z2016 > Week 12 - Intelligence > Flashcards

Week 12 - Intelligence Flashcards

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1
Q

define implicit theories of intelligence

A

informal beliefs or assumptions about intelligence held by individuals or cultures

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2
Q

define explicit theories of intelligence

A

formal, scientific theories USING data collected from people performing tasks that require intelligent cognition
* make a prediction based on theory, evaluate it using collected data

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3
Q

outline samuel george morton’s approach to intelligence research

problems? discrpancy

A
  • used mustard seeds, lead balls to estimate volume of skulls, validating group differences
  • discrepancy favoured a priori expectations - discrepancy between mustard seeds and lead bearings was 5.4 cubic inches for black skulls, where for whites it was 1.8 cubic inches
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4
Q

what did paul broca want? what he measure? what was his work used for?

A
  • copious numbers
  • brain/skull measurements
  • supporting pre-existing prejudice in group differences, including against women
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5
Q

what did william shockley claim to be happening to evolution?

what did he attribute generally lower IQ scores of blacks to?

A
  • claimed backwards evolution as ‘genetically disadvantaged’ American Blacks high reproductive rate
  • biological racial differences in intellectual capacity
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6
Q

what was Alfred Binet’s contribution?

A
  • birthed intelligence tests
  • wanted more external validity, objectivity
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7
Q

outline stanford-binet intelligence test structure

A

separate tests in increasing order of difficulty
once someone fails one don’t do any more - reached ceiling
special-purpose available for blind, motor, deaf

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8
Q

stanford binet disadvantages? (3)

A

time-consuming, needs specialist training, need psychologist

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9
Q

deviation IQ definition

A

how different you are to the mean performance of a comparison group

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10
Q

IQ: the mean is ___ and SD is ___

A

100; 15

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11
Q

what do we do when we say we’re using normative groups?

A

deriving meaning in a score by referencing what is normal for that group (especially age eg)

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12
Q

people converge on which 3 elements of ‘intelligence’ as collected by Sternberg?

A
  • verbal intelligence: articulate, talk about many things
  • problem solving: make good decisions, plan
  • practical intelligence: determine how to achieve goals, interest in world
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13
Q

how you conceptualise intelligence influences ____. creativity example?

A

how it will be assessed

If you think creativity is part of intelligence, you’ll use a measure that includes creativity (recursive)

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14
Q

define the g factor

A

a theoretical construct that represents a person’s overall cognitive ability, correlated with all other cognitive tasks

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15
Q

define positive manifold

A

the empirical observation that scores on different cognitive tasks are positively correlated, and it doesn’t matter what the task is

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16
Q

if 2 tasks correlate highly, they ______ on g?

A

load well

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17
Q

what are spearman’s 2 factors?

and what’s the little 3rd secret one

A
  • general intelligence (g)
  • specific factor of domain-related intelligence

error

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18
Q

what does Jensen think g is?

A

a property of the brain - not psychological/behavioural but biological. It is not in itself a cognitive ability

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19
Q

Jensen would say that IQ is simply a ____

A

phenotype - something observable driven by an underlying genetic disposition

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20
Q

what are the 2 boxes that need ticking in psychology to be a construct, and does g meet these?

A
  1. predicts things
  2. a single, reliable factor

yes!!

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21
Q

Jensen claims what 2 things about future research investigating g?

A
  • will never disconfirm the validity of g
  • will not add anything new to our understanding, as it’s just a statistical phenomenon
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22
Q

what does Gottfredson think is the main ingredient of intelligence?

