Karteikarten
Intelligence Part 2 - Personality and Individual Differences
Karten in diesem Stapel (17)
- 1GaltonLate 19th C. Influenced by Darwin. Forefather of intelligence tests, first to investigate individual differences in levels of intelligence. Proposed intelligence was result of superior characteristics being passed down via hereditary and that intelligence can be measures via biological means as high intelligence stems from responding to information via senses. Low intelligent people have difficulty, can't distinguish between hot/cold. Whilst methods such as reaction time, keenness of sight/hearing lack reliability and validity reaction time is still used today.
- 2Binet BackgroundBinet (1905) developmental psych, believed certain tasks performed at certain ages. 1904 commissioned to provide predictive measures of academic ability of primary school kids to identify those in need of specialist education. Devised the Simon-Binet Scale (1905) comprised of 30 tasks relating to everyday life, each level of the test matches to a different developmental level.
- 3Simon-Binet Scale (1905) LevelsEasiest tasks = following a match with your eyes, counting coins, shaking hands, labeling body parts, naming objects in a picture.
More difficult tasks = reproduce drawing, construct a sentence with particular words
Hardest tasks = remember 7 digits or find rhymes for difficult words
Binet and Simon (1905) tested 50 3-10 year olds, suggesting each task would be passed by 50-75% children, thus this percentage would have the same mental age as their actual age. E.g 7 year old who passes test designed for 7 year olds but fails test designed for 8 year olds will be ascribed a mental age of 7. This suggests the older the child the more competent at performing abstract tasks. If a younger child completes a task designed for older children they'll be ascribed a higher mental age. Thus mental age determined by child's performance compared with performance of children their age. Simon and Binet (1911) also devised tests for children 12-15 and adults.
Galton only looked at simple cognitive ability, whilst Binet looked at higher cognitive processes and age is lasting contribution. - 4TermanFirst notable development in standardized intelligence testing. revised the Simon-Binet Scale (1905) by adapting the items and adding 40 new ones as the age norms Binet and Simon (1905) provided for French children weren't replicated in Terman's tests on Californian children. This was termed Stanford-Binet (1916) test and gained more accurate info testing over 1000 children as opposed to Binet's (1905) unrepresentative sample of 50.
- 5SternAnother noticeable development came from Stern (German psychologist), who proposed the intelligence quotient after noticing that the mental age of German children varied disproportionately to their actual age.
He discovered if mental age was divided by chronological age the ratio was fairly consistent (x 100 in it's full form). Thus IQ of 100 indicates child performing at expected age. - 6YerkesFurther development of IQ testing in WW1, assessing intelligence of army recruits could help assign them to suitable tasks. Devised 2 tests each combining a series of sub-tests to be completed in a time limit.
Army alpha = designed for literate groups, included tests of cognitive ability using oral and written language tests.
Army beta = designed for low-literates / non-english speakers.
Yerkes assessed 1.7 million people.
Consideration of time limits and culture stemmed from Yerkes and Terman. - 7Factor AnalysisThere are 1000's of items for intelligence tests, Cattell wanted to reduce this complexity and identify underlying factors using FA. This is a process of obtaining info from intelligence tests, computing correlations between items, extracting factors of items that cluster together, determine factor loadings (relationship between factor and items), and label these factors. Items are plotted as points in space on scatterplots, and factors as vectors that can be rotated to explain as much variance as possible statistically (using as simple a structure as possible) and conceptually (grouping items to factors).
- 8Spearman (1923) Factor AnalysisUntil Spearman, tests had been developed for particular needs. He proposed 2 factor theory of intelligence, the 1st specific abilities (names given to types of intelligence) needed to do well on specific test, e.g. mathematical abilities. 2nd = general factor of intelligence (g) after finding positive correlations between children's intelligence scores on different tests. Thus doing well on one test meant they were likely to do as equally well on another.
General intelligence is a deeper fundamental mechanism that informs intellectual abilities, and draws inferences from relationships, objects and events. - 9Thurstone Factor AnalysisAgreed with Spearman's (1923) 'general intelligence' factor but not that it's central suggesting it as a 2nd order factor resulting from 7 primary mental abilities.
