1
Q
Francis Galton (1869)
A
- Higher intelligence caused by superior qualities passed down by heredity
- Individual differences in intelligence + possible to measure intelligence directly
- Measured reaction time, keenness of sight + hearing and ability to distinguish between colours
2
Q
Alfred Binet (1905)
A
- Binet-Simon scale: first intelligence test aiming to identify children who require special education. Determined child’s mental age
- 30 tasks related to everyday life
3
Q
William Stern (1912)
A
- Developed Intelligence Quotient
- Mental age varied among children proportionally to their real age
- Ratio of mental : real age fairly constant
- IQ = mental / real age x 100
4
Q
Lewis Terman (1916)
A
- Revision of Binet-Simon scale, Stanford-Binet scale
- Tested over 1000 children, far more accurate info on how children typically scored on intelligence tasks
5
Q
Charles Spearman
A
- 1st to use FA in differential psych
- Found positive correlations between intelligence tests (positive manifold)
- Proposed general intelligence, thought to be underlying all positive correlations
- 2 factor theory. General intelligence required for all types of intelligence tests, deeper fundamental mechanism. Specific abilities needed to perform well on each different task
6
Q
Development of normed tests
- Spearman’s theory of intelligence led to development of more rigorous tests that could be used across the population
- Norms: average scores obtained from representative sample which are used to interpret and compare individual test results
A
7
Q
Deviation IQ
A
- Wechsler tested large groups of ppl to identify norms across different age groups
- Focus on comparing individual scores with sample scores of a similar age
- Deviation IQ = Actual test score/expected score for age x 100
8
Q
Raven’s Progressive Matrices
A
- Measure ability to see relationships between objects, events and info and draw inferences from those relationships
- Overall IQ score based on deviation from standardised norms
- Supposed to be free of cultural influences and language, often favoured as a measure of general intelligence
9
Q
Raymond Cattell: Fluid vs crystallised intelligence
A
- Crystallised intelligence (Gc) is acquired knowledge and skills
- Fluid intelligence (Gf) is ability of abstract reasoning
10
Q
Theory of Multiple intelligences (Howard Gardner)
A
- Challenges theory of general intelligence
- 9 intelligences are in separate sections of the brain, independent of each other and not controlled by any central function
- Existental, linguistic, naturalistic, logical-mathematical, interpersonal, visual-spatial, musical, bodily-kinesthetic and intrapersonal
11
Q
Critique of Theory of Multiple intelligences
A
- Some hard to define and measure
- Empirical research limited
- Evidence doesn’t support separate neural mechanisms
- Intelligences are highly intercorrelated highly with each other and personality traits ( such as Furnham 2009)
- Ability tests to measure intelligences are highly positively correlated with each other and general intelligence (such as Visser et al 2006)
12
Q
Emotional Intelligence (Goleman 1995)
A
- Identify own emotions (self-awareness)
- Manage and control emotions (self-regulation)
- Emotional states related to a drive for achievement (motivation)
- Assess and influence other’s emotions (empathy)
- Sustain good interpersonal relationships (social skills)
- Linked to psychiatric conditions, academic/job performance and health
- Different from personality traits. Traits are behavioural preferences as opposed to abilities
13
Q
Cognitive styles
A
- Performance not just determined by ability, but by typical mode of thinking
- Mixed evidence and persistent myths
- Tailing instruction to CS not reliably improved outcomes. May shape how we like to learn, but not necessarily how we learn best
- Little evidence to suggest matching teaching to preferred learning styles enhances performance/learning
Understanding Human Diversity
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