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63 Cards in this Set
- Front
- Back
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intelligence
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-abstract concept (you can't touch or hold it)
ex love/liberty/freedom 1. abilities to understand complex ideas 2. to adapt effectively to the environment 3. to learn from experience, by careful thought 4. understanding oneself and others 5. being good at music, dance, or athletics |
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Cross Cultural Comparisons of intelligence
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1. most north americans - reasoning and thinking skills
2. kenya - responsible participaton in social life 3. Cree in james bay - visual patterns recognition skills |
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Problem with intelligence
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if u cant define intelligence how do u measure it (there are many diff intelligence tests)
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Charles Spearman
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- believed performance on any cognitive task depended on a primary genergal factor (g- general intelligence)
and one or more specific factors (s) -proposed a general intelligence "g" applied to an intellectual task -aslo subset of intelligence (s) ex. math needs (G) arithmetic ability (s) |
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Multifactor approach
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- believe intelligence is composed of many separate abilities that operare more or less independently
- individual can be high on some components of intelligence but low on others |
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Charles Thurston
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(multifactor approach)
-intelligence is composed of 7 primary mental abilities (distinct abilities, can be high on some and low on others) -factor analysis? |
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factor analysis
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statistical technique used to find a cluster of items that measure a common ability
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howard gardiner
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theory of multiple intelligences
- added musical, bodily kinesthetic, linguistic,and other forms of intelligence to capture the full range of mental abilities Savant syndrome (low IQ & Island of brilliance) |
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evidence for multiple intelligences
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-comes from damages and savants
- brain lesions can cause specific disruptions - ex: some damage language but leave math abilities intact |
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guilford
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120 different types of intelligence
- factor analysis -what goes in determines what comes out |
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alfred binet
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1. first intelligence test
- objective method for identifying children who would profit from education in regular classrooms and who needed special education - original intelligence test was designed to assess academic abilities, not general intelligence 2. mental age - measures the individuals level of mental developments relative to others |
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william stern
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- iq score
(ppl began to think of the iq as a general measure of intelligence) (iq - intelligence quotient) - (mental age/chronological age) X 100 above 130 - geniurs 100 - avg below 70 - mentally retarded iq reflects individuals performance relative to that of persons of the same age who have taken the same test. |
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wechsler intelligence test
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Wechsler ADULT intellgience scale (WAIS)
-wechsler intelligence scale for children (WISC) 1. individually administered 2. verbal & performance subtests (math, voc, simliarties, mazes,etc) 3. it provides a - verbal IQ score - Performance IQ score - Full scale IQ score |
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group tests of intelligence
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1. army alpha and army beta
2. can test more people at the same time and is less costly than individual tests 3. Problems : examiner cannot: - establish rapport - see how the person approaches the test items - learn about tet taker's frame of mind |
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3 requirements for a good test
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1. reliability - results are consistent, repeatable or stable
2. validity - test measures what it claims to be measuring 3. standardized administration & scoring - compares subjects test score to norms |
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Norms
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establish standards of performance on the test that are created by giving the test to a large group of individuals who are representative of the population
- standardized test results typically form a normal distribution - bell shaped curve (avgs iq - 100) |
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3 diagnostic critera for mental retardation
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1. low iq - below 70
2. fail to display adequate social adaptive skills 3. evident by age 18 |
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levels of mental retardation
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mild - majority of all MR - most have no biological cause (familial retardation)
moderate severe profound |
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two main causes of mental retardation
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1. organic - which involves genetic disorder or brain damage
2. cultural-familial - involving no evidence of organic brain damage |
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causes of mental retardation
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1. genetic disorder
2. birth trauma 3. maternal infections 4. maternal use of drugs/alcohol 5. sensory or maternal deprivation chemical deficiencies hazards present during fetal development and birth (ex loss of oxygen) |
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down syndrome
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1. occurs in approximately one in ever 1000 live births
2. most frequently occuring chromosomal disorder 3. not related to race, nationality, religion, or socioeconomic statis 4. greater risk for a child born from a woman 35 years or older |
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types of down syndrome
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there are 3 chromosomal patterns that result in down syndrome
