Psy1102B: Chapter Ten

Front 1

Define intelligence.

Back 1

The mental potential to learn from experience, solve problems and use knowledge to adapt to new situations.

Front 2

In hunter-gathered societies, what is an example of intelligence?

Back 2

The ability to understand the medicinal properties of plants.

Front 3

In Western societies, intelligence may be seen as the (blank) that enable you to succeed in a particular environment.

Back 3

Qualities.

Front 4

How many intelligences did Charles Spearman think humans have?

Back 4

One - General Intelligence (G).

Front 5

L. L. Thurnstone believed that humans have (blank) primary mental abilities, or intelligences.

Back 5

Seven.

Front 6

Name Thurnstone's seven primary mental abilities.

Back 6

1. Word fluency.

2. Verbal comprehension.

3. Spatial ability.

4. Perceptual speed.

5. Numerical ability.

6. Inductive reasoning.

7. Memory.

Front 7

How did Thurnstone validate his findings?

Back 7

Thurnstone issued fifty-six (56) different tests to study individual abilities he defined. Using factor analyis, he was able to identify 7 clusters that correlated. He named these clusters accordingly.

Front 8

Explain how Spearman refuted Thurnstone's findings.

Back 8

Because the correlations are never zero and they are never negative, all abilities studied are correlated in some way. As a result, there must be a single factor that underlies all abilities.

Front 9

Spearman also noted that people who score (blank) in one area typically score (blank) in other areas. Why is this significant?

Back 9

1. High.

2. High.

3. It supports his theory of a general intelligence (G), which states that there is an underlying variable that affects intelligence (rather than there being multiple intelligences).

Front 10

While Satoshi Kanazawa agreed that general intelligence correlates with the ability to solve various novel problems, he claims that it does not correlate much with an individual's skills in (blank).

Back 10

Evolutionarily familiar situations i.e. marrying, parenting, intimacy, navigation without maps.

Front 11

Define general intelligence (g).

Back 11

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.

Front 12

Define savant syndrome.

Back 12

A condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing.

Front 13

What is the s factor?

Back 13

The idea that how much an ability is practised affects the results of tests measuring general intelligence.

Front 14

For what is general intelligence (g) responsible?

Back 14

The differences between people's intelligence at birth i.e. athletic ability.

Front 15

General intelligence (g) has some predictive ability as it pertains to (blank) and occupational prestige; however, this correlation is only (blank).

Back 15

1. Income.

2. 0.33.

Front 16

Howard Gardner's Theory of Multiple Intelligences includes eight intelligences. Name them.

Back 16

1. Linguistic: reading, writing, storytelling.

2. Logical-mathematical: reasoning, numbers.

3. Spatial: spatial judgments, mental rotations.

4. Body-kinesthetic: control of one's body, skillful object manipulation.

5. Musical: sensitivity to sounds, rhythms and tones.

6. Interpersonal: communication; sensitivity to other's moods, feelings and intentions.

7. Intrapersonal: knowing oneself, decision-making for the self.

8. Naturalistic: identification of patterns in nature, classification of plants and animals.

Front 17

Gardner proposed a ninth intelligence that does not appear on the "official list". Name and define it.

Back 17

Existential intelligence: the ability to ponder large questions about life, death and existence.

Front 18

While Gardner's theory contained eight proposed intelligences (and a possible ninth), Sternberg's theory only contains three. What is his theory called?

Back 18

Sternberg's Triarchic Theory of Intelligence.

Front 19

What was the name Sternberg originally gave to his theory?

Back 19

Aspects of Successful Intelligence.

Front 20

Name the three intelligences within Sternberg's Triarchic Theory of Intelligence.

Back 20

1. Analytical intelligence.

2. Creative intelligence.

3. Practical intelligence.

Front 21

Define analytical intelligence.

Back 21

The ability to solve well-defined problems and/or the ability to deal with situations that you have seen before i.e. recognizing situations and applying appropriate procedures, mathematics, language abilities, reasoning.

