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PSYC 1010 Part 11
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- 1How does the existence of savant syndrome support Gardner’s theory of multiple intelligences?People with savant syndrome have limited mental ability overall but possess one or more exceptional skills, which, according to Howard Gardner, suggests that our abilities come in separate packages rather than being fully expressed by one general intelligence that encompasses all of our talents.
- 2How do psychologists define intelligence, and what are the arguments for g?Intelligence is a mental quality consisting of the potential to learn from experience, solve problems, and use knowledge to adapt to new situations. Charles Spearman proposed that we have one general intelligence (g) underlying all other specific mental abilities. He helped develop factor analysis, a statistical procedure that identifies clusters of related abilities. L. L. Thurstone disagreed and identified seven different clusters of mental abilities. Yet a tendency remained for high scorers in one cluster to score high in other clusters. Studies indicate that g scores are most predictive in novel situations and do not much correlate with skills in evolutionarily familiar situations.
- 3How do Gardner’s and Sternberg’s theories of multiple intelligences differ, and what criticisms have they faced?Savant syndrome seems to support Howard Gardner’s view that we have multiple intelligences. He proposed eight independent intelligences: linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, intrapersonal, interpersonal, and naturalist. (He has also proposed a ninth possible intelligence—existential intelligence—the ability to ponder deep questions about life.) Robert Sternberg’s triarchic theory proposes three intelligence areas that predict real-world skills: analytical (academic problem-solving), creative, and practical.
Critics note research that has confirmed a general intelligence factor. But highly successful people also tend to be conscientious, well-connected, and doggedly energetic. - 4What are the four components of emotional intelligence?Emotional intelligence, which is an aspect of social intelligence, is the ability to perceive, understand, manage, and use emotions. Emotionally intelligent people achieve greater personal and professional success. Some critics question whether calling these abilities “intelligence” stretches that concept too far.
- 5What did Binet hope to achieve by establishing a child’s mental age?What did Binet hope to achieve by establishing a child’s mental age?
- 6What is the IQ of a 4-year-old with a mental age of 5?125 (5 ÷ 4 × 100 = 125)
- 7An employer with a pool of applicants for a single available position is interested in testing each applicant’s potential. To help her decide whom she should hire, she should use an ______________ (achievement/aptitude) test. That same employer wishing to test the effectiveness of a new, on-the-job training program would be wise to use an ______________ (achievement/aptitude) test.aptitude; achievement
- 8What are the three criteria that a psychological test must meet in order to be widely accepted? Explain.A psychological test must be standardized (pretested on a similar group of people), reliable (yielding consistent results), and valid (measuring what it is supposed to measure).
- 9Correlation coefficients were used in this section. Here’s a quick review: Correlations do not indicate cause-effect, but they do tell us whether two things are associated in some way. A correlation of −1.0 represents perfect ______________ (agreement/disagreement) between two sets of scores: As one score goes up, the other score goes ______________ (up/down). A correlation of ______________ represents no association. The highest correlation, +1.0, represents perfect ______________ (agreement/disagreement): As the first score goes up, the other score goes ______________ (up/down).disagreement; down; zero; agreement; up
- 10What is an intelligence test, and what is the difference between achievement and aptitude tests?An intelligence test is a method for assessing an individual’s mental aptitudes and comparing them with others, using numerical scores. Aptitude tests measure the ability to learn, while achievement tests measure what we have already learned.
- 11When and why were intelligence tests created, and how do today’s tests differ from early intelligence tests?In the late 1800s, Francis Galton, who believed that genius was inherited, attempted but failed to construct a simple intelligence test. Alfred Binet, who tended toward an environmental explanation of intelligence differences, started the modern intelligence-testing movement in France in 1904 when he developed questions to help predict children’s future progress in the Paris school system. During the early twentieth century, Lewis Terman of Stanford University revised Binet’s work for use in the United States. Terman believed intelligence was inherited, and he thought his Stanford-Binet could help guide people toward appropriate opportunities. From such tests, William Stern contributed the concept of the IQ (intelligence quotient). During this period, intelligence tests were sometimes used to “document” scientists’ assumptions about the innate inferiority of certain ethnic and immigrant groups.
The most widely used intelligence tests today are the Wechsler Adult Intelligence Scale (WAIS) and Wechsler’s tests for children. These tests differ from their predecessors in the way the - 12What is a normal curve, and what does it mean to say that a test has been standardized and is reliable and valid?The distribution of test scores often forms a normal (bell-shaped) curve around the central average score, with fewer and fewer scores at the extremes.
Standardization establishes a basis for meaningful score comparisons by giving a test to a representative sample of future test-takers. Reliability is the extent to which a test yields consistent results (on two halves of the test, on alternative forms of the test, or when people are retested). Validity is the extent to which a test measures or predicts what it is supposed to. A test has content validity if it samples the pertinent behavior (as a driving test measures driving ability). It has predictive validity if it predicts a behavior it was designed to predict. (Aptitude tests have predictive ability if they can predict future achievements; their predictive power is best for the early school years.) - 13Researcher A is well-funded to learn about how intelligence changes over the life span. Researcher B wants to study the intelligence of people who are now at various life stages. Which researcher should use the cross-sectional method, and which the longitudinal method?Researcher A should develop a longitudinal study to examine how intelligence changes in the same people over the life span. Researcher B should develop a cross-sectional study to examine the intelligence of people now at various life stages.
- 14Why do psychologists NOT diagnose an intellectual disability based solely on the person’s intelligence test score?IQ score is only one measure of a person’s ability to function. Other important factors to consider in an overall assessment include conceptual skills, social skills, and practical skills.
- 15How stable are intelligence scores over the life span, and how does aging affect crystallized and fluid intelligence?Cross-sectional studies (comparing people of different ages) and longitudinal studies (retesting the same group over a period of years) have shown that fluid intelligence declines in older adults, in part because neural processing slows. However, crystallized intelligence tends to increase.
The stability of intelligence test scores increases with age. At age 4, scores fluctuate somewhat but begin to predict adolescent and adult scores. By early adolescence, scores are very stable and predictive. - 16What are the traits of those at the low and high intelligence extremes?At the low extreme are those with unusually low scores. An intelligence test score of or below 70 is one diagnostic criterion for the diagnosis of intellectual disability; other criteria are limited conceptual, social, and practical skills. One condition included in this category is Down syndrome, a developmental disorder caused by an extra copy of chromosome 21.
People at the high-intelligence extreme tend to be healthy and well-adjusted, as well as unusually successful academically. Schools sometimes “track” such children, separating them from students with lower scores. Such programs can become self-fulfilling prophecies as both groups live up to—or down to—others’ perceptions and expectations.
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- PSYC 1010 Karteikarten am PSYC 1010 Part 11, erstellt von Gurpreet Singh am 08/01/2017.
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