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Exam 3
Intelligence
| Question | Answer |
|---|---|
| Intelligence | a. No agreed upon definition b. A hypothetical mental ability that enables people to: 1)Direct their thinking 2)Adapt to their circumstances 3)Learn from their experiences |
| Charles Spearman | If there is something called “intelligence,” then performance should be correlated for different tasks |
| Two-factor theory of intelligence | “g” = general intelligence “s” = specific ability |
| Score on any given test depends on combination of both factors | “g” accounts for similarity in test results, “s” accounts for the differences in test results |
| Fluid vs. crystallized intelligence | Proposed that “g” was two factors. These components are measured by IQ tests. |
| Fluid intelligence (Gf) | information processing w/o previous specific experience, peaks in early adulthood |
| Crystallized intelligence (Ge) | mental ability derived from previous experience, increases gradually with age (word meanings, use of tools, cultural practices) |
| Gardner’s multiple intelligences | Intelligence: The ability to solve problems, or to create products that are valued within one or more cultural settings. Gardner saw our view of intelligence as too narrow. Suggested 8 different intelligences |
| Criticism of Gardner’s MI Theory | 1)Not enough evidence 2)Uses the word “intelligence” instead of abilities |
| What do IQ tests measure? | Hypothetical property – intelligence (assume response to test questions reflects consequential behavior) |
| Binet-Simon Test (1905) for French students | Measured “natural intelligence” (mental age) |
| Alfred Binet | Intelligence- collection of higher-order mental abilities loosely related to each other |
| Modern IQ tests | 1)Stanford-Binet test (based on Binet-Simon test) 2)WISC (Wechsler Intelligence Scale for Children) 3)WAIS (Wechsler Adult Intelligence Scale) |
| Ratio IQ | Mental age/physical age X 100, used for children |
| Why test intelligence? | a.Use it to predict things (such as consequential behaviors) b.Biggest individual difference c.Underlies other parts of psychology |
| Sir Francis Galton | 1)Introduced family and twin studies 2)Found mental characteristics of relatives tended to correlate = closer relatives correlated more closely 3)Hereditary genius – intelligence is inherited |
| Eugenics movements | Used to support apartheid, sterilization, and withholding basic right from minority groups |
| Twin studies | 1)Identical twins (monozygotic): 100% shared genes 2)Fraternal twins (dizygotic): ~ 50% shared genes 3)If identical twins are raised apart, it is an excellent opportunity to examine nature vs. nurture |
| Halo Effect | how a person looks affects how people treat them |
| Stereotype threat | Stereotypes can affect your performance on IQ test |
| African-American and European American Stanford Students | When primed, the African-American Students did worse, with no race prime, the African-American students did better |
| Male and female participants | Stereotype was eliminated, when men were primed they did much better than when there was no gender differences (almost equal scores) |
| Flynn effect | ~Rising average intelligence test performance over time ~May be due to people becoming better at taking tests, more stimulating environments, better nutrition, decreased infectious disease with improved health care |
Created by:
randikeys
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