Flashcards
DD303 Intelligence
Flashcards do conjunto (25)
- 1Intelligence definitionsNo single definition - many ways, many researchers
"whatever it is that intelligence tests measure" - BORING
Ability to adapt to the environment - STERNBERG & DETTERMAN
Capacity to learn or profit from experience - DEARBORN
Ability to carry on abstract thinking - TERMAN - 2Intelligence testsShould measure 'actual' aspects
Some define intelligence 'operationally' therefore becoming what the test is testing - ie confirm own definition of intelligence
Should include learning & adaptation - most DON'T - 3Intelligence & Attention>Different attentional processes - divided, focused etc
>Involved in all cognitive tasks - BUT not defined as component of intelligence
>BURNS et al - separate attention processes from task processes: factor analysis = near perfect correlation of scores (0.977)
>SCHWEIZER et al - Attentional measures correlate with intelligence scores: "1/3 variance of intelligence predicted by whole set of attentional measures"
>Does this show intelligence is attentional processing?
>OR that tests used were measuring this rather than 'intelligence'? - 4Intelligence & Memory>R'ship: WM & cognitive ability - Central Executive reflects attention processes
>SCHWEIZER & MOOSBRUGGER '04 - WM & attention predicted intelligence scores
>Debate re extent of r'ship
>KYLLONEN & CHRISTAL - WM capacity reflects ability to reason: suggests General Intelligence = WM capacity?
>BUT
>ACKERMAN et al - r'ship: WM & cognitive ability more complex: Meta analysis shows lower correlation so reject K&C
>Previous results linked to tests req' WM; broader tests = lower correlations
>g measured w/ one test BUT very complex suggest not likely to capture w/ single test!
>Most tasks in cognitive ability rely on 'holding' info in one or more WM store - therefore not surprising that r'ships between WM & cognitive ability have been found (eg Kane & Engle '02) - 5Theory - Spearman>1927 - correlations re performance on variety of intellectual tasks
>Proposed 2 factory theory:
>g - General, required for all kinds of mental tasks
>s - specific factors req'd for just 1 kind of mental test
g comprises 3 'qualitative principles of cognition':
1) apprehension of experience
2) eduction of relations
3) education of correlates
>Person's test score depends on 2 things:
1) their specific ability (s) on the particular test
2) their level of g factor (general reasoning ability) - 6Intelligence - single construct?with smaller dimensions?
>BLAIR '06 - Beyond question that a single mathematical derived factor can be extracted from tests of diverse mental abilities"
>BUT are such tests accurate??
>STERNBERG - General factor emerges when definitions and participant base are very narrow
(Confirmation bias?) - 7Theory - Thurstone>1938
>Opposed Spearman?
(Eysenck later suggested 2nd factor analysis could be performed on Thurstone's factors - if the found 1 common factor then Spearman's g factor would be supported)
>7 Primary Mental Abilities
incl. Verbal Comprehension; Word Fluency; Number; Space
>Some correlation between them - suggests 'g' - 8Theory - Cattell>2 distinct components (factors) of g
>Fluid Intelligence - primary reasoning ability: Ability to solve abstract relational problems that aren't taught & that are relatively free from cultural influences
>Crystallised Intelligence - factual knowledge: Acquired knowledge & skills; ability to solve problems based on knowledge acquired from schooling & other life experiences - 9Intelligence - CHC Model?>CATTELL-HORN_CARROLL (CHC)
1) Narrow abilities (70)
2) Broad cognitive abilities
3) g
>CHC & Reading achievement - EVANS et al
>CHC & Maths achievement - FLOYD et al
>Highly influential - BUT McGREW ('09) suggests use CHC as framework to stimulate new research - 10Intelligence - multiple intelligences? (Gardner)>GARDNER ('83)
>neuropsychological basis
>Linguistic
>Logical-mathematical
>Spatial
>Musical
>Bodily-kinaesthetic
>Interpersonal
>Intrapersonal
>Influential in education
>cross-cultural - 11Theory - STERNBERG>Assessment thru lab testing cant demo nature of intelligence in real life
>Triarchic Theory (1985)
sub-theories:
>Componential theory - critical & analytic thinking; plan & execute tasks; relates to internal world; individual cognitive processes; constant - no change
>Contextual theory - socio-cultural settings; adapting, shaping & selecting environments; relates to external world; differs within & between cultures & societies
>Experiential theory - based on past experience, incl. automatisation of skills; relates to experience - bridges gap between internal & external worlds; varies; mediates cognitive processes; ability to deal w/ novel situations (fluid) - 12Test - STERNBERG Triarchic Abilities Test (STAT)>Access abilities not covered by traditional tests - eg creative & practical abilities
>Use by diverse populations - BUT 'not culture fair' cant be as every test socially constructed
>Test - 326 students - diverse backgrounds
>Lower socioeconomic groups:
Higher scores in practical & creative
Lower scores in analytical
>Upper middle class groups:
Higher scores in analytical
Lower scores in practical & creative
>Reflect different childhood experiences - STERNBERG et al 1998 - 13Emotional Intelligence - definitionsMAYER & SALOVEY (1993):
"A type of social intelligence that involves the ability to monitor one's own and others' emotions, to discriminate among them, and to use the information to guide one's thinking & actions"
Incl. GARDNER's inter & intra personal intelligences
>Concept of motivation & personal relevance in line with Sternberg's criteria for SUCCESS (related to goals - personal & multi-faceted) - 14Emotional Intelligence - Goleman>Learned skills
>Distinct from cognitive intelligence
>Suggests other forms aren't emotional?
