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- Iowa
- University of Iowa
- Psychology
- Psychology 031
- Thunhorst
- Intelligence
Intelligence
Psychology 031 with Thunhorst at University of Iowa
About this deck
By: Steven Williams
Created: 2011-11-19
Size: 38 flashcards
Views: 18
Created: 2011-11-19
Size: 38 flashcards
Views: 18
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Wechsler's definition of Intelligence
defined intelligence as the aggregate or global capacity of the individual
"to act purposefully, to think rationally, and to deal effectively with his/her environment"
Boring's definition of Intelligence
Intelligence is what intelligence test measure; intelligence is something that is intangible and an abstract concept.
Intelligence Based on Ability
Fluid Intelligence
Crystallized Intelligence
Fluid intelligence decreases with age and Crystallized intelligence increases with age
Fluid Intelligence
Our ability to reason speedily and abstractly; tends to decrease during late adulthood. (Achievement)
Crystallized Intelligence
our accumulated knowledge and verbal skills, tends to increase with age. The result of learning and is depends on culture, knowledge and acquired skills. (Aptitude)
Wechsler Adult Intelligence Scale (WAIS)
used to measure an individuals intelligence
WAIS subtest
Verbal Intelligence
Performance Intelligence
Verbal Intelligence
Verbal Comprehension index: vocabulary, comprehension, similarities
Working memory: arithmetic, digit span, letter-number, sequencing
Performance Intelligence
Perceptual Organization: picture completion, block design
Processing speed
WAIS Verbal Scale
Information: what continent is France on?
Arithmetic: math problems
Digit span: repeat digit back and see how many numbers can be repeated back correctly
WAIS Performance Scale
Digit symbol shown and shapes and numbers
Block design: assemble block to match the design shown
Object assembly: put pieces together to make sense of it
Interpreting Intelligence Scores
Mean= 100
SD= 15
(68% of the population is between 85 and 115)
Intellectual Disability <70 and have difficulty adapting
Things that Influence Intelligence Testing
Prior Testing
Medication
Educational History
Significant Medical Events (TBI)
Howard Gardner's Theory of Multiple Intelligence
According to his theory, we have not one intelligence, but many distinct intelligences or skills that are valued by one's culture
Pygmalion Effect
Rosenthal and Jacobsen (1968) Effects of Teacher Expectations
They took 1st-6th graders intelligence levels and told teachers that there were bloomers in the class that could excel and do amazing if pushed and focused on more, when they really weren't.
Effects of Teacher Expectations Experiment Results
Results: these children who were not actually bloomers did change and excel past the class, because the teachers focused all their energy on these students in the class and making sure they were understanding all the material and being rewarded.
Arthur Jensen
Believed intelligence was different in race and genetics. In the 1960s White and Black Americans had a 15 point difference in the average "IQ" scores. White scored 100 +/- 20 while Black scored 85 +/- 20. The +/- 20 (40-80%) of the people is genetic
Mismeasure of Man
Morton measure the volume of human skulls of different raced by filling them up with rice. The test was believed to be bias because, when morton took measurements, he knew what skull belonged to what race, so he could have been a little bias measuring
Mismeasure of Man Outcome
The max difference between the human skulls was 13 cubic inches. When the experiment was done over with the same skulls and the experimenter didn't know what skull belonged to what race, the max difference was 4 cubic inches.
Sir Francis Galton
he gave us the bell-shaped curve, correlation, twin/adoption studies, used "antropometric measurements" to study intelligence.
Galton's Belief on mating
He believed only the best should mate:
Psychological traits fall into the bell-shape cure
Used the correlation approach
Logic of twin studies and adoption studies
He was big on measure aspects of human beings (intelligence)
Galton's belief on intelligence
more intelligent people had better nervous systems; their perception is better and are able to tell smaller difference of lighting intensity or small details of visual stimuli.
Alfred Binet
He was asked to find the children that needed to be taken into special classed. He tested their cognition, thinking, vocabulary. Tested kids at putting pictures into order and make a story that made sense.
Mental Age vs. Chronological Age
Binet made this distinction.
C.A. - M.A. = 2 year deficiency
When he compared their actual age with their mental awareness and education level he figured out the intelligence of a child.
William Stern
Cam in and changed Binet's idea. He took the M.A and divided it by the C.A. and multiplied the product by 100. The was the creation of the I.Q. or Intelligence Quotient
David Weschler
Created standard scored to show variation in intelligence
Variation in Intelligence
Challenged I.Q. = 70 or less
Mild = 52-67
Moderate = 36-51
Severe = 20-35
Profound = < 20
Gifted = 130 +
Lewis Terman
Studies the lifespan of genius. He covered over 30 years and concluded that being smart was good. More intelligent people were happier then typical people, they were healthier and successful then the average person.
Factor Anaylsis
-people who do bad in one aspect of mathematics ten to do bad on the other math concepts or not at the level of the average people for people in there demographic
NO CORRELATION
-people who do badly on reading tend to not have as advanced vocabulary
Spearman's "g" factor
g factors = general intelligence
s factors = specific abilities
General Intelligence
a general intelligence factor that, according to Spearman and others, underlies specific mental abilities and is therefore measured by every task on an intelligence test.
Thurstones's 7 primary abilites
Verbal comprehension
Numerical ability
Spatial relations
Perceptual Speed
Word Fluency
Memory
Inductive Reasoning
Guilford's Cube Model
120 components
Sternberg
created the triarchic theory of intelligence.
Three parts of the Triarchic Theory of Intelligence
Analytic
Creative
Practical
Triarchic Theory of Intelligence [ Analytic]
higher IQs spend more time on a question up-front and speed up
Triarchic Theory of Intelligence [Creative]
divergent thinking: think flexible and entertain a wide range of solutions
Triarchic Theory of Intelligence [Practical]
ability to size up new situations and adapt to real-life demands
(e.g. "street smarts" "self made person")
About this deck
By: Steven Williams
Created: 2011-11-19
Size: 38 flashcards
Views: 18
Created: 2011-11-19
Size: 38 flashcards
Views: 18
About StudyBlue
STUDYBLUE makes things that make you better at school.
Things like online flashcards with photos and audio.
Things like personalized quizzes and friendly reminders about when (and what) to study next.
Think of it as a digital backpack™: access to all of your study materials online and on your phone.
STUDYBLUE exists to make studying efficient and effective for every student, for free. Join us.
“Simply amazing. The flash cards are smooth, there are many different types of studying tools, and there is a great search engine. I praise you on the awesomeness.”
Dennis
Dennis