1
Q
What is Galton’s concept of intelligence?
A
- ‘HEREDITARY GENIUS’
- physical measurement of intelligence: sensory acuity, head size, strength, speed of reactions (this one we have kept)
- tests show little relationship to any external criteria
- LEGACY: scientific/empirical approach to human intelligence; statistical methods (INVENTED NORMAL CURVE, CORRELATION); study of nature vs. nurture.
2
Q
What was the first intelligence testing? And what was it purpose?
A
- Stanford - Binet
- used to look at which children needed more help than others.
3
Q
What was one of the practical OUTCOMES from the Stanford - Binet?
A
TASK:age level assigned to each task (youngest age at which a child of normal intelligence should be able to complete this task)
INDIVIDUAL: mental age assigned to the person (age level at which normal children in his sample can pass this task)
4
Q
How did Henry Goddard use the Binet- Simon test?
A
- used to detect “feeble-minded” school children
- used in adult populations –> set up an island called ‘Ellis Island’ to stop immigrants coming into NYC (to stop ppl coming into NYC)
- stop them from reproducing (Eugenics movement)
- Kallikak family: A study in the Heredity of Feeble - Mindedness (1912)
- (Binet had mental age) –> Goddard had classification on “feeble-mindedness”
5
Q
How were IQ tests used in the armed services?
A
- ARMY ALPHA: written material, required literacy
- ARMY BETA: apparently used visual tests that didn’t require literacy
- literate ppl first administered Alpha,
- ppl that failed beta, individually tested.
6
Q
What were some problems with the administration of mass army tests?
A
- resistance from Army personnel
- level of literacy differed amongst camps–> impossible to test all ppl on beta
- many were not tested further if they failed Alpha
- under huge cognitive load
7
Q
What did Lewis Terman do in intelligence testing?
A
- revised and published Binet’s test as the Stanford-Binet
- labelled it as “MEASUREMENT”
- became the standard against which OTHERS HAD TO BE VALIDATED
- introduced, “MENTAL AGE”
8
Q
What was Terman’s introduction into intelligence testing?
A
- age level at which the majority of “normal” children in the standardisation sample passed the test. e.g. you pass a test that most 12 yr olds can pass, but not that a 13 yr olds test, your mental age is 12.
9
Q
What is a problem with mental age?
A
- hard to make comparisons across ppl of different ages e.g. a retarded 18 yr old and 7 yr old both have a mental age of 9, are they equally intelligent?
10
Q
What was the solution to the problem of mental age being unable to make comparisons across ppl of different ages?
A
- RATIO IQ = mental age/chronological age X 100
11
Q
What are some problems with ratio IQ?
A
- ratio IQ only works if mental age increases proportionally with chronological age
- difficult to say anything substantive about adults
PRACTICAL DECISION: cut off age 16
12
Q
Who invented deviation IQ? And what is it?
A
- Wechsler “invented” deviation IQ.
DEVIATION IQ = HOW DIFFERENT YOU ARE (HOW MUCH YOU DEVIATE)FROM THE MEAN PERFORMANCE OF A COMPARISON GROUP - related to the idea of norm-referenced testing used throughout psychology
- we judge a person’s score in terms of how it compared to an appropriate STANDARDISATION SAMPLE
13
Q
What is the importance of norm-referenced testing?
A
- a score may have different percentile rankings for each group, and THUS DIFFERENT PSYCHOLOGICAL IMPLICATIONS
14
Q
What are some implications of IQ scores?
A
- IQ scores means the same thing regardless of the comparison group
- again, deviation means the same thing regardless of the comparison group
- gives the “appearance” of stability in IQ
- 100 was set as average to be consistent with the ratio IQ which was familiar.
15
Q
What was Spearman’s theory of intelligence?
A
- based on his observations, he proposed there was a GENERAL ENTITY that exists to explain this positive manifold, that it is INNATE
- each test is made up of 2 factors:
1. specific factor ‘s’ (different for each test)
2. general factor ‘g’
16
Q
What observation did Spearman make about the psychometric correlations of intelligence?
A
- all tests of intelligence correlate positively with all others POSITIVE MANIFOLD
17
Q
What is factor analysis?
A
- analysis of HOW MANY FACTORS parsimoniously explain the observed pattern of correlations
18
Q
What were Spearman’s laws according to ‘g’
A
- law of positive manifold (all intelligence tests must correlate positively with one another)
- indifference of the indicator (bc everything correlates positively, it doesn’t matter which one you use)
19
Q
What are different indicators of variances in Spearman’s scores on different intelligence tests?
A
- ‘G’ (ppl’s general ability) - latent variable (presence is inferred)
- Spearman’s ‘S’
- ‘E’ (error)
20
Q
What are different inferences about ‘g’?
