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Psychology Chapter 10
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- 1Intelligence- Ability to acquire, to think and reason effectively, and deal with the environment
- What constitutes intelligence may be culture-specific - 2SIR FRANCIS GALTON- Mental ability is INHERITED
- 3AFRED BINET- Development of INTELLIGENCE TESTS
- 4BINET'S ASSUMPTIONS- Mental age develops with age
- Rate at which people gain mental competence is characteristic of the person and is constant over time
- "CONCEPT OF MENTAL AGE" - 5MENTAL AGE- Stern's Intelligence Quotient
- Relative Score
- Could be applied to people of different chronological ages
- Ratio of mental age to chronological age
IQ = MA/CA x 100 - 6Terman Revised Binet's Tests- Stanford-Binet Test
WWI used: Army Alpha (verbal) and Army Beta (non verbal) - 7David Wechsler- Intelligence is a set of verbal and non verbal skills- Wechsler Adult Intelligence Scale- WAIS
- Wechsler Intelligence Scale for Children- WISC
- Wechsler Preschool and Primary Scale of Intelligence- WPPSI - 8INTELLIGENCE TESTSStanford-Binet: Mostly verbal items, single IQ score
Wechsler: Series of subtests, verbal tests, performance tests - 9How is intelligence measured? PSYCHOMETRIC APPROACH- Map structure of intelligence
- Discover competencies that underlie performance - 10COGNITIVE PROCESS APPROACH- Determined throughout processes that underlie competencies
- 11FACTOR ANALYSIS- Reduces large amount of data to a smaller number of clusters and factors
- Identifies clusters and factors
- Researchers determine meaning of factors - 12The G FACTOR (Spearman, 1923)- Intelligence performance governed by:
- General Intelligence (g)
- Specific Abilities - 13THURSTONE'S PRIMARY ABILITIES- Intelligence performance governed by SPECIFIC ABILITIES
- Seven "PRIMARY MENTAL ABILITIES" - 14CRYSTALLIZED INTELLIGENCE- Apply previous learned knowledge to current problems
- 15FLUID INTELLIGENCE- Deal with novel situations without any previous knowledge
- 16THREE STRATUM MODEL3 levels of mental skills:
1. General
2. Broad
3. Narrow - 17COGNITIVE PROCESS APPROACHES- Explore information processing and cognitive processes involved in intelligence
- Triarchic Theory of Intelligence
- 3 specific components:
1. METACOMPONENTS
2. PERFORMANCE COMPONENTS
3. KNOWLEDGE-ACQUISITION COMPONENTS - 18TRIARCHIC THEORY Meta-components- Plan, regulate talk performance
- Problem-solving skills - 19KNOWLEDGE ACQUISITION COMPONENTS- Learn, store, information and insights
- 20PERFORMANCE COMPONENTS- Mental processes used to perform task
- Processing, recall, motor behaviors - 21ADAPTIVE PROBLEM SOLVING is accomplished through:- ANALYTICAL INTELLIGENCE
- PRACTICAL INTELLIGENCE
- CREATIVE INTELLIGENCE - 22MULTIPLE INTELLIGENCES (Gardner)8 RELATIVELY INDEPENDENT INTELLIGENCES:
POSSIBLE 9th: Existential Intelligence
- Lingustic, Mathematic, Visuo-spatial: tested by current intelligence test
- Musical, Body-kinesthetic, Interpersonal, Interpersonal, Naturalistic:
Not tested by current intellegence tests - 23EMOTIONAL INTELLIGENCEAbility to:
MAYER-SALOVEY-CARUSO Emotional Intelligence Test
- Read others emotions accurately
- Respond to others appropriately
- Motivate oneself
- Regulate and control ones own emotional response, Be aware of ones own emotions - 24STRUCTURE OF EIFour Branches:
Branch 1: Perceiving Emotions
Branch 2: Using Emotions to Facilitate Thought
Branch 3: Understanding Emotions
Branch 4: Managing Emotions - 25EI: ADAPTIVE ADVANTAGE IN MANAGING EMOTIONS- Stronger emotional bonds
- Greater success
- Less depression
(Emotional Intelligence) - 26GROUP TESTSAdministered to Groups:
Do not produce individual IQ measures
Achievement Tests:
Designed to discover how much someone knows
Aptitude Tests:
Measure potential for future learning and performance - 27MEASURING INTELLIGENCEWECHSLER (WAIS): 3 SUMMARY SCORES:
- Verbal, Performance, Full Scale
