Lecture 18

Intellectual Development Disorder

Binet, Simon

The first IQ test was developed in France by Alfred _______ and Theophile ______

• Eugenicists saw IQ testing as a way to identify people who they thought shouldn’t be allowed to have children → those who had lower intellectual functioning were put in institutions and sterilized without their consent

  • More likely to be Black , Indigenous or poor

• IQ tests developed were racist, testing culturally based knowledge and test-taking proficiency

How was the pseudoscience of eugenics connected to intelligence/IQ in the past?

• Cognitive abilities: mental processes representing your actual abilities, and they improve and degrade throughout life

• Intelligence: measured quantity/score that summarizes a person’s ability to apply knowledge and skills

What’s the difference between cognitive abilities and intelligence?

Crystallized intelligence	Fluid intelligence
The number of facts you know, using the knowledge you acquired throughout your life	Your processing power, using your mind to solve new problems
Increases throughout life	Increases, peaks in young adulthood, decreases in older age

What’s the difference between crystallized and fluid intelligence?

Mental age is the level of age graded problems someone is able to solve, vs. chronological = your actual age

What is someone’s mental age and explain the difference with chronological age?

1. General abilities → unmeasured, approximate

2. Broad abilities → cognitive domain (ex: crystallized/fluid intelligence)

3. Specific abilities → specific test (ex: IQ test)

Explain how the psychometric approach uses a hierarchical view of intelligence?

• pre-schoolers

• 6-18

• adults

Wechsler Scales:

• WPPSI-III for ______-______

• WISC-V for kids between ___-___ years old

• WAIS-IV for _______

• Verbal

• spatial

• reasoning

• Working

• speed

The 5 domains of intelligence assessed with Wechsler Intelligence Scales for Children:

• ______ comprehension

• Visual ______

• Fluid _______

• _______ memory

• Processing _____

normal

→ representative

Test norms are the standards of ______ performance expressed as average scores and the range of scores

→ They are based on the performance of a large, ______ sample

• 70, 130

• 3

• 3

IQ and standard deviations:

• 95% have scores between ___ and ___

• Less than ___% have scores of 130+ → criterion of giftedness

• Less than ___% have scores below 70 → indication of impaired intellectual functioning

4

→ childhood

Around age ___, there is a fairly strong relationship between early and later IQ

→ BUT many children show ups and downs in their IQ scores over the course of ______

stable

For kids with very low levels of cognitive functioning, they are more likely to stay ______ in adulthood

increases

As children age, the stability across re-tests ______

1. Biases in tests

2. Environmental differences among groups (ex: racial-ethnic minorities = lower SES, lower quality access to services, higher exposure to stigma/discrimination)

3. Stereotype threat

What are the 3 causes of racial-ethnic disparities in IQ scores?

decrease

→ persist

When you account for environmental factors in IQ, Black-White disparities ______

→ BUT differences still _______ and it may be due to other factors

visual-spatial

There are culture differences in processing of _____-______ information, which may partly explain the discrepancies in IQ between racial-ethnic groups

well, norms, research

Overall, IQ tests are great because they work very _______, _______ are very good, and they have been continuously refined based on copious _______

working, speed

The General Ability Index (GAI) is an estimate of general intellectual ability that is less reliant on _______ memory and processing _______