A
- ‘g’ isn’t the same for all groups of tests (i.e. depends what the test is measuring)
- ‘g’ is the first principal component in a factor analysis of intelligence test scores –> g can be tilted in any direction by the tests chosen E.G. G FROM VOCAB/READING COMPREHENSION VS. G FROM MAZE-LEARNING/PATTERN RECOGNITION
21
Q
What are some propositions about multiple factors in factor analysis?
A
- there is something common underlying all tests (POSITIVE MANIFOLD)
- whatever is ‘causing’ the correlations btw tests 1-3, is different to what is ‘causing’ correlations between tests 4-6.
- ‘eye-ball’ factor analysis
22
Q
What did Thurstone/s (1983) suggest about group factors of intelligence?
A
there are 7 PRIMARY MENTAL ABILITIES:
- verbal meaning; 2. word fluency 3. reasoning 4. number 5. spatial relations 6. associate memory 7. perceptual speed
- 7 PMAS
- originally proposed they were unrelated (no ‘g’)
- later suggested it could be ‘g’ that is underlying these mental abilities
23
Q
What legacy did Thurstone leave?
A
- simple structure (in FA)
2. idea that there are multiple abilities that comprise intelligence.
24
Q
What did Vernon (1950) suggest about group factors of intelligence?
A
2 main factors: v:ed (verbal/educational); k:m (spatial/mechanical)
- emphasis on ‘g’ –> MIDDLE GROUND BETWEEN SPEARMAN AND THURSTONE
25
What is Cattell's theory of intelligence?
- FLUID INTELLIGENCE: reasoning, ability to grasp different relationships; culture-free (no evidence in practice)
- CRYSTALLIZED INTELLIGENCE: acquired knowledge & skills; almost always has a verbal element; Gc depends upon Gf.
PERFORMANCE ON A SINGLE TASK CAN (AND IS LIKELY TO) REQUIRE BOTH.
26
What is an example of Gf?
- Raven's Progressive Matrices
27
What is an example of Gc?
- general knowledge and vocabulary
28
How do we know that Gf and Gc are different?
- developmental trends are different:
- FLUID rises to young adulthood, then falls off in old age
- CRYSTALLIZED rises and plateaus, roughly speaking.
29
What was John Horn's extension of Gf/Gc?
- there are various Gf/Gc's, different speeds etc.
| - i.e 10 group factors added
30
How does Carroll's Three-Stratum Model differ from Gf/Gc theory?
- there are a hierarchy of ability factors
- PRIMARY DIFFERENCE IS THAT THE 3 STRATUM MODEL INVOLVES G (Cattell and Horn didn't use G--> causing different abilities in 3 different stratums
31
What is the CHC theory?
- combined CATTELL-HORN-CARROLL THEORY
- there is a 'G'
- broad stratum (reasoning, knowledge) /narrow stratum abilities (deduction. induction)
(BASIS FOR THE WOODCOCK- JOHNSON PSYCHOEDUCATIONAL BATTERY).
32
What is one of the problems with the psychometric approach?
- if no one tested one of these abilities, then it doesn't describe all aspects of human ability --> your theory is limited to what you put in
33
What was Howard Gardner's "MULTIPLE INTELLIGENCES?"
- seven different types of intelligence
- thought psychometrics didn't look at the abilities that teachers used in a practical setting e.g. musical, bodily kinaesthetic, logico-mathematical, linguistic
34
Why isn't Gardner's theory widely accepted?
- bc of dominance of psychometric approach
| - evidence isn't very good
35
What is some evidence for Gardner's intelligence?
- potential isolation by brain damage
- savants, prodigies, other exceptional ppl
- identifiable set of operations
- distinctive developmental history (different for language abilities to musical)
- evolutionary plausibility
- support from experimental psychological tasks/ some from psychometric findings
- susceptibility to encoding in a symbol system e.g. learning to play music in notation
36
What is Sternberg's Triarchic Theory of intelligence? (smiley guy)
1. Analytic/Academic intelligence (think critically) --> relates to componential sub-theory INTERNAL WORLD
2. creative intelligence--> experiential sub-theory (experience) EXPERIENCE
3. practical intelligence --> contextual sub-theory EXTERNAL WORLD
37
What does Sternberg's theory acknowledge in intelligence?
- acknowledges the fact that the term 'intelligence' has many meanings
38
What are the processes of the componential sub-theory (underlies analytic intelligence)?
1a. Meta-components
1b. knowledge acquisition components (selective encoding, combination)
1c. performance components (perceiving, generating, comparing).
39
What are the processes of contextual sub-theory (underlies practical intelligence)?
