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11 Cards in this Set
- Front
- Back
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1. Know some examples of how definitions of 'intelligence' vary across time or culture. |
- Serpellʼs work in Zambia, "When rural parents in Africa talk about the intelligence of children, they prefer not to separate the cognitive speed aspect of intelligence from the social responsibility aspect"
- Stevenson's research on Asian and American children and families
* Superior math scores for Japanese and Chinese children (compared to US children)
*Differences in how children and adults emphasize effort vs. innate ability |
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2. Be able to explain the goal of Binet and Simon's test ( which became the precursor of modern intelligence test)? |
Their goal was to decide where should the money be allocated for school depending on how "smart" the kids were. After this, the IQ became a standardized measure of intelligence throughout the world. |
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3. Be ready to give an example of how intelligence can be culturally biased. |
- Individual “theories” of intelligence
- Stereotype threat |
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4. Understand the distinction between reliability and validity, and how they apply to intelligence tests. |
r: CONSISTENCY ON A TEST, SAY FOR 2 INDIVIDUALS WITH THE SAME IQ
VALITY: HAS TO BE ACCURATE |
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5. Be able to define fluid and crystalized intelligence, and to give an example of an IQ test question for each.
Crystalized intelligence |
- Storehouse of old knowledge
- culturally valued knowledge, mostly verbal.
EX: On what continent is France? Why are children required to go to school? |
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6. Know about Sternberg's triarchic theory of intelligence. |
- Analytic intelligence:
Mental steps or "components" used to solve problems.
- Creative intelligence:
Use of experience in ways that foster insight
- Practical intelligence:
Ability to read and adapt to the contexts of everyday life.
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7. Be ready to describe Howard Gardner's views about multiple intelligences. |
- Verbal (linguistic) - Spatial
[PLUS]
- Musical - Naturalist |
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8. Describe some of the research findings suggesting that there is some role for genetic factors in intelligence. (Esp. twin and adoptions studies) |
The data demonstrate the importance of both genetic factors and environmental factors. For example, identical twins show higher correlations between their IQs than do fraternal twins or other sibling pairs—a genetic influence. However, the correlations are also higher when the twins and other sibling pairs were raised together—an environmental influence. |
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9. Understand Dweck's notion of mindset and her definitions of the "entity model" and the "incremental model" of intelligence. How might your model ( or mindset) affect your learning? |
models of intelligence:
– Entity model:
Fixed amount
– Incremental model:
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10. Be ready to define "stereotype threat" and explain why it may be relevant to racial differences in average IQ scores. |
Stereotype threat = the risk of confirming
Why is this relevant to racial differences in average IQ stores:
"This is a measure of your intelligence" activates negative racial stereotypes that Black students do poorly on IQ tests, creates anxiety and lowers test performance.! |
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5. Be able to define fluid and crystalized intelligence, and to give an example of an IQ test question for each.
Fluid Intelligence |
- Speed of processing new information; adaption to new situations.
- more non-verbal & performance-oriented
- argued to be more " culture-free"
EX: Raven's progressive matrices test |
