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45 Cards in this Set
- Front
- Back
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What is the Sternberg Study? |
Asked two groups of people about the characteristics of an intelligent person |
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What were the 3 aspects of intelligence derived from Sternberg's study? |
(1) Problem Solving Ability (2) Verbal Intelligence: use and comprehension of language (3) Practical Intelligence: best fit btwn themselves and the demands of the environment |
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What are the 4 predictions of IQ research? |
(1) IQ scores are relatively stable (2) IQ measures correlate with one another (3) A single number does not represent the entire domain of intelligence (4) IQ measures predict behavior such as success in school, job types, salary |
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What did Sir Francis Galton believe about intelligence? |
- People differ in intellect and this difference should be measured |
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What was Galton's main research interest? |
- The heritability of intelligence when comparing imminent men and their eminent sons/adopted sons |
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Where did Galton do his research in London? |
The Anthropometric Laboratory in 1884 |
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What was Cattell's major research pursuit? |
Comparing Columbia students' grades to his own intelligence tests (reaction times & sensory acuity) = No correlation, however a mild one was later discovered after refining Pearson's coefficient |
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What were the 2 outcomes of Cattell's resarch? |
(1) Sophistication of statistical technique (2) Restriction of sample size |
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Why did Alfred Binet create his mental test? |
To group students into gifted education |
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Why was Goddard important? |
Translated Binet-Simon tests and used it to categorize the feeble-minded |
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Why was Terman important? |
Revised the Binet-Simon scale and performed a longitudinal study on intelligent children |
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Why was Robert Yerkes important? |
Army Tests: Alpha and Beta (for illiterate recruits)
Determined average mental age of recruits |
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Flynn Effect |
Increase in average IQ scores worldwide
Attributed to nutrition & technology
This growth has stopped in some developed nations, indicating that developing nations' IQs may catch up
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What are the 2 major differences between Wechsler's tests and the Stanford-BInet scale? |
(1) Suitable for all ages (2) Deviation IQ: one's relative standing with respect to others of the same age
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What are 4 examples of content in Wechsler tests? |
(1) Verbal Comprehension (2) Perceptual Reasoning (3) Working Memory (4) Processing speed |
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What differentiates Raven's matrices from the Wechsler tests? |
Easily understandable
Directly measures cognitive processes (Raven) vs. Measuring everything possible, to not miss anything (Wechsler) |
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Factor Analysis |
Used to determine the structure of human intelligence
A technique for trying to simplify, or see patters in, large correlation matrices i |
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What is "g"? |
Variable created by Spearman that is a general factor representing general intelligence
Used to link all IQ tests that correlate with one another |
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What is Spearman's factorial theory? |
The assumption that performance on any given individual test of intelligence is determined by two factors: (1) general - accounts for correlation with other tests (2) specific - accounts for unique qualities of the current test |
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What is the single process underlying "g"? |
The speed and efficiency of the operation of this central processing mechanism |
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What are the 4 behavioral measures of speed of processing? |
(1) Reaction Time (2) Inspection Time (3) Odd Man Out (4) Verbindungs
-All 4 tests correlate with IQ reliably!
-With the absence of time, each task could potentially be performed without error |
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Reaction Time & IQ |
-There is a small yet reliable relationship
-Explained: attention, concentration |
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Inspection Time |
The length of time of stimulus presentation necessary for an individual to discriminate between the differences of two visuals |
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Odd Man Out |
A speeded test that measures reaction time involving an 8-light box and three illuminated lights. Two relatively close together and one far away. Goal: Choose the third (far away) light
-Used for Jensen's standard RT task |
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Verbindungs Test |
Trail-finding task involving a 10x9 grid containing a semi-random arrangement of the numbers 1 to 90 |
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Interpretation of the Correlations Between IQ & Speeded Tests |
- No speeded tests provides a direct measures of "g"
- These tests measure speed of processing or peceptual speed that is an underlying component of "g"
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WAIS & IQ Correlation |
- Correlation between IT & IQ was largely due to the performance half of the scale
- Verbal scales are more powerful |
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Differences between IT, OMO-RT, & RT |
-IT: rapid or efficient sensory analysis
-OMO-RT: rapid or efficient sensory analysis & rapid or efficient decision making
-RT: rapid or efficient decision making |
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g vs. Gs |
-"g": general intelligence
-Gs: perceptual speed / most likely divisible into more than one subsidiary factor |
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Gc vs. Gv vs. Gf |
-Gc: Crystallized intelligence - manifests as people acquired knowledge and experienc
-Gv: Spatial intelligence
-Gf: Fluid Intelligence - biological potential for intelligence |
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What are the 6 typical measures of Gc? |
(1) Vocabulary - MC Questions (2) Information - Test of General Knowledge (3) Speed of Lexical Access - RT differentiating letters(best judge)/words (4) Verbal Fluency - generate as many words as possible / executive function & retrieval strategy (5) Working Memory - "reading span task" / recall last words of several sentences (6) Numerical Ability - "number span task" / create a new number divisible by 3
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What unifies measures of Gc? |
-Tests require inference and reasoning skills |
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Verbal Intelligence |
- the ability to analyze information and solve problems using language-based reasoning
- working memory is the unifying process for the correlations |
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What are the 3 components of Spatial Ability (Gv)? |
(1) Spatial Visualization (2) Spatial Orientation (3) Speeded Tests of Simple Rotation |
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Spatial Visualization |
1/3 spatial ability tests that measure the ability to form or construct representations of relatively complex visual patterns, shapes, or figures
-Ex: recombining parts into a new pattern, or adding or deleting various components
-Mental rotation / Gender differences |
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Spatial Ability and Visual Imagery |
-Visual imagery and spatial ability are NOT related
-Visual image may not contain any spatial information at all /ex: color
- Navigation ability seems related to success at certain job skills |
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Spatial Ability |
The ability to construct representations that save the spatial information about an object or a scene |
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Name the 3 reasoning factors involving fluid ability? |
(1) Inductive - analogies and series completion (ex: Raven's Matrices_ (2) Deductive - syllogisms and transitive inference |
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What were Sternberg's 4 main components for solving fluid ability problems? |
(1) Encoding - listing attributes (2) Inference - identifying relationship between A & B (3) Mapping - identifying relationships between A & C (4) Application - applying the A:B transformation to C |
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What were the 5 rules for solving Raven's Progressive Matrices? |
(1) C - constant in a row (2) PP - pairwise progression (3) D3 - distribution of three values (4) A/S - addition and or subtraction (5) D2 - distribution of two values |
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Where did the rules for solving fluid ability problems come from? |
Carpenter, et al. supplied the rules because their task measured how well subjects applied the rules rather than work out all possible rules from scratch
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Which fluid ability problem solving skills were the hardest to learn? |
D2, D3, & A/S because they require the simultaneous comparison of all three items in a row |
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What were the 3 additional components to the RAPM model? |
(1) Working Memory: Hold material in mind while working on new material (2) Goal Monitor: Plans overall strategy and breaks each problem into a series of sub-goals (3) Central Executive and Executive Control |
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What is the central executive? |
The selection of appropriate strategies for tackling a problem & the deployment and management of lower-order components and resources |
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What were Sternberg's 7 steps in executive control? |
(1) Recognize a problem (2) Categorize the problem (3) Organize how to do the problem (4) Select the strategy (5) Develop mental representation (6) Use mental resources (7) Monitor problem solving |
