what influences intelligence
A
- nature
- nurture
- heritability
25
how do we measure genetic influence on intelligence
- molecular genetics
| - family studies on twins
26
birth order effect
-IQ decreases with every child
27
gene environment interactions
genetics can influence which enviro you seek out
28
range of reactions
theory that you have a range of ability set by genetics; but where you fall in Thea range depends on enviro
29
most successful interventions to increase IQ
Increased nutrition to pregnant mothers and newborns
Quality preschool experiences
Reading programs
30
intelligence across lifespan
- Cross sectional
- -Study dif age groups and compare
- Longitudinal studies
- -Compare IQ throughout someone life
- Fluid and crystallized intelligence
- -Crystal increase throughout life
- -Fluid peaks about 30 then decline
31
motivation
The psychological processes that arouse, direct, and maintain behaviour towards a goal
32
motives
- includes drives
- typical biological motives incl hunger, thirst, sexual arousal
- social motives incl loneliness, desire for social approval
33
extrinsic motivation
- externally driven behaviour
| - to gain a reward or avoid punishment
34
intrinsic motivation
-driven by enjoyment
35
overjustification effect
- intrinsic motivation decreases when extrinsic motivation is given
- tangible rewards tend to increase this more than intangible
36
instinct
innate patterns of behaviour that are not learned
37
instinct theory
suggested behaviour is driven by instincts that aid survival
38
drive reduction theory
- we have need to maintain homeostasis
| - suggests that as need increases, so does the drive to meet that increase
39
incentive theory
suggests that behaviour is goal directed effort to approach desirable states and avoid undesirable states
-the value of the goal is influenced by biological and social factors
40
what could account for individual differences in motivation
dopamine repossess
41
arousal theory
-Humans are motivated to engage in behaviors that either increase or decrease arousal levels
- Low arousal levels motivate activities that can increase arousal - often curiosity
- High arousal levels motivate engagement in behaviors that will lower these levels
42
yerkes Dodson law
- Performance increases with arousal only up to a point,, beyond which performance decreases
- Moderate arousal increases performance most
43
optimal arousal is task dependent
Simple tasks or v well learned tasks, performance increases as arousal increases
44
goals
- The cognitive representation of a desired state
| - Can help focus our attention and time on efforts relating to the desired outcome
45
How do goals affect behaviour
- Narrow attention to goal relevant action
- Lead to more effect (intensity)
- Influence persistence (pursuit over time)
46
SMART goals
S: specific, who what where when why
M: measured, you cant improve what you don't measure
A: achievable/attainable, challenging but not impossible
R: relevant, closely connected to the objective
T: timely, a completion date holds you accountable
47
achievement motivation
- A desire for significant accomplishment, for mastering skills or ideas, for control, and for attaining a high standard
- Large amounts of individual motivation levels
- Ppl w higher achievement motivation tend to do more (hobbies, groups, sports etc)
- Ppl w high levels tend to show more passion and perseverance
- -Aka: grit
48
hunger
a drive - generally triggered by low blood glucose
-Can also be triggered by other internal/external cues
Eg, hungry around same meal times, smell of food
49
need for affiliation
- Need to belong seems to be a deep seated psychological need
- Having a sense of belonging is associated with grater mental well being
50
sam Lloyd: belief behaviour gap
72% of canadians are aware of a gap between their beliefs and their behaviour
51
sam Lloyd:
Advice for designing an intervention
- Choose specific behaviour
- ID the problem which you need to overcome to change that behaviour
- Design an intervention to solve that problem
52
emotion
A response of the whole organism, involving (1) physiological arousal, (2) expressive behaviours, and (3) conscious experience
-a mix of bodily arousal (heart rate), expressive behaviours (quickened pace) and conscious experience (is this kidnapping) and feelings (panic, fear, joy)
53
James Lange theory
- arousal comes before emotion
- Ie, he says emotions result from attention to our bodily activity
- Eg, notice racing heart, then shaking with fright, then felt the emotion
- theory the theory that our experience of emotion is our awareness of our physiological responses to an emotion-arousing stimulus.
