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Personality lecture 13 flashcards
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- 1What is intelligence?Individuals differ from one another in their ability to: understand complex ideas, adapt effectively to the environment, learn from experience, engage in various forms of thinking and reasoning to overcome obstacles and problems
- 2These individual differences can be substantial but they are never entirely consistent:Intellectual performance will vary on different occasions, in different domains, as judged by different criteria. Concepts of 'intelligence' are attempts to clarify and organise this complex set of phenomena
- 3Definitions of intelligence:Boring, 1923: intelligence is what intelligence tests measure
Terman, 1916: the power to think abstractly, to be self-critical and adaptive
Wechsler, 1975: capacity to understand the world and meet it's demands
No agreed definition - 4Francis Galton: argued higher intelligence caused by superior qualities passed down from parents to childrenFirst person who showed human beings differ in intelligence.
- 5In the late 19th century proposed intelligence could be directly measured and used a variety of different methods to do so:Used reaction times, keenness of sight and hearing, ability to distinguish between colours and various other sensory-motor measurements. By these measures, someone with slow reaction times, poor eyesight etc. would have low intelligence.
- 6Alfred Binet bought a more balanced viewpoint:created the first 'intelligence test' in the form we know them today
- 7In 1905 Binet and Simon produced the Binet-Simon scale, the first intelligence test:Comprised of a series of 30 short tasks related to everyday problems in life including: following a lit match with your eyes, comparing lengths and weights etc. It was assumed these tasks involved basic processes of reasoning. Each level matched a specific developmental level/age group
- 8The test could be used to determine a childs 'mental age' and to assess if this was behind or ahead for thier age.It was a new type of test in which average level of age x performance was the criterion. Performance of one child could be compared to children of the same age. Revised in 1908 and 1911 and model for many future tests. Results correlated with other criteria e.g. school exam results
- 9The search for intelligence then shifted to the USA:Development of the intelligence quotient (IQ) and standardised testing. Terman, 1916 revised Stanford-binet test for american population- tested Californian school children and wrote 40 new items.
- 10continued...Stern, 1912 developed formula for calculating the IQ:
(mental age/chronological age) x 100 - 11Terman, 1916 proposed a scale for classifying IQ scores:Over 140 Genius or near genius; 120 - 140 Very superior intelligence; 110 - 119 Superior intelligence; 90 - 109 Normal or average intelligence; 80 - 89 Dullness; 70 - 79 Borderline deficiency; Under 70 Definite feeble-mindedness
- 12The arrival of 'g':Charles Spearman, 1927 identified 'g' = general intelligence: observed correlations among performance on a variety of intellectual tasks. Developed and used factor analysis- 'g' is a second order factor.
- 13Proposed a two factor theory of intelligence:Special abilities- specific to task e.g. vocab, maths, spatial abilities
General ability 'g'- general intellectual capacity that underlies performance on all types of Intelligence tests - 142 of the most widely used tests, evolved through several versions across many decades:Wechsler adult intelligence scale (WAIS-111) (1997)
Ravens progressive matrices e.g. 1998
Led to standardised testing used today - 15Psychometric tests of intelligence: come in many forms-A single type of item (verbal or non-verbal); The Peabody picture vocab test (a measure of children's verbal intelligence); Ravens progressive matrices (a non-verbal test that requires inductive reasoning about perceptual patterns); several different types of items (verbal and non-verbal)
- 16Wechsler developed a new IQ formula applicable to all ages:(actual test score/expected score for that age) x 100
Standardisation: intelligence test scores are converted to a scale in which the mean is 100 and the standard deviation (SD) is 15 - 17Normal distribution of IQ scores: 50% fall between 90 and 110
70% fall between 85 and 115
95% fall between 70 and 130
99.5% fall between 60 and 140 - 18Distinct components of 'g': Cattell, 1963 accepted Spearmans 'g' but argued for 2 related and distinct components of 'g'Fluid intelligence- primary reasoning ability (second order or super factor)
Crystallised intelligence- factual knowledge; acquired knowledge and skills (first order or primary factors) - 19continued...Fluid intelligence- present from birth, stabilise in adulthood with possible decrease later in life
Crystallised- increases through life and reflection of our cumulative learning experience - 20These different components of 'g' inform different types of thinking:Great mathematicians often do best work in younger adulthood- abstract reasoning based on fluid intelligence
Great historians and writers produce best work later in life when accumulated more knowledge- greater crystallised intelligence - 21Multi-factor approaches to intelligence:Thurstone, 1938 agreed 'g' existed but disputed it's importance. Second order factor which arises because primary/first-order factors are related to each other. Argued intelligence better described and measured by considering distinct primary factors/mental abilities
- 22Thurston's 7 primary mental abilities:1. verbal comprehension
2. word fluency
3. number
4. space
5. associative memory
6. perceptual speed
7. reasoning - 23Howard Gardner (1983):argued traditional psychometric approaches addressed only linguistic, logical and spatial intelligence, ignoring other forms. Conceptions of intelligence should be informed by studies of gifted individuals, people who have suffered brain damage, and people from diverse cultures
- 247 different types of intelligence:1. Verbal
2. mathematical
3. musical
4. spatial
5. kinesthetic
6. interpersonal (social skills)
7. intrapersonal (self-understanding) - 25continued...These different types of intelligence are independent from each other.
Critics argue that some of these forms are better described as special talents rather than forms of intelligence. - 26Triarchic theory of intelligence: Robert Sternberg (1985)Three intelligence's: analytic, creative, practical. Only analytic measured to any significant extent by traditional IQ tests. To measure practical, developed measures of 'tacit knowledge' in various domains including business management.
- 27John Carroll's hierarchical model:Factor analysed 451 data sets obtained between 1927 and 1987 and proposed a 3-stratum model of intelligence:
- 28continued...Stratum 1- comprises specific levels of intelligence (69 different cog abilities)
Stratum 2- 8 broad factors (including Cattell's fluid and crystallised intelligence and Thurstone's mental abilities) arising from stratum 1 abilities - 29continued...Stratum 3- 'g'
Organised and integrated 50 years of research - 30IQ tests as predictors:School performance- correlation between IQ scores and grades = .50
BUT successful school performance depends on many personal and social factors other than just IQ. - 31continued...Occupational status, social status and income also predicted well by IQ. BUT parents socio-economic success strongest predictor of these and educational successes.
- 32Nature and nurture of intelligence:The question of what causes individual differences in intelligence goes beyond psychology and involves political, moral, ethical social, biological and statistical issues to name just a few
- 33continued...The major issue is the relative contribution of genetics and the environment. The balance has swung back and forth like a pendulum over time. Can never actually separate these out.
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- Psychology Flashcards on Personality lecture 13 flashcards, created by Anya Saddler on 03/12/2016.
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