A

complexity

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23
Q

Gottfredson thinks g is ___, not affective/social/physical, and is ___

A

cognitive, stable

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24
Q

to Gottfredson, g is best defined as

A

a broader, deeper capacity for comprehending our surroundings

and a recurring dimension of human variation

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25
for Gottfredson, high g is helpful in which kinds of tasks?
WHEN THERE'S ACCURACY, COMPLEXITY + INDEPENDENCE
26
what did Gottfredson say was the reason we see that more complex jobs have a higher IQ?
high g gives you a competitive advantage in these jobs
27
[responses] what is g overall (artefact)
a statistical artefact of the fact all these tasks are similar in some way and will pick up on the same processes
28
[responses] is the data from g impressive? quote the data accounted for
no. (from other fields). g only explains 9-16% of variation in task performance --> leaves 80-90% unaccounted for
29
outline sampling theory as a response to g
Every cognitive tasks relies on the same set of cognitive processes, just in different degrees, so we observe positive manifold because of the overlap between processes required by the different tasks
30
what's a pushback to sampling thoery?
tasks that are very similar and should sample the same set of cognitive processes should be highly correlated but we actually see that they don’t correlate well. some are quite different but correlate closely * inconsistency = shared processes alone don't explain g
31
outline mutualism as a response to g
cognitive abilities start out uncorrelated but over time they become dependent cos being good at one thing is mutually beneficial to other things
32
outline sternberg's successful intelligence approach - what it studies
states + processes (components) underlying intelligent thought main theory derived from the fact intelligence has many meanings
33
define analytic intelligence and list its 3 subcomponents
intelligence with respect to the internal world of the individual * metacomponents * knowledge-acquisition * performance
34
metacomponents: define, which intelligence type does it belong to
planning strategies, monitoring if a strategy is working, evaluating analytic
35
knowledge-acquisition: define, which intelligence type does it belong to
selective encoding, combination, different knowledge structures in our mind analytic
36
performance: define, which intelligence type does it belong to
perceiving, figuring out relations/patterns analytic
37
define practical intelligence + 3 subcategories
intelligence with respect to the external world of the individual * adaptation * shaping * selection
38
adaptation: define, which intelligence type does it belong to
adapting the self to fit the environment practical / contextual
39
shaping: define, which intelligence type does it belong to
shaping and changing the environment to fit with one's own profile of skills/preferences practical / contextual
40
selection: define, which intelligence type does it belong to
selecting the most appropriate environment for oneself practical / contextual
41
define creative intelligence and its 2 subcategories
intelligence with respect to experience * novelty * automatisaiton
42
novelty: define, which intelligence type does it belong to
the ability to deal with novelty creativity
43
automatisation: define, which intelligence type does it belong to
the ability to automatise information processing creativity
44
define successful intelligence
the ability to achieve success in life based on your own competencies and standards through balancing analytic, practical, and creative abilities
45
if we define intelligence in an idiosyncratic way it makes it ___
difficult to compare intelligence across people
46
what kind of statements do procedural, common sense knowledge consist of? what does it allow us to do? what are they guided by?
if-then deal with environmental cues appropriately tacit knowledge
47
define tacit knowledge
knowledge that's not explicitly taught but acquired largely independently, highly context-specific
48
measuring tacit knowledge; in the context of managers, what are the 2 ways to do it? do they allow us to compare people to their peers/population?
* base on how many participants answer that way --> if 15/100 participants say option A means you get 15 points for choosing option A * base on opinions of experts --> if 15/100 experts say option A means you get 15 points for choosing option A * yes
49
does tacit knowledge matter for managing? how?
yes for individuals and companies, r = .34 - .46 company level success, salary
50
define big C creativity
eminent creativity, artisticness
51
define middle c creativity
everyday creativitgy applicable and usefuyl e.g. making powerpoint slides different suggesting new ways of doing things
52
define mini c creativity
creative processes involved in personal knowledge creation + understanding e.g. combining diff spices in ur roast for dinner
53
define Guilford's convergent production
generating one correct answer from available information
54
what woud some people say about convergent producton and status as creativity?
it's not actually creativity, it's just analytic production: finding patterns
55
define Guilford's divergent production
generating many possible answers from the same source
56
define ideational fluency * scoring what kind of thinking?
sheer quantity of number of new uses someone comes up with * easy to operationalise * divergent
57
define flexibility of thinking
how many different categories do you come up with * reflects shifts in thinking
58
define originality
how unusual ideas are * counting number of statistically infrequent responses
59
what are some criticisms of divergent thinking tasks?
* originality confounded with fluency * answers can be statistically rare but not creative * originality + fluency might be good for one thing but not another * divergent thinking may not relate to actual creative achievement
60
what do wechsler's adult intelligence + children intelligence scales show
we can have different kinds of intelligence based on age; account for this
61
z-score formula
score - mean / SD
62
Spearman's equation for the "vocab" skill would be...
Vocab = (g + S,vocab) + E,vocab g = factor of general intelligence S,vocab = specific factor of domain-related intelligence E,vocab = error, noise
63
if we think about g as the middle of the 'petals' of specific domain-related task + scores, it is the...
shared variance among specific factors, a statistical abstraction from whatever is common in a group of tasks
64
For Gottfredson, predictive validity of g is both ubiquitous + rises with complexity - t/f? t/f: higher g = lower trainability
t, f
65
define overall creativity
the ability to produce something that is novel and appropriate
66
is raven's matrices trainable?
yes
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