Studied by 8 people
Intelligence
ability to learn from experience, solve problems, and use knowledge to adapt to new situations
general intelligence (g)
underlies all mental abilities and therefore measured by every task on an intelligence test
charles spearman
believe we each have 1 g that is center of all intelligent behavior found that specific mental talents were highly correlated, concluded that all cognitive abilities showed a common core which he labeled 'g' (general ability)
factor analysis
statistical procedure that identifies clusters of related items/factors on a test used to identify different dimensions of performance that underlies a person total score spearman worked with this to prove his stance on g
L.L Thurstone
believe 7 clusters of primary mental abilities (word, fluency, verbal comprehension, spatial ability, perceptual speed, numerical ability, inductive reasoning, memory) and a high score in 1 usually mean high score in others
Howard Gardner
identify 8 relatively independent intelligence (naturalistic, interpersonal, intrapersonal, bodily-kinesthetic, spatial, musical, logical-maths, linguistic and possible 9th ability to ponder deep questions) and they come from different departments/packages
savant syndrome
condition in which a person is limited in mental ability but have an exceptional special skill ( suggest that intelligence is a diverse set of distinct abilities)
Robert Sternberg
agrees with Gardner but suggest 3 intelligence
Sternberg's triarchic theory
analytical(academic problem solving and assessed with tests with only 1 right answer that predict grades and career success) creative(shown thru innovation smarts, adaption ability, generate novel ideas) practical (required for everyday tasks that have many answers with no direct instructions)
Gardner and Sternberg agree on
multiple abilities contribute to success
different varieties of giftedness bring spice to life and education challenge
grit
passion and perseverance in long-term goal pursuits
talent+grit =
success
social intelligence
the know-how involved in understanding social situations and managing ourselves successfully
emotional intelligence
ability to perceive, understand, manage, and use emotions critical part of social intelligence
emotional intelligence 4 abilities to predict social success and emotional well-being
perceive - recognizing emotions in faces, music, stories, and oneself
understanding - predicting emotions and they change
managing - knowing how to express emotions in varied situations and how to manage others
using - emotions to facilitate adaptive/creative thinking
Spearman's general intelligence
summary - basic intelligence predicts our abilities in varied academic areas strengths- different abilities do have some tendency to correlate other considerations - human abilities are too diverse to be under 1 general intelligence factor
Thurstone's primary mental abilities
summary - our intelligence may be broken down into 7 distinct factors strengths - more information that=n 1 g score other considerations - 7 abilities tend to cluster suggesting an underlying g factor
Gardner's multiple intelligence
summary - abilities classify 8/9 independent intelligences beyond school smarts strengths - intelligence is more than verbal and math skills/ other skills are important to adaptations other considerations - Should all abilities be considered as intelligences? some be called less vital talents?
Sternberg's Triarchic Theory
summary - classified in 3 area's that predict real-world success analytical, practical, creative strengths - areas can be reasonably measured other considerations - categories are less independent and may share an underlying g factor
emotional intelligence
summary - social intelligence is an important indicator of life success emotional intelligence is a kay factor consisting in perceiving, understanding, managing, and using emotions strengths - these 4 components predict social success and emotional well-being other considerations - does this stretch the concept of intelligence too far?
intelligence test
method for assessing one's mental aptitudes and comparing with other using number scores
achievement test
assess what 1 has learned
apitude test
predict one's future performance or ability to learn apitude means capacity to learn
Francis Galton
wonder if possible to measure mental ability and believed genius is inherited but couldn't create a test to show correlation
Alfred Binet
mental age
level of performance associate with children of age
Lewis Terman
changed and used Binet test for us and extended it to adults to find inborn intelligence
Standford-Binet
widely used American revised of Binet test
intelligence quotient
ratio of mental age to actual age and compare to the average score, usually 100
intelligent test used negatively
Terman alike to Galton's eugenics used them to figure out who is unsmart/unfit and restrict reproduction Terman believe score shows mental abilities Abuse of test for immigrant screening
Wechsler Adult Intelligence Scale (WAIS)
created by David Wechsler most widely use intelligent test containing verbal and nonverbal performance sees score of individual topics and shows strengths or weaknesses
Types of material on the WAIS
similarities - reasoning the commonality between 2 objects ex wool and cotton vocab - name picture objects or define words block design - visual abstract processing letter/number sequencing - hearing number/letters and repeat in order
to be an accepted psychological test must have
standardized reliable and validity
standardization
defining uniform testing procedures and meaningful score by comparison with performance of a pretest group we need comparison for the score to mean something or else it is just a number
normal curve/bell curve
describes the distribution of physical and psychological attributes most data is near mean/center
Flynn effect
James Flynn says performance on intelligent test increase because of our need to develop new mental skills to cope with modern environment The rise in average IQ scores that has occurred over the decades in many nations
reliability
extent to which a test yields consistent results assessed by consistency of score by checking using 2 halves of test(odd vs even), alternate forms or retesting if no reliability score doesn't mean anything highest correlation between original score and retests = more reliable
if no reliability
score doesn't mean anything
highest correlation between original score and retests
= more reliable
Validity
the extent to which a test measures of predicts what it is supposed to
content validity
extent to which a test samples the behavior that is of interest
predictive reliability
success with which a test predicts the behavior its designed assessed by computing the correlation between test scores and the criterion behavior
General apitude tests are predictive more in
younger children
cohort
group of people sharing common characteristics
crystallized intelligence
our accumulated knowledge and verbal skills tend to increase with age
fluid intelligence
ability to reason speedily and abstractly tends to decrease with age
as we age
gain = knowledge, vocab, wisdom lose = memory processing speed
cross-sectional study
research that compares people of different ages of some point in time
longitudinal study
research that follows and retest the same people overtime
mathematicians, scientists, poets produce best work at 25-35 bc
fluid intelligence is at its peak
authors, historians, philosophers produce best work at 45-85 bc
Crystallized intelligence is at its peak
children who are more intelligent live healthier and longer live bc
intelligence facilitates more education, better jobs, a healthier environment
intelligent encourage healthy living less smoking and more exercise
prenatal events and early childhood illnesses might influence both intelligence and health
intellectual people tend to respond and perceive stimuli quickly
intellectual disability
a condition of limited mental ability by have a score of 70 or below on intelligence test and difficulty adapting to life demands
down syndrome
condition mild to severe intellect disability and associated physical disorder caused by extra copy of chromosome 21
criteria of diagnosing intellect disability
score less than 70
struggle adapting to life demands: conceptual - language, reading, concepts of money time and numbers social - interpersonal skills social responsibility following rules practical - health personal care occupational skill and travel
people who share genes
share mental abilities
heritability
proportion of variation among people in a group that we can attribute to genes
intelligence is
polygenic
Carol Dweck
believed intelligence is changeable and must have a growth mindset
positives of growth mindset
help link hard work and success more resilient
superior achievements from ability + motivation + opportunity =
success
g score is the same for
boys vs girls men vs women girls are better at spelling, verbal fluency, locating objects, detecting emotions, sensitivity to touch taste color boys are better at spatial ability and complex math problems
Steven Pinker
argues biology affects gender differences women have greater interest in people men have greater interest in money and things
social influences construct gender stereotypes
in America men have more job in math in Asia/Russia girls are better at science sections in tests
many racial and ethnic groups differ in
average intelligent test scores
group difference in heritable trait due to
environment
two types of bias
science definition - test's validity cultural definition - intelligent test bias bc of different cultural experiences so apitude test inaccurate
stereotype threat
a self-confirming concern that will be evaluated based on a negative stereotype
life greatest success comes from
can do abilities and will do motivation
Note 
Flashcard (21)