Front 22

Define creative intelligence.

Back 22

The ability to deal with novel problems without rigid procedures for determining a solution and the ability to generate novel ideas i.e. artistic abilities, creating new media and/or technology, thinking up captions for untitled cartoons.

Front 23

Define practical intelligence.

Back 23

The ability to solve real world problems, to "size people up", to get people to like you, and to understand where you fit in the environment i.e. mediating people, motivating people, delegating tasks, optimal organizational structure.

Front 24

The most successful people have...

Back 24

A little bit of all three proposed intelligences in the Triarchic Theory of Intelligence.

Front 25

In the Triarchic Theory of Intelligence, it could be said that managers require significant (blank) to be successful.

Back 25

Practical intelligence.

Front 26

What two things do Sternberg and Gardner agree on?

Back 26

1. Multiple abilities can contribute to life success.

2. Different varieties of giftedness add spice to life and challenges to education.

Front 27

How many years of intense, daily practise is said to be necessary in order to achieve expert performance in a domain? How many hours minimum must one practise, and what is the average requirement?

Back 27

1. 10 years.

2. 3000 hours.
3. 11,000 hours.

Front 28

Define emotional intelligence.

Back 28

The ability to perceive, understand, manage, and use emotions.

Front 29

Define perceive (as it pertains to emotional intelligence).

Back 29

1. Recognize emotions in others (empathy).

2. Recognize your own emotions.

Front 30

Define understand (as it pertains to emotional intelligence).

Back 30

Predict what causes emotion and what they mean (in oneself and in others).

Front 31

Define manage (as it pertains to emotional intelligence).

Back 31

1. Managing oneself and relationships.

2. Utilizing appropriate expression of emotions.

3. Not becoming overwhelmed by negative emotions.

Front 32

Define use (as it pertains to emotional intelligence).

Back 32

1. Utilizing emotional states that are optimal for the situation i.e. when you are happy, you are more creative; when you are sad/mad, you are more analytical.

2. Knowing when to approach people based on their emotions.

3. Using emotions for decision making.

Front 33

Contrary to catharcism, it is not recommend to (blank) on negative emotions as this may caused the emotions to be (blank).

Back 33

1. Dwell.
2. Perpetuated.

Front 34

Define achievement test.

Back 34

A test designed to assess what a person has learned.

Front 35

Define aptitude test.

Back 35

A test designed to predict a person's future performance; aptitude is the capacity to learn.

Front 36

Give an example of an achievement test. (Hint: formative evaluation.)

Back 36

A final exam.

Front 37

Give an example of an aptitude test.

Back 37

IQ test.

Front 38

An intelligence test assesses an individual's (blank) and compares them with (blank) using (blank).

Back 38

1. Mental aptitudes.

2. Other people's results.

3. Numerical scores.

Front 39

Name some of Francis Galton's contributions.

Back 39

1. Correlation, regression and standard deviation.

2. 'Nature versus nurture' phrase.

3. Fingerprint classification.

4. Twin studies.

5. Questionnaires and surveys.

6. Eugenics.

Front 40

In the nature versus nurture debate, to which side does Francis Galton lean? What did Galton hope to measure in his research?

Back 40

1. Nature.

2. 'Natural ability', or inherited intelligence.

Front 41

Francis Galton proposed that intelligence was a by-product of (blank). Was he correct?

Back 41

1. Sensory capacity.

2. No.

Front 42

Define mental age. Name the two individuals responsible for its creation.

Back 42

1. The level of performance typically associated with a certain chronological age.

2. Alfred Binet and Théodore Simon.

Front 43

Define norm in the context of measuring intelligence.

Back 43

Standards based on the scores of a large number of people, and used as a basis of comparison. It is the average performance for each age.

Front 44

Explain how Binet's research was meant to be applied, and how it was applied after his death in 1911.

