MB1 - Intelligence Expand Cards

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  • Created by: Psych951
  • Created on: 11-05-18 12:48

What is Intelligence?

  • Lay defintion
  • Psychological definition
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What is Intelligence Expanded

  • Lay defintion: Succeed academically or with one's mind
  • Psychological defintion: Ability to acquire knowledge, think and reson effectively and deal with the environment
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Historical Perspective

  • Focus of intelligence in the past
  • Binet's first intelligence test
  • Old meaning of IQ
  • Current meaning of IQ
  • Unanswered/debated questions
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Historical Perspective Expanded

  • Historically about social class rather than ability.
  • Binet devised first intelligence test like the ones used today
    • Tested abilities such as imagery, attention, comprehension etc.
    • Said that mental competence grew steadily over time and developed with age
  • Old meaning of IQ = ratio of mental to chronological age.
  • Current meaning of IQ = Mental ability compared to rest of population at their age.
  • Remaining questions
    • Types of intelligence
    • Brain processes involved
    • Innate?
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Nature of Intelligence

  • Psychometric approach
  • Cognitive Processes approach
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Nature of Intelligence Expanded

  • Psychometric approach: Maps structure of intelligence and mental competencies needed
  • Cognitive processes approach: Specific thought processes that underlie the mental competencies.
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Spearman's g Factor

  • Use of factor analysis
  • The g factor
  • Evidence from correltation tests
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Spearman's g Factor Expanded

  • Use factor analysis to investigate correlation between different tests and identify or narrow down factors involved in intelligence
  • The g factor = Core of intelligence, general level of intelligence (can still have a speciality). – Performance determined by g factor and any relevant special skills.
  • Evidence from correlations between tests of intelligence – 9-49% of variance in abilities can be accounted for by g factor (so not only explanation).
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Thurstone

  • Organisation of Intelligence
  • Components of intelligence
  • Use
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Thurstone Expanded

  • No single g but instead 7 factors (explains not perfect correlations between tests)
  • Components:
    • Recognised some abilities may be related
    • Space, verbal comprehension, word fluency, number facility, perceptual speed, rote memory, reasoning.
  • More useful in applied settings as more specific/produce targets.
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Crystallised and Fluid Intelligence

  • Subtypes of g
  • Crystallised
    • Required skills
    • Development
  • Fluid
    • Required skills
    • Development
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Crystallised and Fluid Intelligence Expanded

  • Two related sub-types of g factor = crystallised and fluid intelligence
  • Crystallised: Apply previously learnt knowledge to current problems
    • Based on retrieval ability and practice
    • Improve during adulthood and remain stable in late adulthood.
  • Fluid: Deal with novel problems when personal experience doesn’t help
    • Abstract reasoning, working memory and logic
    • Decline in late adulthood.
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Carroll's Three-Stratum Model

  • Structure of Intelligence
  • Levels of model
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Carroll's Three Stratum Model Expanded

  • Three levels of intelligence to incorporate all theories based on wealth of evidence
  • Levels of model:
    • General level: g factor
    • Broad level: Crystallised and fluid and 6 other basic cognitive functions (like Thurstone’s) – Left to right arrangement, left being more related to g
    • Narrow: Nearly 70 specific cognitive, perceptual and speed skills
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Sternberg's Triarchic Theory

  • The model
  • Underlying cognitive processes
  • Intellectual competence 
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Sternberg's Triarchic Theory Expanded

  • Explains the psychological processes involved in intelligence, the different forms intelligence takes. 
  • Underlying cognitive processes which affect intellectual competence:
    • Meta-components (plan and regulate)
    • Performance components (cognitive resources)
    • Knowledge-acquisition components (Learn and apply knowledge e.g. storing and connecting memories).
  • Types of intellectual competence:
    • Analytical (academically-orientated)
    • Practical (Cope with everyday environment)
    • Creative (Mental skills to deal with novel problems
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Gardner's Multiple Intelligence

  • What is Intelligence?
  • Nine varieties of adaptive abilities
  • Evaluation
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Gardner's Multiple Intelligence Expanded

