W4L1 - Intelligence

Question 1

What is Intelligence. 4 Ways

Answer 1

1. ) Single Trait
2. ) Few Basic Abilities
3. ) Multiple Processes
4. ) A Resolution? (Integrated Model of Intelligence)

Question 2

Defining: Intelligence as a single trait

Answer 2

individuals possesses an amount of g(general intelligence), common to all intellectual tasks.

Performance on IQ tasks are positively correlated with g. g predicts school achievement, info-processing speed, knowledge not studied…

Question 3

Defining: Intelligence as few basic abilities

Answer 3

Crystallized intelligence: factual knowledge about the world

Fluid intelligence: ability to think on the spot to solve problems

Question 4

Defining: Intelligence as Multiple Processes. Contrast this with few basic abilities

Answer 4

Thurstone: Seven primary mental abilities.

While the crystallized/fluid distinction offers simplicity, the seven primary mental abilities model offers greater precision.

Question 5

Defining: Resolution of defining intelligence

Answer 5

Carroll: Three-stratum theory of intelligence

1. ) g
2. ) Fluid, Crystallized, General memory and learning, Broad visual perception, Broad auditory perception, Broad retrieval ability, Broad cognitive speediness, Processing speed
3. ) Further processes

Question 6

Measuring Intelligence: 2 Contents/Properties of Intelligence Tests

Answer 6

• Measures based on observable behavior (observe problem solving on tasks that require a variety of types of abilities)
• Intelligence tests measure somewhat different aspects in different ages (greatest success with preschoolers and older children)

Question 7

Measuring Intelligence: Most widely used for children

Answer 7

Wechsler Intelligence Test for Children (WISC) for Children 6 and up.

2 Main Sections:
Verbal: General knowledge and skill using language
Performance: Spatial and perceptual abilities

Question 8

Measuring Intelligence: What is IQ and Some properties

Answer 8

A quantitative measure of intelligence relative to others.

IQ scores normal distributed:
68% of scores falling within 1 standard deviation of the mean
95% of scores falling within 2 standard deviations

Question 9

Measuring Intelligence: Can we measure infant’s intelligence

Answer 9

Lots of test of cognitive development for babies but NONE test intelligence for babies

Measures of infant intelligence help identify babies with problems…

Question 10

Measuring Intelligence: Gifted Children. What is the sad reality

Answer 10

Exceptional early ability does not always foreshadows later achievement (autistic child nadia and horse)

Question 11

Measuring Intelligence: Longitudinal. What has been found and what is suggested

Answer 11

Longitudinal studies 5-years and upwards:

• Measurements conducted closer in time are more closely correlated than measures conducted further in time (Reflective of parenting?)
• Scores are more stable at older ages.

Question 12

Measuring Intelligence: IQ as predictors of outcome

Answer 12

Predictor of academic, economic, and occupational success (Stronger than SES)

Nonetheless, motivation, creativity, health, social skills, are implicated in later success (IQ is not the only predictor)

Question 13

Genes, Environment, and IQ: Qualities of the Child

Answer 13

Genetic endowment, reactions elicited from other people, and choice of environments.

Question 14

Genes, Environment, and IQ: Environment (List 2)

Answer 14

1.) Family

• HOME (Home Observation for Measurement of the Environment) - Measure of quality of family environment
• Children’s IQ scores are positively correlated HOME

No causal relation yet

2. ) Schooling
   - Children who were slightly older but who had a year more schooling > slightly younger children in the grade below them (In IQ test)
   - Average IQ and achievement test scores rise during the academic year and drop during the summer.

Question 15

Genes, Environment, and IQ: Society

Answer 15

Average IQ rise in last 70 years, especially in lower 10%

> Reflects better nutrition, healthcare, access to education

Question 16

Genes, Environment, and IQ: Risk Factors

Answer 16

IQ is not fixed. Environment has an impact and the consequence of risk factors are huge.
IQ and Risk Factor Negative Correlated

Question 17

Alternative Perspective to Intelligence

Answer 17

Gardner’s 8 Types of Intelligence

Question 18

Alternative Perspective to Intelligence: What are the types

Answer 18

1. ) Linguistic
2. ) Logical-Mathematical
3. ) Spatial
4. ) Musical
5. ) Naturalisitc
6. ) Bodily-Kinesthetic
7. ) Intrapersonal
8. ) Interpersonal

Question 19

Alternative Perspective to Intelligence: What is proposed

Answer 19

Gardner proposed individual children learn best through instruction that allows them to build on their strengths (Is it really possible?)

Question 20

Acquisition of Academic Skills: Reading and Maths - individual differences stability

Answer 20

• Individual differences in reading and math tend to be stable over time.

Continuities of individual differences reflect both shared genes and shared environments.

Question 21

Acquisition of Academic Skills: Reading and Maths - Dyslexia properties

Answer 21

• Inability to read well despite normal intelligence.
• 5-10% in US
• Weakness at phonological processing (ability to discriminate and remember sounds within words)
  > taught to use strategies that enhance their phonological recoding skills.

Question 22

Acquisition of Academic Skills: Reading and Maths - Dyscalculia properties

Answer 22

• Mathematical disabilities despite normal intelligence.
• 8%
• Use of immature strategies in math