Back 44

Binet's research and assessments were devised for the sole purpose of identifying children who may need special consideration in classrooms in France. Unfortunately, after his death, his assessments were extrapolated to label people and limit their opportunities.

Front 45

What was Lewis Terman's research? What did he call his research/contribution?

Back 45

1. Terman expanded Binet's research to include adults and to be applicable to US norms.

2. The Stanford-Binet revision.

Front 46

From the Stanford-Binet revision, what did William Stern create?

Back 46

The IQ test.

Front 47

How was IQ originally calculated? Why did this change?

Back 47

1. Mental age / chronological age x100.

2. The calculation failed to work for adults.

Front 48

William Stern was a sympathizer of (blank). He believed that intelligence assessments would result in the (blank) not reproducing, as well as resulting in the reduction of (blank) and (blank).

Back 48

1. Eugenics.

2. Poor.

3. Crime.

4. Feeble-mindedness.

Front 49

What effect did William Stern's research have on immigration in the United States in the 1920s?

Back 49

Aspiring immigrants who were not of anglo-saxon heritage were discriminated against in terms of immigration potential. The ratio of Northern/Western European immigrants to Southern/Eastern European immigrants became 5:1.

Front 50

What is WAIS? Define.

Back 50

1. Wechsler Adult Intelligence Scale.

2. The most widely used intelligence tests for adults and children which contain verbal and performance (nonverbal) subtests.

Front 51

Give an example of a WAIS subtest.

Back 51

1. Similarities.

2. Vocabulary.

3. Block design.

4. Letter-number sequencing.

Front 52

While the WAIS and the Standford-Binet revision yield overall intelligence scores, the WAIS also separates scores for...

Back 52

1. Verbal comprehension.

2. Perceptual organization.

3. Working memory.

4. Processing speed.

Front 53

For a test to be widely accepted, it must be (blank), (blank), and (blank).

Back 53

1. Reliable (consistent).

2. Valid.

3. Standardized.

Front 54

Define reliability. By which two means can this be tested?

Back 54

1. Consistency: the ability of a test to yield nearly the same score each time a person takes the test.

2. Test-Retest reliability and Split-half reliability.

Front 55

Contrast Test-Retest reliability and Split-half reliability.

Back 55

Test-Retest reliability uses the correlation between performance of the same test taken multiple times, whilst the Split-half reliability compares the first have of a test to the second half or the results of the even-numbered questions to the odd-numbered questions.

Front 56

Define validity. What are the two subgroups of validity?

Back 56

1. The ability of a test to measure what it is intended to measure, or predict what it is intended to predict.

2. Content validity and predictive validity.

Front 57

If a test is said to not have content validity, what does this mean?

Back 57

The content of the test itself does not relate to the actual conclusion that it is intending to reach.

Front 58

Define standardization.

Back 58

Defining uniform testing procedures and meaningful scores by comparison with the performance of a pretested group.

Front 59

(blank) results fall within one standard deviation of the mean; (blank) results fall within two standard deviations of the mean; and (blank) results fall within three standard deviations of the mean.

Back 59

1. 68%.

2. 95%.

3. 99.7%

Front 60

Describe the Flynn effect. For whom was it named after?

Back 60

1. While aptitude test results have fluctuated since 1920, intelligence test results have steadily improved over the years in 26 countries, including Canada.

2. James Flynn, the researcher who calculate its magnitude.

Front 61

What are some factors that may explain the Flynn effect?

Back 61

1. Better access to education.

2. Better environmental stimulation.

3. Less childhood disease.

4. More parental investment due to smaller families.

5. Better nutrition.

Front 62

What may account for a perceived reduction in correlation / absence of correlation in testing? What is the consequence of this?

Back 62

1. The results being examined may have a range that is simply too narrow to actually view the correlation on a scatterplot.

2. The predictability value is significantly reduced.

Front 63

Define the cohort of a longitudinal study.

