Intelligence & academic ability: L7

Question 1

Intelligence as a single trait:

1. performance on IQ tasks are…
2. hypothesis… what is g?
3. what does g correlate with? (4)

Answer 1

1. positively correlated
2. individuals possess an amount of ‘g’ (general intelligence), common to all intellectual tasks
3. • school achievement
     - information-processing speed
     - speed of neural transmission in the brain
     - knowledge of subjects not studied in school

Question 2

Two types of intelligence + definition

Answer 2

1. crystallised = factual knowledge
2. fluid = problem solve

-> simplistic distinction

Question 3

Thurstone: intelligence involves how many primary mental abilities?

Answer 3

• 7

- this model offers greater precision than crystallised/fluid distinction

Question 4

Carroll: three-stratum theory of intelligence

- how many?

Answer 4

• 8:
  1. fluid
  2. crystallised
  3. general memory + learning
  4. visual perception
  5. auditory perception
  6. retrieval ability
  7. cognitive speediness
  8. processing speed

Question 5

contents of intelligence tests:

1. what are measures based on?
2. what do they measure?
3. greatest success with what age?

Answer 5

1. observable behaviour
2. different aspects in different ages, problem solving that requires varied abilities
3. preschoolers and older children

Question 6

WISC

1. mostly used on what ages
2. 2 main sections

Answer 6

1. 6+
2. • verbal: general knowledge and skill using language
     - performance: spatial and perceptual abilities

Question 7

intelligence quotient (IQ) is what kind of measure of intelligence?

Answer 7

• quantitative measure of intelligence relative to others

Question 8

IQ scores

1. a normal distribution is

Answer 8

1. 68% of scores falling within 1 SD of the mean

2. 95% of scores falling within 2 SD

Question 9

Longitudinal assessment

• ages
• what types of measurements are conducted? & why
• scores more stable when?

Answer 9

• 5+
• close in time = more closely correlated
• scores more stable at older ages

Question 10

what can influence changes in IQ?

Answer 10

parental practices

Question 11

IQ is a predictor of what? (2)

BUT

Answer 11

1. academic, economic and occupational success
2. more closely related to later success than socioeconomic status
   - BUT motivation, creativity, health, social skills are implicated in later success

Question 12

IQ: Family influence
1. what’s HOME?

-> however…

Answer 12

1. children’s IQ scores are positively correlated with the quality of their family environment as measured by HOME
   - > causal relations between HOME scores and IQ scores have not yet been established

Question 13

HOME

- examples of categories (6)

Answer 13

1. emotional and verbal responsivity of mother
2. avoidance of restriction and punishment
3. organisation of physical and temporal environment
4. provision of appropriate play materials
5. maternal involvement with child
6. variety of daily stimulation

Question 14

IQ: school influence

- what do jumps between grade indicate?

Answer 14

School exerts a positive effect on intelligence test performance beyond age

Question 15

IQ: influence of society

• what 2 systems influence intellectual development?
• average IQ scores have what in the past how many years?

Answer 15

• economic and social systems

- risen, 70 years (especially in the lower 10% of the distribution)

Question 16

Risk factors & IQ scores

name 5

Answer 16

1. 4 children in the family
2. no father in home
3. african - american family
4. large no. of stressful events
5. maternal mental health

Question 17

Alternative perspectives on intelligence

1. Gardner, theory name & number of intelligence types
2. list types

Answer 17

1. multiple intelligence theory, at least 8 types of intelligence
2. • linguistic
     - logical
     - spatial
     - musical
     - naturalistic (biologist)
     - bodily-kinesthetic (dancer/athlete)
     - intrapersonal (novelist/therapist)
     - interpersonal (leader/teacher)

Question 18

Define Gardner’s:

1. intrapersonal

2. interpersonal

Answer 18

1. access to one’s own feelings and emotions to guide/understand behaviour
2. notice mood, temperament and intention of others

Question 19

Gardner proposed…

Answer 19

individual children learn best through instruction that allows them to build on their strengths

Question 20

individual differences:

1. in reading and maths

Answer 20

1. become stable over time

- continuities of individual differences reflect both shared genes and shared environments

Question 21

Dyslexia:

• define
• % it affects in usa
• what processing weakness?
• what should they be taught?

Answer 21

• normal intelligence
• inability to read well
• 5-10%
• phonological - inability to discriminate and remember sounds within words
• strategies to enhance their phonological recoding skills

Question 22

Dyscalculia:

• define
• % it affects internationally

Answer 22

• mathematical disability
• 8%
• otherwise normal IQ
• overlap between dyslexia and dyscalculia

Question 23

1. what kind of correlation do typical children have for mathematical addition?
2. what strategy do dyscalculia children use?

Answer 23

1. positive correlation between problem difficulty and strategy
2. immature

Question 24

• Binet 1904 focused on

- raises issues about

Answer 24

• individual differences

- role of heredity & environment, effects of wealth/poverty & possibility of improvement