These were numerical ability (quickly/accurately carry out mental operations), verbal fluency (quickly generate large numbers of words), verbal meaning (vocab, reading, comprehension), inductive reasoning, memory, perceptual speed (quickness in perceiving visual details), spatial ability. - 10WechslerDevised two intelligence tests which show development towards standardised testing. Wechsler Adult Intelligence Scale (on 2000 16-75 year olds) and Wechsler Intelligence Scale for Children on 5-16 year olds. Contained a number of performance and vocab subtests, with vocab tests consisting of tests of information (steam), comprehension (bank), solving problems using arithmetic, vocabulary (definitions), similarities (saw and hammer).
- 11How do Wechsler scales differ from previous tests?1. designed so people of all ages can take them as opposed to Binet who's tests were age specific.
2. Developed the concept of IQ (relied on comparing child's performance on IQ test to children taking the same test at the same age) instead of Terman's 'mental age'.
Mental age relied on the assumption that IQ performance continually increases with age but this isn't the case with middle-late adulthood and old age. Thus, older people would have a low IQ as they're performing the same as younger people.
Todays tests are based on the Wechsler's concept of IQ, 100 still being the average.
IQ = 100 + 15 (score - mean score of population) divided by SD. Standard deviation is the degree participants' score deviates from people of the same age. Thus the Stanford-Binet test developed into a test of intelligence that all others compare to. - 12Cattell's 2 factor theoryCattell was a student of Spearman and modified his 2 factor theory suggesting that general intelligence is comprised of a combination of crystallised and fluid intelligence, which are separate but related and have a dynamic relationship.
Crystallised intelligence refers to our facts and knowledge which increases with age. Reflection of experience influenced by culture and related to a person's stored information.
Fluid intelligence is our primary reasoning ability to solve abstract problems that we're born with, and stablilises in adulthood. Free from cultural influence meaning items assessing fluid intelligence should be culture fair (not typical Western measurements). Wechsler tests measure crystallised to an extent i.e. knowledge, vocab and comprehension. - 13Arden et al. (2014)Nature/Nurture theories of Intelligence
7752 pairs of twins human figure drawings at age 4 and general intelligence at age 14. Genes influence drawings and their association with intelligence. - 14Bates et al. (2013)Assessed 1702 adults twins ages 24-28 found childhood socioeconomic status correlated positively with intelligence, but amplifies genetic influence. Thus, increasing ses would increase intelligence but create larger individual differences.
- 15Alternative theories of intelligence Salovey and Mayer (1990)Emotional intelligence
Ability to monitor our own and others' emotions in order to discriminate between them and use this information to guide our thoughts and actions. - 16Alternative theories of intelligence Gardner (1983)Multiple intelligences = linguistic, logical-mathematical, spatial, musical, bodily kinaesthetic, interpersonal, intrapersonal. Proposed these are single entities residing in different regions of the brain, independent of each other and a central function. This opposes general intelligence (that it's 1 factor). Stemmed from difficulty in transferring scientific findings of intelligence to education as science requires objective, quantifiable data and education requires more versatile methods to deal with kids in applied settings.
Gardner (1983) suggested West educational systems should teach kids based on logical-mathematical intelligence not interpersonal which leads to bias favouring children in specific intelligence. Kids should be assessed by activities they undertake in school not IQ (Gardner et al. 1996). - 17Sternberg's (1985) Triarchic theory of intelligence Alternative theoriesIdentified 3 sub-theories (componential, contextual, experiential)
Componential refers to internal aspects of intelligence underpinned by 3 sets of components. Metacomponents = mental mechanisms recognise/determine problems, and strategies to solve them). Performance components = solve problems according to strategies proposed by metacomponents). Knowledge-acquisition components (processes like sifting through info, putting together new info, comparing with old info).
Contextual sub-theory suggests intelligence forms in 3 external dimensions being adaptation (to external world e.g. uni essay), shaping external world to fit us (e.g. great scientists), selection (choosing environment over another as we often faces choices over our external world.
Experiential sub-theory 2 aspects = novelty (ability to deal w/ this is key, intelligence may stem from learning from experience to deal with novel problems) and automation (ability to automise info means processes can run parallel e.g. reading)
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- Karteikarten am Intelligence Part 2 - Personality and Individual Differences, erstellt von lauradavies94 am 24/04/2015.
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