  • Intelligence is a set of abilities that allow an individual to solve problems in a particular cultural setting. 
  • Nine varieties of adaptive abilities: Linguistic, logical-mathematical, visuospatial, musical, bodily-kinaesthetic, interpersonal, intrapersonal, naturalistic, existential.
  • Evaluation:
    • First three abilities measured in mainstream tests
    • Richer idea of intelligence
    • May overlap with abilities rather than intelligence. 
    • No cultural bias
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Emotional Intelligence

  • What is emotional intelligence?
  • Four branches
  • Criticism
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Emotional Intelligence Expanded

  • Read others' and own emotions, respond appropriately, motivate oneself, regulate and control emotions.
  • Four branches:
    • Perceiving
    • Facilitate thought
    • Understanding
    • Managing.
  • Criticise for moving away from mental ability. – Emotional competence may be a more appropriate name.
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Measuring Intelligence

  • Weschler test
  • Theory-based Intelligence
  • Achievement test
  • Aptitude test
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Measuring Intelligence Expanded

  • Weschler test:  Verbal and performance intelligence, and overall IQ. – Offers separate scores for subsets/specific skills.
  • Theory-based intelligence: Measures different types of intelligence based on theories e.g. crystallised and fluid intelligence separately. – STAT measures analytical practical and creative.
  • Achievement tests: Find out how much has been learnt so far – Help predict future performance.
  • Aptitude tests: Novel puzzle-like problems that go beyond prior learning. 
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Psychometric Standards

  • Psychological test
  • Reliability
    • Three types
  • Validity
    • Three types
  • Standardisation
  • Testing conditions
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Psychometric Standards Expanded

  • Psychometric tests: Measure individual differences related to psychological concept.
  • Reliability: Consistency of measurement
    • Test-retest reliability (consistent over time)
    • Internal consistency (consistent items in the test)
    • Inter-judge reliability (Consistent between judges).
  • Validity: How well it measures what it claims to
    • Construct validity (measures correct psychological construct)
    • Content validity (measure all skills underlying construct)
    • Criterion-related validity (test scores correlate with meaningful criterion e.g. make predictions).
  • Standardisation: Development of norms and controlled testing – Normal distribution curve can help measures. – Create basis for comparison and interpretation
  • Testing conditions: Static testing (Similarity in test conditions); Dynamic testing (Follows standard testing with personal interaction with examiner).
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Non-Western Cultures

  • Problem with traditional tests
  • Sternberg's Theory of Successful Intelligence 
  • Overcoming cultural bias in testing
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Non-Western Cultures Expanded

  • Traditional tests draw on skills needed in Western culture and schooling
  • Sternberg’s theory of successful intelligence: Intelligence is whatever Is needed to meet adaptive demands of culture. – Fundamental skills needed universally, but application of them varies.
  • Overcoming cultural bas in tests:
    • Choose reasoning problems not culturally bound
    • Create measures tailored to specific cultures
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Group Differences

  • Controversial
  • Gender differences
  • Explaning gender differences
  • How beliefs determine intellect
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Group Differences Expanded

  • Controversial because may inspire stereotypes
  • Gender differences:
    • None for general intelligence
    • differences in specific skills e.g. men are better at spatial tasks and women at fine motor skills.
    • Girls tend to outperform boys on GCSEs but mediating factors not ability.
  • Explanations for gender differences:
    • Environmental = sex-typed activities and different socialisations
    • Biological = Hormones and evolutionary roles.
  • Beliefs determine intellect
    • Own beliefs e.g. stereotype threat and self-fulfilling prophecy
    • Others’ beliefs e.g. Teacher thinks you are clever so gives you more motivation and encouragement.
    • Plays on self-concept
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Extremes of Intelligence

  • Intellectually gifted
  • Explaining the intellectually gifted
  • Learning disabilities
  • Potential causes of learning disabilities
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Extremes of Intelligence Expanded

  • Intellectually gifted:
    • Top 1% of population with IQ of 130 or above.
    • Often average of just above in most skills then excel in one specific 
    • Used to run gifted programmes but now less common 
    • Only a few gifted children retain eminence in adult life
  • Explaining the intellectually gifted: efficient processing or different thinking styles
  • Learning disabilities:
    • Range of mild to profound issues
    • Reduced ability to understand new or complex info
    • Starts before adulthood and persists
  • Potential causes of learning disabilities Inc. birth problems, drugs, diseases, undetectable environmental causes, biological abnormalities. 
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