1. Trisomy 21 (nondisjunction) is cuased by a faulty cell division that results in baby having 3 #21 chromosomes instead of two (95 % of all DS cases) |
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prenatal diagnosis
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two types of procedures are available to pregnant women: screening test and diagnostic test
screening tests estimate the risk of the baby having down syndrome (measuring quantities of substances in blood/sonograms) diagnostic tests - tell whether or not the baby actually has down syndrome |
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intellectually gifted
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- have well above average IQ and/or a superior talent in a certain area
- 2-4% of the pop have IQ scores greater than 130 - most often are well adjusted, popular, and outgoing |
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Longitudinal study of intellectually gifted
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1500 california school kids w/ iq over 135
-physically and mentally healthier than nongifted -well-adjusted -happy -unusually successful academically -high levels of education -many became scientists/writters/professionals -ones who most visibly successful had extroadinary motivation and someone who especially encouraged them iq + motivation + support = success |
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nature vs. nurture
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nature - heredity (genetics)
nurture - environment environgment - conditions in world around us |
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evidence for heredity
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1. twin studies - twins raised apart many years later the correlation b/w the tinws iq scores is high and positive
identical twins +.88 fraternal twins +.60 siblings +.5 cousins +.15 greater the gentic similarity b/w the ppl the more similar their iq scores *childs iq correlates more highly with their biological parentes vs their adoptive parents -certain genes are associated w/ high intelligence - tryon - inbred maze bright and maze dull rats |
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evidence for environment
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1. twin studies - reared apart
2. environmental deprivation and enrichment studies 3. worldwide gains in IQ at all ages in recent decades ( 3 iq points per decade worldwide) - due to better nutrition, urbanization, tv, more/better educcation, computer games, cognitively demanding jobs |
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emotional intelligence
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EQ
daniel Goleman Eq is differeng from IQ 5 major components: 1. knowing our own emotions 2. managing our own emotions 3. motivated ourselves 4. recognizing and influencing other's emotions 5. handeling relationships |
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motives
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the needs, wants, interests, and desires that propel ppl in certain directions - thought of as something with in an individual that
1. energizes behavior 2. gives it direction toward a goal 3. accounts for intensity 4. and Persistence of behavior |
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emotion
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feelings
*motivation and emotion both influence our behavior |
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why is it hard to know what motivates someone?
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1. different motives may result in the same behavior
2. different behaviors may satisfy the same motive 3. a person may be unaware of the motivation behind their actions |
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4 sources of motivation
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1. biological factors - need for food
2. emotional factors - fear/love 3. cognitive factors - not always rational 4. social factors (ex argentina - anorexia) |
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primary motives
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innate, unlearned, universal, biological, survival needs
ex. hunger, thirst, pain avoidance, needs for air, sleep, elimination of wastes, regulation of body temperature |
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3 types of motives
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1. primary
2. secondary - learned motives (ex. achievement, power) 3. stimulus motives (appear to be innate/unlearned but they are not necessary for survival) - activity, manipulation, curiosity, exploration, physical contact |
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intrinsically motivated
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engage in an activity because they are interested in and enjoy the activity
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extrinscially motivated
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engage in activities for instrumental or other reasons, such as receiving an award
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major theories to explain motivation
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1. instinct theory
2. drive reduction theory 3. arousal theory 4. incentive theory 5. cognitive theory 6. opponent process theory 7. maslow's hierarchy of needs *no single theory provides a complete explanation of human motivation |
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instinct theory
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- we are motivated by instincts
-unlearned, innate, genetically coded, automatic, involuntary behavior patters -that PREDISPOSES someone to behave in a certain way when specific envrionmental conditoins are present *instinctive behavior is characteristic of all members of a species (ex sea turtles go to water) |
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imprinting
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ducks follow the first thing they see when born during a critical period...after which imprinting wont occur
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Norms
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establish standards of performance on the test that are created by giving the test to a large group of individuals who are representative of the population
- standardized test results typically form a normal distribution - bell shaped curve (avgs iq - 100) |
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3 diagnostic critera for mental retardation
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1. low iq - below 70
2. fail to display adequate social adaptive skills 3. evident by age 18 |
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levels of mental retardation
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mild - majority of all MR - most have no biological cause (familial retardation)
moderate severe profound |
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two main causes of mental retardation
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1. organic - which involves genetic disorder or brain damage