Profile determines pattern of intellectual strengths and weaknesses - 28THEORY BASED TESTS- Test for abilities dictated by theories
- FLUID AND CRYSTALLIZED ABILITIES:
- Kaufman Adolescent and Adult Intelligence Test
- Woodstock-Johnson Psycho-Educational Battery
TRIARCHIC MODE:
- Sternberg Trarchic Ability Test - 29APTITUDE VS ACHIEVEMENTACHIEVEMENT: Tests for LEARNED KNOWLEDGE
APTITUDE: Measure POTENTIAL for performance - 30ACHIEVEMENT OR APTITUDEACHIEVEMENT- Pro: Metric of future performance
- Con: Assumes same opportunities for learning
APTITUDE- Pro: Depends less on prior knowledge
Con: Difficult to construct tests independent of prior knowledge - 31PSYCOMETRIC STANDARDSPSYCHOLOGICAL TESTS: Method for measuring individual differences related to a psychological concept or construct
KEYS FOR GOOD TESTS: Reliability, Validity, Standardization - 32RELIABILITY = CONSISTENCYTest-Retest Reliability: Administer measure to same participants twice and correlate scores
Internal Consistancy: All of the items on the test should measure the same thing
Interjusge Reliability: Consistency of measurement when different people score the same test - 33VALIDITY= ACCURACYConstruct: Does a test measure what it is supposed to measure?
Content: Do items measure knowledge or skills that comprise the construct?
Criterion-related: How well does test score predict criterion measures? - 34STANDARDIZATIONTWO MEANINGS:
Development of Norms: Provide basis for interpreting individual scores- give it meaning
Controlled Procedures: Control for extraneous factors
- Explicit instructions and procedures - 35FLYNN EFFECT- General IQ scores of population change over time
- Increase in IQ scores
- 28 points in US since 1910
REASONS UNCLEAR - 36INTELLIGENCE IN NON WESTERN CULTURES2 main approaches:
Use problems not tied to knowledge base of culture
- Reflect ability to analyze stimulus patterns
- Raven progressive matrices
Create measures tailored to kinds of knowledge valued in particular culture - 37NEUROSCIENCE OF BRAIN SIZEBrain is locus of internal activities:
- Evolution has resulted in increase in brain size. Particularly in cerebral cortex + frontal lobes
But among humans: Brain size unrelated to intelligence; efficiency may be key.
Gender: Male greater processing
Female: productvity - 38INTELLIGENCE AND NEURAL EFFICIENCYElectro-physiological Studies: Modest relation between IQ score and speed of processing
PET Scans: Lower levels of glucose in people of high intelligence
Neural Plasticity: Forming new connections may underlie difference in intelligence - 39HEREDITY AND ENVIRONMENT- Strong genetic component- no intelligence gene
- Quarter to a third of variability attributed to shared environmental factors
- Children removed from deprived environment show increase in IQ of 10-12 points - 40GROUP DIFFERENCES- Great overlap among IQ distributions
- Are average group differences n
- Important to separate science from myth
- OUTCOME BIAS- underestimates true intellectual ability
PREDICTIVE BIAS- predicts outcome measures for some groups not others
- Tests do appear to have predictive bias - 41SEX DIFFERENCESFemales better on tests of: PERCEPTUAL SPEED, VERBAL FLUENCY, MATHEMATICAL CALCULATION, FINE MOTOR COORDINATION
Males better on tests of: SPATIAL TASKS, THROWING/CATCHING OBJECTS, MATHEMATICAL REASONING - 42EXTREMES OF INTELLIGENCEINTELLECTUALLY GIFTED: Typically speak and read easily, often stereotyped
3 Interacting Factors:
- Highly developed mental abilities
- Creative problem solving
- Motivation and dedication - 43COGNITIVELY DISABLED- 3-5% of the population
- Mildly disabled can attend school
- Problems with reading, writing, memory, mathematical computation
- Often stereotyped
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- Karteikarten am Psychology Chapter 10 , erstellt von egarson am 07/02/2016.
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- egarson · Feb 2016
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