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Intelligence (ch. 9)
Psych 11 Intro to Psych
| Question | Answer |
|---|---|
| Combines verbal ability, problem solving skills, and the ability to adapt and learn from life's everyday experiences. | Intelligence |
| Historically defined by how we 'measure' it. | Intelligence |
| Developed intelligence test to identify slow learners (who were the kids lagging behind the other kids?) | Alfred Binet |
| Based on ability NOT chronological age. | Mental Age |
| Example: at age 4 your ________ _______ could be 6. | Mental Age |
| = mental age/chronological age x 100 | formula for Intelligence Quotient (IQ) |
| Formula has flaws | IQ |
| Example: kid with a mental age of 6 and a chronological age of 5 would have the same IQ as a kid with a mental age of 12 and chronological age of 10 (NOT MEASURING SAME THING but # is the same) | IQ flaws |
| Tests that are still used today | Stanford-Binet + Wechsler Intelligence tests |
| WPPSi WISC WAIS | Wechsler Intelligence Tests |
| preschool intelligence test | WPPSI |
| kid intelligence test | WISC |
| adult intelligence test | WAIS |
| Results in a Verbal IQ, Performance IQ, + Full Scale IQ score. | Wechsler Intelligence Tests |
| Based on norms for the population | Wechsler Intelligence Tests |
| Mean IQ score? | 100 |
| normal range IQ score? | 85-115 |
| Founder = James Flynn | James Flynn |
| Found that from 1 generation to the next there have been steady gains in IQ scores cross culturally. [people get smarter by generation]. | Flynn Effect |
| Hypotheses for increase in intelligence: 1) more time in school 2) better educated parents 3) better nutrition 4) broader exposure through media | Flynn Effect |
| Independent Variable identifies several verbal subtests. | WAIS revisions |
| 1) vocabulary 2) information 3) comprehension 4) similarities 5) arithmetic 6) digit span | Verbal subtests |
| Concepts, ideas, and experiences. Section most highly correlated with the overall IQ (+ correlation) | Vocabulary -- verbal subtest |
| Example question: what does audacity mean? | Vocabulary -- verbal subtest |
| Basic fund of information. Culturally Sensitive. | Information -- verbal subtest |
| Example Question: what continent is France located on? | Information -- verbal subtest |
| Awareness of socially appropriate behavior, rules + roles. | Comprehension -- verbal subtest |
| Example Question: what would you do if you lost a ball that belonged to a friend? [different points are given depending on how good the answer is] | Comprehension -- verbal subtest |
| Verbal concept formation. Level of Abstraction. | Similarities -- verbal subtest |
| Example Question: in what way are a cat and dog balls alike? | Similarities -- verbal subtest |
| Concentration/attention. Math ability. | Arithmetic -- verbal subtest |
| Example Question: I have 4 slices of pizza. I give 2 slices to my sister. How many do I have left for myself? | Arithmetic -- verbal subtest |
| Attention + rote memory | Digit Span -- verbal subtest |
| Example Question: series of numbers done forwards and backwards. | Digit Span -- verbal subtest |
| 1) picture arrangement 2) picture completion 3) block design 4) object assembly 5) digit symbol 6) visual puzzles 7) cancellation 8) figure weights | Performance Subtests |
| Social interactions + sequencing | Picture arrangement -- performance subtest |
| Example: series of cards with pictures from an event and have to put them in right order of how things happened. | Picture arrangement -- performance subtest |
| Visual organization + concentration | Picture completion -- performance subtest |
| Example: series of pictures with missing parts (face without teeth). | Picture completion -- performance subtest |
| Perception + analysis of patterns | Block design -- performance subtest |
| Example: given blocks and a picture and have to recreate the picture with the blocks. | Block design -- performance subtest |
| Visual-motor coordination. Principles of whole from the parts. Timed. | Object assembly -- performance subtest |
| Example: jigsaw puzzles (interesting to see how people put them together). | Object assembly -- performance subtest |
| Imitative behavior + learning capacity. | Digit symbol -- performance subtest |
| Perceptual reasoning. | Visual puzzles -- performance subtest |
| Processing speed. | Cancellation -- performance subtest |
| Perceptual reasoning. | Figure weights -- performance subtest |
| Intelligence tests are culture based. Only highly educated. specific subtest of people know the answer. | Culture Free Intelligence Tests |
| XXXXXXXXXX XXXXXXXXXX XXX XXXX A) XXX B) XYZ C) ABC | Raven's Progressive Matrices |
| + correlation with intelligence. based on detail what they put in their picture shows intelligence. tadpole people. | Draw a person |
| Kids draw people and get point for head, eyes, nose, fingers, legs, arms, legs, etc. Kids usually draw people with a head and 2 arms/2 legs. | Tadpole people |
| A condition of limited mental ability. IQ <70 on a traditional test. Hard time adapting to daily life. Onset during developmental period ....DON'T become this, is natural. | Mental Retardation |
| 1) language 2) memory 3) attention 4) motor skills 5) other functions | early sign of developmental delays in preschool kids |