2a. adaptations (adapt self to fit environment)
2b. shaping (shape/change environment to fit with own profile of skills/preferences)
2c. selection (select most appropriate environment)
40
What are the processes of experiential sub-theory (creative intelligence)
a. ability to deal with novelty
| b. ability to AUTOMATISE information processing
41
What is Sternberg's Theory of Successful Intelligence?
- ability to achieve success in life, given one's personal standards, within sociocultural context
- through a balance of analytical, creative and practical abilities.
42
What is tacit knowledge?
- not explicitly taught, but acquired with a low degree of social support
i. e. (common-sense)
43
What are facetted models of intelligence?
- defined by CONTENTS & OPERATIONS FACETS
- most wide-spread is BIS (Berlin model of Intelligence Structure)
- distinction btw verbal/figural/numerical content --> reasoning tests
44
What did Guilford's 'Structure of the Intellect' show?
- contents: classification according to the content of the test stimuli
- products: classification by the form of the information presented
- operations: classification by the cognitive process
e. g. seeing a dog: content= visual (seeing), product= unit (dog), operation= memory (remembering)
45
What is creativity?
- ability to produce work that is NOVEL and APPROPRIATE
- two criteria of a PRODUCT AS CREATIVE: 1. novelty, 2. appropriateness e.g. build a bridge of ice in Sydney is not appropriate
46
Implicit definitions of creativity
STERNBERG - IMPLICIT DEFINITIONS OF CREATIVITY: What do you think intelligence is?
1. lack of conventionality (free spirit, be unorthodox)
2. integration and intellectuality (making connections and distinctions, different concepts/products)
3. aesthetic tasks and imagination (appreciation of art/music)
4. decisional skill and flexibility
5. Perspicacity (grit- willing to keep going, confidence to proceed)
6. drive for accomplishment and recognition
47
What is an example of divergent thinking?
- E.G. HOW MANY USES CAN YOU THINK OF FOR OLD TIRES?
48
How do you score divergent thinking?
- ideational fluency (no. of uses)
- flexibility of thinking (different categories e.g. clothes, physical activities etc).
- originality (how UNUSUAL are your ideas, statistically infrequent ideas).
49
What is an example of testing divergent thinking?
Torrance Tests of Creating thinking:
- most widely used
- intended for children
- consists of both verbal and visual materials
tested: ideational fluency, flexibility, originality. Also considered: elaboration, titles
50
What are some criticisms of divergent thinking?
- originality confounded with fluency
- statistical rarity is ambiguous
- uniqueness scoring penalizes large samples
- tests are speeded--> speed of production
- originality and fluency change with different instructions e.g. "try to make things really novel" vs. "think of as many things as you can"
- divergent thinking may not be related to actual creative achievement (results are mixed baed on how to measure creative achievement).
51
What was Guilford's Structure of Intellect (SOI) and Creativity?
FIRST MODEL TO EXPLICITLY IDENTIFY A THINKING PATTERN UNDERLYING CREATIVITY
CONVERGENT= maths, science (what pp typically think to underlie intellect)
DIVERGENT = arts and humanities (creativity0
52
What are other examples of verbal DT?
- generate unusual uses for common objects e.g. bricks
- general instances of common concepts
- consequences of hypothetical events (e.g. what would happen if ppl went blind)
- generate ways which in which common concepts are similar e.g. way in which milk and meat are similar.
- also scientific divergent thinking e.g. generate multiple hypotheses.
53
What did Feist (1998) suggest about artists vs. non artists in his meta-analysis?
- artists are much higher on psychotism than non-artists (d= 0.75) (for creative vs. non-creative scientists too)
- medium: open mindedness, creative less
- small effects: slightly more extraverted, less emotionally stable, little bit more confident
54
What is the threshold hypothesis of creative intelligence?
- creativity is unrelated to intelligence about a threshold of intelligence (~120)--> i.e. positive correlation btw IQ & creativity below 120; above 120, no relationship btw IQ and creativity.
55
What is the relationship between IQ and DT?
- small correlation between IQ and divergent thinking= 0.17 (not enough to support threshold hypothesis)
56
Describe the process of creative achievement
1. PREPARATION - defn of issue, collection of facts.
2. INCUBATION- sleep on it, let it gestate
3. ILLUMINATION - breakthrough
4. VERIFICATION - checking, finishing
57
What is an early definition of intelligence?
"ability to monitor one's own and others' feelings and emotions and to discriminate against them in order to guide our thinking"
58
Daniel Goleman introduced a book called 'Emotional Intelligence' - what was a problem with this theory?
- not much of it was based on scientific theory or research; broad ideas.
Psyc 2014
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