2. cultural-familial - involving no evidence of organic brain damage |
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causes of mental retardation
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1. genetic disorder
2. birth trauma 3. maternal infections 4. maternal use of drugs/alcohol 5. sensory or maternal deprivation chemical deficiencies hazards present during fetal development and birth (ex loss of oxygen) |
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problems with instinct theory
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1. instinct became a meaningless label to describe human behavior without explaining it
2. instinct theory cant be tested - it is circular why do we read books? we read books because we have an instinct to read books. ho do we know we have the instinct? b/c we read books 3. fails to account for the important role of LEARNING |
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drive reduction theory
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- we are motivated to maintain homeostasis - a balanced physiological state (maintain body temp, blood pressure, oxygen level, etc)
1. any imbalance in homeostasis creates a need 2. in responding to needs the brain tries to restore homeostasis by creating a psychological state called drive (need -> drive (thirst)) 3. drive motivates you to take some action (drive reducing behavior) to fulfill the need and thus return to homeostasis need- drive (thirst) - drive reducin beh (drink water) - homeostasis |
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drive reduction theory problems
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1. homostatic drives are not "all powerful" ex. us of tobacco/alohol/cocaine craved by body while ignoring vital bodily needs
2. needs may increased with time, but drive can be ignored ex. hunger vs talk on phone 3. no drive for each need A. pilot needs oxygen, but not drive state for oxygen B. diet pill..need food but no drive 4. we continue to engage in certain behaviors after our eneds are met (dessert after full meal) 5. can't explain behaving toincrease our arousal - may behave in ways that increas vs. decrease a drive ex. skip meals to lose weight |
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arousal theory
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- we are motivated to maintain an optimum arousal level
-each person has their own "optimum level of arousal" - this accounts for ppl having differences in their preferred activities |
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incentive theory
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we are motivated by valued external goals - incentives
incentives - external stimuli in the environment that pull or attract us Value of an incentive can change over time ex. chocolate bar may not be an incentive after u eat 10 what is a positive or negative incentive varies from person to person |
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opponent process theory
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1. any reaction to a stimulus is automatically followed by its opposite or opposing process
2. after repetaed exposure to the same stimulus, the first reaction weakens,whilt the opponent process becomes stronger |
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cognitive theory
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we are motivated by our thoughts, expectations, attributions
-you would be motivated to study hard if you BELIEVED you were a responsible student and you EXPECTED to master the material you thought you controlled your grades and ATTRIBUTED your succcess to your efforts and abilities, not to chance or luck |
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abrahams maslow's hierarchy of needs
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self actualization on top
physiological/biological needs on bottom (food , water, shelter) - must be satisfied first |
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abraham maslow
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a human pscyhologist
self actualization - each person is born with an inner drive to reach their full potential - a musician must make music, an artist must paint, a poet must right, if he is to be ultimately at peace w/ himself what a man can be he must be |
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criticism of maslow
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1. people dont always satisfy basic needs first
ex. some ppl will risk their lives to save others 2. progression thru hierarchy is not universal |
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eating behavior - 4 sources of motivation
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1. biological
2. emotional 3. cognitive 4. social |
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set point theory
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there is a homeostatic mechanism in the body that regulates matabolism, fat storage, and food intake so as to maintain a PROGRAMMED WEIGHT
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components of emotions
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1. physiological arousal - bodily changes in HR, BP, breathing, perspiration, muscle tension
2. subjective cognitive states - the personal expereicne we label as emotions 3. expressive behaviors - signs of internal reactions |
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theories of emotion
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1. james lange theory
2. cannon bard theory 3. cogntive theory - stanly schachter (emotion - Physiological arousal X cognitive label) |
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james lange theory
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it is the experiencing of physiological responses (ex changes in heart rate) that creats fear
you see bear -> automatic physiological response ->emotion (fear) as we b/c aware of Physiological changes we experience emotions- eachdifferent emotion is created by a different pattern of physiological responses |
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facial feedback hypothesis
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-supports james lange theory
changes in our facial expressions sometimes produce shifts in our emotional expressions rather than merely reflecting them studies have shown that ppl feel emotions such as happiness, anger, or sandess for ex when makin an angry or sad face they can also ease teh feelings by relaxing their faces |
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cannon bard theory
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emotional provoking events simultaneously give rise to
1. physiological reactions (ANS) 2. and subjective states we label as emotions (cerebral cortex) subjective emotional expreiences are produced by specific external stimuli |
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cognitive theory of emotions
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-stanly schachter
emotion = physiological arousal X cognitive label research studies : adrnalin + cogntive label |