Back 63

A group of people sharing a common characteristic.

Front 64

The cross-sectional evidence for intellectual decline in an aging population was refuted by the logitudinal evidence. Explain.

Back 64

The longitudinal evidence actually attested that individuals retain their intelligence over time, and in some cases it increased. The cross-sectional evidence was incorrect to compare a younger generation, having acquired better education, to an older generation, having acquired less education.

Front 65

Additional research indicates that intelligence begins to steadily decline after age (blank).

Back 65

85.

Front 66

Older adults (post-50s) consistently score better than younger adults (pre-50s) on (blank).

Back 66

Wisdom tests.

Front 67

True or false: both the original cross-sectional and longitudinal evidence were flawed in their own ways.

Back 67

True. However, the research was not useless, and upon review resulted in the classifications of crystallized intelligence and fluid intelligence.

Front 68

Define crystallized intelligence.

Back 68

Our accumulated knowledge and verbal skills; tends to increase with age.

Front 69

Define fluid intelligence.

Back 69

Our ability to reason speedily and abstractly; tends to decrease during late adulthood.

Front 70

Which aspect in infancy / childhood has a modest correlation with future performance?

Back 70

Habituation.

Front 71

By what age is the performance of children on aptitude tests indicative of their adolescent and adult scores?

Back 71

Four.

Front 72

In a Scottish study, eleven-year-old children who scored high on aptitude tests were more likely to (blank) and less likely to suffer from (blank).

Back 72

1. Live independently in old age i.e. 77.

2. Alzheimer's disease.

Front 73

What are some reasons that people with higher intelligence (as per testing) live longer than those with lower intelligence?

Back 73

1. More education, better jobs and healthier environment.

2. Healthier living: less smoking, better diet, more exercise.

3. Prenatal events or childhood illness might influene both intelligence and health.

4. A well-wired body i.e. faster reaction speeds may indicate both intelligence and longetivity.

Front 74

Define intellectual disability.

Back 74

A condition of limited mental ability, indicated by an intelligence test score of 70 or below and difficulty adapting to the demands of life.

Front 75

Define Down syndrome.

Back 75

A condition of mild to severe intellectual disability and associated physical disorders caused by an extra copy of chromosome 21.

Front 76

Individuals with a mental disability must have difficulty adapting to the normal demands of independent living. Which three skills are affected?

Back 76

1. Conceptual skills i.e. language, concept of money.

2. Social skills i.e. interpersonal skills, following the law.

3. Practical skills i.e. daily personal care, health care.

Front 77

In 2002, the United States' Supreme Court ruled that (blank) is 'cruel and unusual punishment'.

Back 77

1. Execution of people with an intellectual disability.

Front 78

Contrary to popular belief, gifted children were typically (blank), on top of being unusually successful academically.

Back 78

Well-adjusted.

Front 79

About (blank) of Americans earn doctorates; however, (blank) of children having tested in the top 1% of SAT scores at age 12/13 had earned a doctorate later in life.

Back 79

1. 1%.

2. 68%.

Front 80

What is the danger of segregating gifted children into different classrooms and giving them special enrichment?

Back 80

As these opportunities are unavailable to their peers who did not test as gifted, the 'ungifted' children may be influenced by a self-fulfilling prophecy of academic adequacy or failure.

Front 81

Explain appropriate placement.

Back 81

Placing an exceptionally talented/gifted student in a classroom that is more suited to their level i.e. a Grade 10 math whiz may perform best when placed in a Grade 12 class.

Front 82

True or false: monozygotic twins share mental abilities.

Back 82

True. The intelligence test scores of twins raised together are nearly the same as if a single person were tested twice.

Front 83

Monozygotic twins exhibit substantial heritability in specific (blank).

Back 83

Talents.

Front 84

What percentage of variation in national math and science exams is accounted for by heritability?

Back 84

50%.

Front 85

Like many nature-born attributes, intelligence is (blank).

