Week 4-Chapter 10-Chapter Review-Intelligence

Front 1

10-1
How is intelligence defined?

Back 1

-Mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations.

Front 2

10-2
What are the arguments for and against considering intelligence and one's general mental ability?

Back 2

-General intelligence score don't reflect a person's intellect because people tend to excel with one thing but struggle with another. People ranked with multiple tests, it was found that most tend to excel across a range of GENERAL INTELLIGENCE. Arguments that general intelligence scores correlate with the ability to solve novel problems relating to academic and vocational problems, but do not reflect intelligence related to individual skills or EVOLUTIONARILY FAMILIAR situations such as marrying, parenting, friendships, land navigation; dividing intelligence into academic and social skills.

Front 3

10-3
How do Gardner's and Sternberg's theories of multiple intelligence differ?

Back 3

-Gardner's intelligence theory determines individual intelligence with eight parts: interpersonal, intrapersonal, bodilykinesthetics, spatial, musical, logical-mathematical, linguistics, and naturalistics.
-Sternbergs intelligence theory involves only three categories: analytical, creative intelligence, and practical intelligence

Front 4

10-4
What is creativity, and what fosters it?

Back 4

-The ability to produce ideas that are both novel and valuable.

-Creativity is fostered by:
*Expertise
*Imaginative thinking
*A venturesome personality
*Intrinsic motivation
*A creative environment

Front 5

10-5
What are the four components of emotional intelligence?

Back 5

-Perceiving, understanding, managing, and using emotions

Front 6

10-6
To what extent is intelligence related to brain anatomy?

Back 6

-Studies have confirmed that size does matter
-More grey and white matter mean more efficient communication between brain centers.

Front 7

10-7
To what extent is intelligence related to neural processing speed?

Back 7

-Intelligence involved efficient quick responses. Processing speed relates to intelligence scores on certain tests-verbal intelligence.

Front 8

10-8
When and why were intelligence tests created?

Back 8

-Intelligence tests began over 100 years ago with Francis Galton. He was fascinated with measuring human traits and the "natural ability" to encourage intelligent people to mate together.

-Modern testing movement began early 20th century in France when law required all children to attend school. Tests were designed identify kids with special needs and provide the opportunity to educate children.

-1911, other adopted the test for other nations resulting in the IQ test.

Front 9

10-9
What's the difference between achievement and aptitude tests?

Back 9

-Achievement tests reflect what someone has learned.
-Aptitude test predicts what they are capable of learning.

Front 10

10-10
What are standardization and the normal curve?

Back 10

-Standardization defining meaningful scores by comparison with performance of the pretested group.

-Normal curve-the symmetrical, bell-shaped curve that describes the distribution of many physical and psychological attributes. Most scores fall near the average, and fewer and fewer scores lie near the extreme.

Front 11

10-11
What are reliability and validity?

Back 11

-Reliability-the extent to which a test yields consistent results, as assessed by the consistency of scores on two halves of the test.
-Validity-the exetent to which a test yields consistent results, as assesssed by the consistency of scores on two halves of the test.

Front 12

10-12
How stable are intelligence scores over the life span?

Back 12

-mental ability declines with age, but not sharply. Caused by slower neural processing
-Age brings wisdom-expert knowledge about life, good judgement .
-Older adults show increase in "Crystallized intelligence"-accumilated knowledge as reflected in vocabulary and analogies test.
-Older adults show decrease in "Fluid intelligence"-ability to rewason speedily and abstractly.

Front 13

10-13
What are the traits of those at the low and high intelligence extremes?

Back 13

-Low intelligence extremes-labeled as intellectual disability are persons having both low test scores and difficulty adapting to the normal demands of independent living. Deviation score of 15, !Q of 70 or below, weak in conceptual, social, and practical skills.

-High extremes of intelligence- high IQ scores-135. healthy, well-adjusted, and unususally sucessful.

Front 14

10-14
What evidence points to a genetic influence on intelligence?

Back 14

-Genes and mental abilities coorelate.
-Heritability-the extent to which intelligence test score variation can be attributed to genetic variation-range from 50 to 80 percent.
-Studies of twins raised in different environments shows that later in life, environment influence decreases and intelligence coorelates with bilogical parents

Front 15

10-15
What does evidence reveal about environmental influence on intelligence?

Back 15

-Evidence reveals that poor environmental conditions can depress cognitive development; including neglect and malnutrition.
-Schooling and individual motivation influence intelligence.

Front 16

10-16
How and why do the genders differ in mental ability scores?

Back 16

-Men and women's mental abilities are minor.
-Girls are better spellers, verbally fluent, better at locating objects, detecting emotions, sensitive to touch, taste, and color.
-Boys are better at spatial ability, complex math problems, but overall math is similar.
-Men's mental abilities are at the low and high extremes.
-Evolutionary psychologists argue that biological and social inlfuence affects gender intelligence.

Front 17

10-17
How and why do racial and ethnic groups differ in mental ability scores?

Back 17

-Racial groups differ in intelligence scores.
-Higher scoring people and groups are more likely to attain high levels of education and income.
-Group differences may be entirely enviromental.
-Genetic similarities are great in all races.
-Race is seen primarily as a social construction.
-Black and white races receive the same knowledge, they exhibit the same information processing skill.
-Schools and culture matter. Cultures rise and fall over centuries but genes do not.

Front 18

10-18
Are intelligence tests inappropriately biased?

Back 18

-Two definitions of "bias" are noted. First:
*Bias intelligence tests where the taker lacks the experience to answer questions.
*Measure one's developmental abilities which reflect education and experience.
-Second bias:
*Scientific meaning that hinges on a tests validity to predict future behavior. U.S. aptitude tests are not biased.

-Intelligence tests are/are not discriminatory?; they discriminate to distinguish among individuals. No, their purpose is to reduce discrimination by reducing reliance on subjective criteria for schooling and job placement.