>Mood & emotion can impact how info encoded, stored & retrieved - 15Emotional Intelligence - SALOVEY & MAYER>1997
>Hierarchical 4 branch model
>Continuum - combines cognitive processes w/ emotion
>Lower level - fundamental (eg emotional perception)
>Higher level (eg emotional regulation)
>Suggests: if able to perceive emotions accurately & understand & regulate = highly aware of own & others' emotions & consequences of behaviour & emotional responses - 16Emotional Intelligence - MSCEITMAYER-SALOVEY-CARUSO-Emotional-Intelligence-Test
>Individual differences
Accurate measure of model concepts - MAYER et al ('08)
>Scores increase w/ age - Abilities can be learned
>McENRUE & GROVES - Predict range of outcomes eg stress & leadership potential
>ZEIDNER et al - Very influential model of EI - 17Emotional Intelligence - criticisms of MSCEIT?>Measures some factors better then others:
PALMER ('05) No evidence for highest level = disparity in model & what's tested?
>McENRUE & GROVES ('06) - External validity; different cultures, ages etc
>Self-report - not cover social & interpersonal interaction = crucial aspects of model? - 18Difficulties inherent with Emotional Intelligence?>Different ways to look @ EI:
Some (incl. Goleman) too inclusive & vague - ie everything not in cog. intel. tests
>BAR-ON ('05) - ability to perceive & manage emotion...
suggests not agree with definition
>Poorly defined
>Lack of consensus re definition, theory & model
>ZEIDNER et al ('08) - Review - EI similar to cog. intel. - becomes defined by measurement tools/tests
>Doubtful single EI construct - multi-faceted & multi-dimensional
>Emotion & mood shown to impact on several cognitive processes, incl. attention, perception, memory - all intrinsic to intelligence as shown previously - 19Emotional Intelligence - Personality & mental health>EI & personality not clearly defined
>SCHUTTE et al ('06) - meta analysis; positive r'ship health & EI;
r'ship: psychosomatic health & EI;
Low EI = poor emotional regulation;
Trait measures more associate w/ mental health than ability measures
>MALOUFF et al ('05) - Inverse r'ship EI & neuroticism
>Suggest some overlap between EI & personality dimensions - 20Emotional Intelligence & Social FunctioningFew studies re EI in social context
BRACKETT et al ('06) - Ps engage in social interaction w/ confederates
& complete EI tests (MSCEIT & SREIS)
Judges viewed video of interactions & rated Ps re social functioning
Some r'ship between scores for men; none for women (social norms?)
Overall - weak r'ship between scores - suggests they're different things?
NB - generally weak r'ship between self-report & performance measures (what people say & what they actually do) - 21Emotional Intelligence & WorkplaceDULEWICZ & HIGGS ('99) - claim EI scores better predictor of success
PALMER ('01) - Role in effective leadership
NIKOLAOU & TSAOUSIS ('02) - R'ship: occupation, stress & EI
3 groups of mental health professionals
Higher EQ=lower stress & higher commitment scores
Medical psychology staff = higher EI scores
Suggest better @ regulating & managing emotion?
Other factors? cultural; interpersonal; occupational - all not reported
Issues: tests no a/c for cultural & social factors - SEARLE
Global businesses - tests not applicable to different environments therefore of limited value - 22While there are many different definitions of intelligence, a broadly accepted definition would include two main factors:1) The ability to adapt to one’s environment (Sternberg and Detterman, 1986)
2) The capacity to learn from experience. - 23Issue with definitions that do exist for intelligence?>Largely based on Western culture
>Not so important for other cultures?
eg African cultures place importance on social aspects (Sternberg and Kaufman, 1998) - 24Deary ('01) Human intelligence differences: towards a combined experimental-differential approach (extra paper) - main points?>Summarises theory & research on cognitive components of general intelligence
>Sternberg fractionated the processes (stages) of analogical reasoning emphasising WM component
>Outlines Kyllonenen & Christal model - integrates WM & reasoning w/ psychometric intelligence
>Summarises usefulness of procedures of Hick (choice RT); Sternberg (memory scanning); Posner (letter matching) - all show strong correlations w/ IQ but cognitive tasks underspecified
>Inspection time tasks might generally reflect speed & efficiency of visual processing
>Concludes - cognitive psych constructs can be integrated w/ models of psychometric intelligence - but underlying processes need detailed explanation
>A 'cognitive reduction' of psychometric intelligence needs a basis in a valid cognitive architecture w/ valid constructs - 25Where do psychologists diverge in describing intelligence?>The nature of intelligence & how it works
>Some argue there is a general factor (intelligence) but no different subtypes
>Others argue it is a series of abilities
>Others adopt a combinative approach arguing there is general intelligence & also specific abilities (# of abilities dependent on which theory!)