54
Cannon-bard theory
- arousal and emotion occur simultaneously
- body responses change too slowly to cause the emotions; they occur separately but simultaneously
- the theory that an emotion-arousing stimulus simultaneously triggers (1) physiological responses and (2) the subjective experience of emotion.
- ww2 study thing
55
Schachter-singer two-factor theory
- arousal + label = emotion
-to experience emotion one must (1) be physically aroused and (2) cognitively label the arousal.
-spillover effect: men injected w epinephrine, if not told the arousal effects, they “caught” the emotions if the other person in the room
Ie, arousal fuels emotion; cognition channels it
56
spillover effect
-men injected w epinephrine, if not told the arousal effects, they “caught” the emotions if the other person in the room
Ie, arousal fuels emotion; cognition channels it
57
Dutton and Aron bridge study
another example of schkcher-singer two factor theory
-Hot girl in middle of bridge, scary one or normal one
Indep variable: scariness of the bridge
Dependent variable: how many men called the attractive researcher after the study
Result: men who crossed suspension bridge called her more often
58
Zajonc, LeDoux, and Lazarus
- Does CognitionAlways Precede Emotion
- -zajonc says no
- Thought we have many emotional reactions apart from or before our conscious interpretation of a situation
- LeDoux high road and low road
59
lazarus
- conceded that our brain processes vast amounts of information without our conscious awareness
- Some emotional responses involve no conscious thinking.
- -See a big spider trapped behind glass, I experience fear, even though I know the spider can’t hurt me
60
reappraisal
reduces stress, and helps students achieve higher exam scores
(appraise: assess something)
(reappraisal: re assess/relabel something)
61
facial expression
SFU and UBC study
| -hard to differentiate between real and fake pain
62
automatic nervous system
-In crisis sympathetic division of autonomic nervous system (ANS) mobilizes body for action; directs adrenal glands to release stress hormones, epinephrine(adrenaline), and norepinephrine(noradrenaline) etc
63
physiology of emotions
-dif emotions can share common biological signatures
64
facial feedback effect
shows importance of replication
| -replication effort by wagenmakers 2016 found no facial feedback effect (pen in mouth)
65
catharsis
- releasing aggressive energy to try to reduce anger
- can work temporarily
- often leads to more anger bc positive feedback loop
66
experts way to deal with anger
- wait
- distraction and support
- distance yourself
67
stress
- Appraisal and response to a threatening or challenging event
- physiological fight or flight
- not only bad
68
when is stress fun
- Moderate
- Short lived
- In a context in which we feel safe
69
general adaptation syndrome
3 distinct phases of physiological changes that occur in response to long term stress
- alarm
- resistance
- exhaustion
70
stress and personality
Study found heart attacks more common for type A people
- controversial - funded by tobacco companies
- Ppl who show higher levels of anger also have higher levels of heart disease
71
coping with stress
- Ignoring stressors is not helpful
- Healthy to recognize and face our negative thoughts
- problem focused coping
- emotions focused coping
- cognitive reframing stress as challenges/oppourtunities
72
problem focused coping
Attempt to change the stressor
| Eg, dropping a course bc too stressed
73
Emotion focused coping
Attending to emotional needs related to our stress reaction
74
internal locus of control
the perceptions that one controls their own fate
-Ppl w internal locus on control achieve more highly and have better mental and physical health
75
External locus of control
The perception that outside forces of chance control ones fate
76
loud noise study
- Ppl who believed they had power to stop loud noise felt less stressed by the noise than those who did not - even if they never actually stopped it
- Feeling in control of our lives and our feelings leads to better health outcomes
77
happiness associated with
better health, more success, and greater altruism (feel good, do-good phenomenon)
78
Seligman's theory of positive psychology
- Positive well being
- -Happiness from a pleasant meaningful life
- Positive character
- -Enhance creativity, compassion, integrity, wisdom etc
- Positive groups
- -Foster communities and positive social groups and neighbourhoods
PSYC 100b
flashcards
Decks in class (3)
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