| pronunciation problems slow vocab growth lack in interest of story telling | language -- early sign of developmental delays in preschool kids |
| trouble recognizing letter or #s hard time remembering sequencings (days) | memory -- early sign of developmental delays in preschool kids |
| difficulty sitting still or sticking to a task. | attention -- early sign of developmental delays in preschool kids |
| problem with self care skills (combing hair, tying shoes) clumsiness reluctance to draw | motor skills -- early sign of developmental delays in preschool kids |
| difficulties: learning left/right categorizing reading faces body language | other functions -- early sign of developmental delays in preschool kids |
| IQ: 50-70 | Mild Retardation |
| 85% of retarded | Mild Retardation |
| Found later on Sometimes put in regular classrooms some early signs, but not severe can hold jobs (usually) academic skills to 6th grade level self-sufficient live independently with support from community | Mild Retardation |
| IQ: 35-50 | Moderate Retardation |
| 10% of retarded | Moderate Retardation |
| possible to hold jobs in controlled environments limited ability to live along --- group homes | Moderate Retardation |
| can do SOME work and self-care with some supervision acquire communication skills during childhood can live/function in a supervised group home community | Moderate Retardation |
| IQ: 20-35 | Severe Retardation |
| 4% of retarded | Severe Retardation |
| sometimes develop limited speech can help participate in their own feeding activities + hygiene | Severe Retardation |
| IQ: <20 | Profound Retardation |
| 1% of retarded | Profound Retardation |
| TOTAL care CAN'T do for self [feeding tube, wheelchair] | Profound Retardation |
| 1) Organic 2) Environmental | causes of retardation |
| Over 100 single genetic traits can result in mental retardation. | Organic |
| Teratogens (cocaine, fetal alcohol syndrome, poor nutrition, disease). | Environmental |
| IQ: >130 | Giftedness |
| upper 2-3% of population | Giftedness |
| precocious: master things easily. teachers might not identify them correctly. gifted vs. 'profoundly gifted' distinction. may have exceptional potential in visual/performing arts, leadership, empathy (excel in certain areas. acceleration not recommen | characteristics of giftedness |
| Long term study of gifted individuals. | Terman |
| 1,500 kids (avg. IQ = 150) Above avg. in height, weight, strength, physical health, emotional stability, + social satisfaction during adulthood. Known as 'termites' Found most gifted kids are socially successful + above avg. in psychological adjustment | Terman |
| Two Factor Theory of Intelligence | Spearman |
| 1) G Factor (General Abilities) 2) S Factor (Specific Abilities) | 2 Factor Theory of Intelligence |
| Comprehension of spatial skills + verbal abilities [general mental abilities]. | G Factor (general abilities) |
| Numerical reasoning + rote memory skills. | S Factor (specific abilities) |
| 2 types of G Factor of Intelligence | Cattell |
| 1) Fluid Intelligence 2) Crystallized Intelligence | 2 Types of G Factor of Intelligence |
| innate skills NOT dependent on environment biologically based (memory, capacity, speed of processing) | Fluid Intelligence |
| academic learning. ability to use info learned in problem solving. related to environment + experience. | Crystallized Intelligence |
| 1) Practical 2) Analytical 3) Creative | Sternberg's Triarchic Theory of Intelligence |
| Dealing with problems encountered in everyday life. | Pracitical -- Sternberg's Triarchic Theory of Intelligence |
| Abstract reasoning, good test taking skills. | Analytical -- Sternberg's Triarchic Theory of Intelligence |
| General new ideas. | Creative -- Sternberg's Triarchic Theory of Intelligence |
| Test that says you are really lucky if you have all the characteristics. | Sternberg's Triarchic Theory of Intelligence |
| Measures more than what IQ tests measure. | Gardner's Multiple Intelligence |
| 1) logical mathematical 2) linguistic 3) musical 4) spatial 5) bodily-kinesthetic 6) interpersonal 7) intrapersonal 8)naturalist | Gardner's Multiple Intelligence |
| math sequencing. | logical mathematical -- Gardner's Multiple Intelligence |
| people who are sensitive to the meaning of words, how to use them effectively, + finding ways to explain things. | Linguistic -- Gardner's Multiple Intelligence |
| rhythm, pitch, talent. | Musical -- Gardner's Multiple Intelligence |
| Ability to orient themselves, map reading. | Spatial -- Gardner's Multiple Intelligence |
| being good with your body, fit, in shape, athletic. | Bodily-Kinesthetic -- Gardner's Multiple Intelligence |
| ability to understand people. | Interpersonal -- Gardner's Multiple Intelligence |
| People who are really insightful with themselves, accessing your own feelings and strengths. | Intrapersonal -- Gardner's Multiple Intelligence |
| seeing textures, hues, nature in different ways (rock example from class) | Naturalist -- Gardner's Multiple Intelligence |
| 1) ability to motivate self 2) control impulses 3) persist in face of frustration 4) regulate moods | Emotional Intelligence |
Created by:
schlechy
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