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40 Cards in this Set
- Front
- Back
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Intelligence |
the ability to learn, to meet the demands of the environment effectively (to apply knowledge), and to understand and control one's mental activities - metacognition involved |
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Factor analysis (Charles Spearman) |
a statistical method for determining whether certain items on a test correlate highly, thus forming a unified set, or cluster of items ex: people who do well on reading comp tend to do well with vocab~ can assess a persons overall verbal reasoning cluster |
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g factor |
underlying all distinct clusters of mental ability - represents a broad and deep capability that underlies all other specific mental abilities ex: a person who does scores high on one cluster is likely to score high on others |
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s factor |
specific factor uniquely tied to a particular area of functioning ex: student scoring high in one cluster specifically |
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Charles Spearman |
Devised two factor theory of intelligence |
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Lewis L. Thurstone |
7 Primal mental abilities - argued 7 abilities are distinct and not a reflection of general intelligence - 7 abilities collectively constitute intelligence (you have to have all 7) |
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7 primal mental abilities |
1. verbal comprehension 2. word fluency 3. numerical skill 4. spatial ability 5. associative memory 6. perceptual speed 7. reasoning |
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Howard Gardner |
Theory of Multiple Intelligences - theory that suggests there is no such thing as a single unified intelligence |
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Gardners multiple intelligences |
Linguistic (author or teacher) Logical/mathematical (scientist, engineer) Musical (musician, singer) Spatial (architect, navigator) Bodily/kinesthetic (athlete, surgeon) Interpersonal (manager, therapist) Intrapersonal (leader in many fields) Naturalistic (biologist, naturalist) Spiritual/existential (philosopher) |
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Robert Sternberg |
Triarchic Theory of Intelligence: intelligence is made up of three interacting components -analytic -creative -practical |
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Internal (analytic) |
- internal processing of information: planning, monitoring, and evaluating problems or carrying out directions ex: needed for tests (problems we confront at school or work or in life) |
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External (creative) |
special thinking that goes into novel tasks - interacts with internal component of intelligence to bring about successful results ex: traveling to russia~ need to know customs, restaurants all per haps without knowing language |
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Experiential (practical) |
Helps us to adapt to or improve our environments or select new environments ex: moving rooms (adapting to environment), installing soundproof windows (changing environment), move to another house (selecting new environment) |
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Intelligence theorists |
Spearman- g and s factor Thurston- 7 primary mental abilities that collectively constitute intelligence Gardner- 8 multiple intelligences that solve problems or create products Sternberg- triarchic theory (internal: analytical, external: creative, experiental: practical) Ceci- bioecological theory (motivation, environment, biology) |
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Stephen Ceci |
Biolecological Theory of Intelligence- intelligence is a reflection of interactions between innate potential abilities, environmental context, and internal motivation |
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Biology: innate potential abilities example |
Child whose biological resource pool endows her with the potential to succeed in math - her abilities may lead to early successes in arithmetic - parents make environmental changes that prompt further success (computer, tutor) |
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Motivation |
Individuals must be motivated to fulfill their innate abilities and take advantage of their environments - when people feel motivated, they focus their intellectual skills in certain areas |
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Emotional intelligence |
individuals ability to perceive, express, and assimilate emotion, as well as to regulate emotion in the self and others - tend to be empathetic -successful in life |
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Social intelligence |
individuals ability to understand and manage men and women, boys and girls--to act wisely in human relationships -have a natural grasp on what is important to others - possess ability to get along well in relationships, school, work |
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Wisdom intelligence |
individuals ability to effectively apply one's experiences and learning to everyday decisions -sternberg says wisdom is product of practical intelligence - it is "know how" to solve problems -takes time and experience to develop wisdom |
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Creativity intelligencee |
individuals ability to produce ideas that are both original and valuable -plays a key role in technological, scientific and artistic advancements |
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Personality characteristics |
intelligence is cognitive part of personality ex: self efficacy and high need to achieve often enhance performance on intellectual tasks |
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Psychometric approach |
testing intelligence through carefully constructed intelligence tests |
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Intelligence test construction and interpretation |
Standardization Reliability Validity |
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Standardization |
process of obtaining meaningful test scores from a sample population through the use of uniform procedures |
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Reliability |
a test is reliable when it consistently produces similar scores for the same test takers over time - higher the statistical correlation between scores, the greater the reliability |
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Validity |
extent to which a test accurately measures or predicts what is supposed to measure or predict -not correlated with reliability |
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Content validity vs validity coefficient |
Content validity- how well a test measures what it is intended to measure ex: low CV if administers chinese test to test french understanding Validity coefficient- correlation between measurment scores and external criteria ex: we would expect a students score on a intelligence test would correlate with their school grades |
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History of Intelligence testing (developed second half of 19th century) |
Attempts made by: Francis Galton Alfred Binet Lewis Terman David Wechsler |
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Alfred Binet and the Binet-Simon Intelligence test |
-general intelligence factor -devised first widely applied intelligence test (to distinguish mentally retarted from capable children) -viewed intelligence as the ability to demonstrate memory, judgment, reasoning and social comprehension -mental age |
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Wechsler and WAIS |
Created the Wechsler Adult Intelligence Scale - believed intelligence was more than success on test scores - to him intelligence in at work as individuals try to manage day to day aspects of life, interact with others, and perform at work -his view lies at the center of most current theories of intelligence |
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Stereotype threat |
a phenomenon in which people in a particular group perform poorly because they fear that their performance will conform to a negative stereotype associated with that group |
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What is happening in the brain? |
General intelligence is associated with the number of neurons in the frontal lobes |
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Brain speed |
How fast the brain responds to various stimuli, tasks and events - EEG: allows researchers to see if intelligence is correlated with brain speed |
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Nerve conduction velocity |
the speed with which electrical impulses are transmitted along nerve fibers and across synapses -researchers have found correlations between IQ scores and NCV |
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Brain glucose activity |
PET scans reveal where and how actively the brain is metabolizing glucose at any moment |
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PET scans |
- lower activity in the brains of people who are performing well on an intellectual task - higher activity in the brains of people who are performing poorly |
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Cognitive tasks |
Left lateral prefrontal cortex is active during performance of these tasks |
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Spatial tasks |
Both the left lateral prefrontal cortex and the right lateral prefrontal cortex were activated |
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Prefrontal cortex |
sends and receives information to and from numerous other brain sites, may help people keep track of several thoughts at the same time, solve problems, proud new ideas, and filter out unimportant information |