Back 85

Polygenetic.

Front 86

By comparing the intelligence scores of monozygotic twins raised together and/or apart, it is possible to determine the effect of (blank) on intelligence. These results are then tested against (blank) and (blank) for further analysis.

Back 86

1. Nurture.

2. Dizygotic twins raised together and/or apart.

3. Unrelated individuals raised together.

Front 87

(blank) become more apparent as we accumulate life experience.

Back 87

Genetic influences on intelligence.

Front 88

J. McVicker Hunt led a training program in an Iranian orphanage in 1982 that significantly improved the language skills of children, leading to their adoption. What was this training program called?

Back 88

Tutored human enrichment (taught to the caregivers).

Front 89

Poverty-related stresses, coupled with less-qualified teachers, are heavily associated with (blank) and (blank).

Back 89

1. Cognitive development depression.

2. Impeded cognitive performance.

Front 90

Extreme negative conditions stemming from (blank), (blank) and (blank) retard normal brain development.

Back 90

1. Malnutrition.

2. Sensory deprivation.

3. Social isolation.

Front 91

J. McVicker Hunt's book Intelligence and Experience helped launch which educational program in the United States in 1965?

Back 91

Project Head Start (government-funded preschool program).

Front 92

(blank) can affect not only intelligence test results, but academic success.

Back 92

Motivation.

Front 93

Define the growth mindset.

Back 93

The belief that intelligence can grow and change, and is not a fixed variable.

Front 94

In children, (blank) rather than their (blank) encouraged the growth mindset.

Back 94

1. Praising their efforts.

2. Ability.

Front 95

Superior achievements in all fields arise from a combination of (blank), (blank) and (blank).

Back 95

1. Ability.

2. Opportunity.

3. Disciplined effort.

Front 96

Girls outpace boys in...

Back 96

1. Spelling.

2. Verbal fluency.

3. Locating objects.

4. Detecting emotions.

5. Sensitivity to touch, taste, and colour.

Front 97

Boys outpace girls in...

Back 97

1. Spatial ability.

2. Complex mathematical problems.

Front 98

Girls and boys are equally competent in...

Back 98

Math computation and overall mathematical performance.

Front 99

Women are more interested in (blank), while men are more interested in (blank) and (blank). Men take more (blank). These differences are stable in time and observed (blank).

Back 99

1. People.

2. Money.

3. Things, or objects.

4. Risks.

5. Across cultures.

Front 100

Name the notable two disturbing but agreed-upon facts regarding intelligence similarities and differences.

Back 100

1. Racial and ethnic groups differ in their average intelligence test scores.

2. High-scoring people (and groups) are more likely to attain high levels of education and income.

Front 101

What are the two definitions of bias that may explain racial differences in intelligence scores?

Back 101

1. Scientific: validity of a test i.e. ability to predict future behaviour only for some groups of test-takers.

2. Culture: tests that are devised for one culture may not be valid if taken by pupils who do not share the culture targeted.

Front 102

Define stereotype threat.

Back 102

A self-confirming concern that one will be evaluated based on a negative stereotype.

Front 103

Women and minorities may not perform as well on tests due to (blank). How exactly does this affect their cognitive performance?

Back 103

1. Stereotype threat.
2. Self-doubt and self-monitoring may 'hijack' working memory and impair performance.

Front 104

Describe the Obama effect.

Back 104

The finding that African-Amreican adults performed better if they took a verbal aptitude test immediately after watching then-candidate Barack Obama's stereotype-defying nomination acceptance speech or his 2008 presidential victory speech.

Front 105

Reinforcing stereotypes early on may result in adolescents (blank) their self-esteem from academic performance, leading to (blank).

Back 105

1. Detaching.
2. Underachievement.

Front 106

Our differences are variations of human (blank).

Back 106

Adaptability.

Front 107

Competence + (blank) = Accomplishment.

Back 107

Diligence.