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21 Cards in this Set
- Front
- Back
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-What is the modern-day definition of intelligence?
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-The ability to acquire knowledge, to think and reason effectively, and to deal adaptively with the environment.
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-How did Galton and Binet differ in their approaches to measuring mental abilities?
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-Sir Francis Galton pioneered the study of intelligence with his studies of hereditary genius. Exhibiting his own belief bias, Galton dismissed the fact that the more successful people he studied almost invariably came from privileged environments.
Binet made two assumptions about intelligence: First, mental abilities develop with age. Second, the rate at which people gain mental competence is a characteristic of the person and is fairly constant over time. In other words, a child who is less competent than expected at age 5 should also be lagging at age 10. |
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-Why do today’s intelligence tests no longer use the concept of mental age?
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-The concept works well for children, but many of the basic skills measured by intelligence test are acquired by 16 through normal life experiences and schooling - its less useful for adults
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-How is IQ now defined and how is it measured differently than it once was?
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-Today’s “IQ” score is not quotient, instead it is based on a person’s performance relative to the scores of other people the same age.
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-What kinds of evidence supported the existence of Spearman’s g factor?
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- Spearman’s g factor: general intelligence factor, explains why doing well in one thing correlates with doing well in other subjects
-School grades in different subjects ex. Performance in a mathematics course would depend mainly on your general intelligence but also on your specific ability to learn mathematics. Intellectual performance is determined partly by general intelligence |
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-What led Thurstone to view intelligence as specific mental abilities?
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-The fact that scores on different mental test were far from perfect. Led him to believe that human mental performance depends not on one general factor but rather on seven distinct abilities (primary mental abilities)
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-What is crystallized vs. fluid intelligence? How are they related to aging and memory?
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-Crystallized Intelligence: the application of previously acquired knowledge to current
-Fluid Intelligence: the ability to deal with novel problem-solving situation (solving situations for which personal experience does not provide a solution.) Performance on crystallized Intelligence improve and remain stable-adulthood Performance on fluid intelligence begins to decline as people enter adulthood. |
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-What three classes of psychological processes and forms of intelligence are found in Sternberg’s triarchic theory?
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-Metacomponents: higher-order processes used to plan and regulate task performance, performance components: actual mental processes used to perform the task, and knowledge acquisition components: learning from experience. processes used in gaining and storing new knowledge - i.e. capacity for learning. The strategies you use to help memorize things exemplify the processes that fall into this category.
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-What kinds of abilities are included in Gardner’s multiple intelligences?
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1. Linguistic intelligence - the ability to use language well
2. Logical-mathematical intelligence- the ability to reason mathematically and logically 3. Visuospatial intelligence - the ability to solve spatial problems or succeed in a field such as architecture 4. Musical intelligence - the ability to perceive pitch and to understand and produce music 5. Bodily-kinesthetic intelligence - the ability to control body movements and skillfully manipulate objects - demonstrated by dancers, athletes, and surgeons 6. Interpersonal intelligence - the ability to understand and relate well to others 7. Intrapersonal intelligence - the ability to understand oneself 8. Naturalistic intelligence - the ability to detect and understand phenomena in the natural world |
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-Describe the four skills of personal intelligence and the four branches of emotional intelligence from the text. How are they measured?
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Four skills
1. The ability to process and reason about personally relevant information through introspection and by observing yourself, other people and the way others react to you. 2. The ability to incorporate the information gained through introspection and observation into an accurate self-knowledge of your traits, abilities and values as well as accurate models of others’ personalities. 3. The ability to use personally relevant knowledge to guide your choice, such as a choice of occupation or marriage partner. 4. The ability to select goals that are consistent with one another and that are realistic given your talents and resource. Four Branches: 1. Perceiving emotion: measured by people’s accuracy in judging emotional expressions in facial photographs as well as the emotional tones conveyed by different landscapes and design 2. Using emotions to facilitate thought: measured by asking people to identify the emotions that would best enhance a particular type of thinking such as how to deal with a distressed co-worker or plan a birthday party 3. Understanding emotions: people asked to specify the conditions under which, their emotions change in intensity or type; another task measures people’s understanding of which basic emotions blend together to create subtle emotions such as envy or jealousy 4. Managing emotions: measured by asking respondents to indicate how they can change their own or others emotions to facilitate success or increase interpersonal harmony |
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-Describe aptitude versus achievement tests.
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-Achievement tests determine how much you know, how much have you learned.
PROS: usually are correct CONS: the results are assumed -Aptitude tests determine how you might perform, learn, or think in the future. PROS: may be fairer CONS: difficult to construct tests |
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-How well do IQ scores predict academic, job, and other life outcomes?
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-Intelligence tests correlate with high school grades,intelligence correlates with socioeconomic status,higher intelligence is associated with a longer lifespan,especially in women.
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-What evidence supports a genetic contribution to intelligence?
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-Genetic factors influence which environment people select for themselves, how they respond to the environment, and how the environment responds to them.
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-How much do family and school environments contribute to intelligence?
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-Influence the effects produced by the environment. environment can influence how genes express themselves.
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-What effects have been shown in early-intervention programs for disadvantaged children?
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-They had lower crime rates, required less welfare assistance, exhibited better academic performance and progress, and had higher incomes and how ownership.
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-What explanations have been offered for differences in IQ between ethnic groups?
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-Test biased
-Social status -Environment--> where you grow up, family factors -Cultural assimilation -Educational and economic opportunities |
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-What sex differences exist in cognitive skills?
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-Men are more accurate in target directed skills, such as throwing and catching objects and they tend to perform slightly better on tests of mathematical reasoning.
-Women on average perform better on tests of perceptual speed, verbal fluency, and mathematical calculation, and on precise manual tasks requiring fine motor coordination |
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-What biological and environmental factors might be involved in sex differences in cognitive abilities?
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-Biological: sex hormones establish sexual differentiation. the hormonal effects go beyond reproductive characteristics; they alter brain organization and appear to extend to a variety of behavioral differences between men and women including aggression and problem solving approaches.
-Environmental: the environmental explanations typically focus on the socialization experiences that male and females have as they grow up esp. the kind of sex typed activities that boys and girls are steered into. Evolutionary theorists have also weighed in on the differences suggesting that sex roles specialization developed in ancestral environments. Men’s roles such as navigating and hunting favored the development of visuospatial abilities that show up in sex difference research. Women’s roles such as child rearing and tool making activities favored the development of verbal[ and manual precision abilities. |
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-How can teachers’ expectations and stereotype threat influence academic performance?
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-If teachers are told that a particular child has hidden potential or,alternatively, intellectual limitations, they increase or decrease the amount of attention and effort expended on the child, thereby influencing the child’s development of cognitive skills
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-How do sex hormones and gender stereotypes combine to influence intellectual performance?
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-Women’s hormonal levels during the menstrual cycle are related to fluctuations in task performance; when women have high levels of estrogen they perform better on some of the “feminine ability” measures, while showing declines in performance on some of the male ability measures. Testosterone levels are related to performance on male tasks.
-Reportedly, hormones of men and women do not relate to their cognitive skills |
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-What factors allow gifted people to become eminent?
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1) highly developed mental abilities
2) the ability to engage in creative problem solving 3) motivation and dedication |
