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41 Cards in this Set
- Front
- Back
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Chat speak:
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A unique style of writingwhile texting
ex. Abbreviations, “lol” |
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Pragmatics:
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knowledge we have about practical aspects of language and how to use it in a functional way
Ex. If a teenager can chat speak tofriends online or on text but can talk regularly or academically to parents… this teen would understand pragmatics |
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Intelligence: |
Scientists can't define intelligence |
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Intelligenceas Sensory Capacity:
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•Galton’stheory that people with better senses acquire more knowledge
•Researchshowed different sensory capacities were only weakly related to each other •Alsoshowed that measures of sensory ability are nothighly related to intelligence |
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Intelligenceas AbstractThinking:
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•Binetand Simon’s1905 first intelligencetest
•Focusedon higher mental processes – reasoning, understanding, judgment, problem solving •Mostnow agree that intelligence is related to the capacity to understand theoretical concepts (abstract thinking) |
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GeneralvsSpecific Abilities:
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•Positivecorrelations among all items on IQ tests led to Spearman’sdevelopment of g and s
•Generalintelligence (g) accounts for overall differences in intellect among people •Ourparticular skills are reflected in our specific abilities (s) -“G”is the same as “IQ” , “IQ” is just term used now |
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Fluidand Crystallized Intelligence
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•Cattelland Horn theorized that “intelligence”is a mix of two capacities
•Capacityto learn new ways of solving problems, or fluidintelligence •Accumulated knowledge of the world we gain overtime, or crystallized intelligence |
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What is Fluid and Crystallized? |
- Fluid: flows, fits the shaped poured into à encounter new problem that we’ve never experienced before and seeing what we do to resolve the issue
- Crystallized: all knowledge taken in over the years, network of info in our memory that we can bring back whenever necessary (fluid flows into crystallized over time) |
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MultipleIntelligences
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•Gardner’s “framesof mind”– ways of thinking about the world
- 8 types of intelligence (first 3 were already made, he added the rest) |
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What are the 8 intelligences? |
1) Linguistic 2) Logic-Mathematic 3) Spatial 4) Musical 5) Body-Kinesthetic 6) Interpersonal 7) Intrapersonal 8) Naturalistic |
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Mixedscientific reaction to this 8 intelligences model, because it’s:
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•virtuallyimpossible to falsify
•notclear why certain abilities classify as intelligences, while others don’t (are they talents?) - was argued that Gardner is just saying its important to knowabout these abilities ** |
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TriarchicModel
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•Sternbergtheorized three largely distinct types of intelligence
•Believesthat having one does not ensure you have the others |
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What are the different types in "smarts" in Triarchic Model? |
1)Analytical (book smart) to reason logically 2)Creative come up with effective answers 3) Practical (street smart) ability to solve real world problems |
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The double curse of incompetence
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Cursedonce by being incompetent then cursed againfor thinking their not
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CalculatingIQ
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-Thedevelopment of norms allow us to compare a person’s results on a test to others
mental age ---------------- X100 = IQ actual age |
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After IQ test |
-100IQ is the average
- Scoreis about 50/50 on either side - Compareseach person to what is normal for his or her own age group |
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EugenicsMovement
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•Soonafter IQ tests were developed, their use began to be abused
•Ledto worry about “low IQ” in certain groups, and the eugenicsmovement •Forciblesterilization and immigration laws were most visible impacts on society |
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IQ testing today gives 5 scores of: |
•Overall IQ
•Verbal comprehension •Perceptual reasoning •Working memory •Processing speed |
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Culture-FairIQ Tests
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•Consistof abstract-reasoning items that don’tdepend on language
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Reliability ofIQ Scores
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•Inadults, scores tend to be highly stable over long periods of time
•Priorto age three, though, IQ tests are very unstable and poorpredictors of adult IQ - Ifresults are liable its consistent |
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Testre test reliability:
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- meansif tested on more than one occasion, wouldit give the same result.
- Hypothetically would results changeif taken once a month within a short amount of time - Less reliable in childhood and evenmore unreliable in infants |
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IntellectualDisability
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•Fourlevels: mild, moderate, severe, profound
•Themore severe the intellectual disability, the less likely it is to run in families |
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MentalGiftedness
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•Refersto the top2% of IQ scores
•Largeportion occupy certain professions: doctors, lawyers, engineers, professors |
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•Whatmakes a genius?
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•Geneticfactors play a role, but so do practice and dedication
•Intellectualbrilliance with little effort is very unrealistic |
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GeneticInfluences on IQ
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•Familystudies confirm that IQ runs in families
•Buthigh levels of environmental deprivation may swamp out effects of genes |
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Are twins affected the same with IQ if separated or not? |
•Twinsreared apart are as similar in IQ as twins reared together
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Environmental influences on IQ |
•Thosethat think IQ is fixed tend to take less academic risks,challenging themselves less
•Childrenfrom largerfamilies have slightly lower IQs than children from smaller families •Amountof schooling seems to exert a causal influence on IQ |
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Does Poverty influence IQ ?
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•Lackof proper nutrition and exposure to lead may lead to lower IQs
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Flynn Effect
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•Theaverage IQ of the population has been rising by about 3 points every 10 years
•Mostlikely the result of environmental changes 1.Increasedtest sophistication 2.Increasedcomplexity of modern world 3.Betternutrition 4.Changesat home and school |
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SexDifferences in IQ
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•Mostresearch finds few or no average differences between males and females
•But,males are more variable in their scores |
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Are there any specific mental abilities differentiating between genders? |
•Femalestend to do better on some verbal tasks and recognizing emotions in others
•Malestend to do better on spatial ability tests, like mental rotation and geography |
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RacialDifferences in IQ Examples
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•African-Americansand Hispanic Americans score lower than Caucasians on standard IQ tests
•Asian-Americansscore higher than Caucasians •Jewsscore slightly higher than non-Jews |
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Racial Differences in IQ
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•Thedifferences between groups are due to environment; withingroups are due to genetics
•Within-groupvsbetween-group heritability •Equalenvironments show equal IQs, no “boost” from Caucasian ancestry |
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Creativity
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•Oftenmeasured using tests of divergent thinking, “outside the box”thinking
•“Uses of an Object”test |
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Creativitydepends on?
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the audience: some paintings are phenomenal tosome, while useless to others
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Assessing Divergent Thinking:
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1) - unusual/alternative uses
- ex. Name 500 uses for a paper clip 2) - ways to improve something - assed in terms of fluency,originality, and flexibility |
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Assessing Divergent Thinking example:
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ex. How do I make this stuffedrabbit more fun?
-the more ideas, the fluency (number of ideas) -originality (how unique the ideas are, so by les than 5-10% of targetpopulation) -flexibility refers to types and categories - like coming up with a bunch ofdifferent hats for the rabbit. (so high fluency and originality but low flexibility cause all ideas were in one generally category: hats) |
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Divergent thinking XConvergent thinking
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Di: coming up with manypossibilities with no single correct response
Con: various possibilities to haveone single right answer |
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Does creativity have a connection with IQ? |
•Onlymildly (0.2 to 0.3)
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Is there evidence of a link between creativity and bipolar disorder? |
Yes |
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EmotionalIntelligence
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Theability to understand our own and others’emotions, then apply that information
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