PSYC TEST 3 - Intelligence (M.28~30)

the ability to learn from experience, solve problems, and use knowledge to adapt to new situations

a statistical procedure that identifies clusters of related variables

word fluency, verbal comprehension, spatial ability, perceptual speed, numerical ability, inductive reasoning, memory

fluid intelligence(Gf) - our ability to reason speedily and abstractly (logic problem solving) crystallized intelligence(Gc) - our accumulated knowledge as reflected in vocabulaty and applied skills

There is a general intelligence factor (g), We also have more specific abilities, Gf and Gc bridge the gap from general intelligence to specific abilities. We use our g-based fluid intelligence to learn, and we gain crystallized intelligence (specific abilities) in reture

It affirmed a general intellectual ability factor. It affirmed the existence of Gf and Gc. And it identified more specific abilities, such as reading and writing ability, memory capacity, and processing speed. It recognized that many abilities comprise intelligence, but that these specific abilities exist under a broader umbrella of general intelligence.

people who have an island of brilliance but often score low on intelligence tests and may have limited or no language ability

Analytical intelligence - academic problem-solving, Creative intelligence - ability to adapte to new situations, Practical intelligence - ability required for everyday tasks

People with savant syndrome have limited mental ability overall but possess one ore more exceptional skills. According to Howard Gardner, this suggests that our abilities come in separate paskages rather than being fully expressed by one general intelligence that encompasses all of our talents.

It's the know-how involved in understanding social situations and managing yourself successfully.

Perceiving(recognizing) emotions, Understanding(predicting) emotions, Managing(expressing) emotions, Using emotions

A basic intelligence predicts our abilities in varied academic areas. Different abilities, such as verbal and spatial, do have some tendency to correlate. Human abilities are too diverse to be encapsulated by a single general intelligence factor.

Our intelligence may be broken down into 7 distinct factors. A single g score is not as informative as scores for 7 primary mental abilities. Even his 7 mental abilities show a tendency to cluster, suggesting an underlysing g factor.

Intelligence is composed of broad and narrow abilities, such as reading ability, memory capacity, and processing speed. The specific abilities outlined by the CHC theory are too narrowly cognitive.

Our abilities are best classified into 8 or 9 independent intelligences, which include a broad range of skills beyong traditional school smarts. Intelligence is more than just verbal and mathematical skills. Other abilities are equally impotant to our human adaptability.

Our intelligence is best classified into 3 areas that predict real-world success: analytical, creative, and practical. These 3 domains can be reliably measured. These 3 domains may be less independent than the theory suggests, and may actually share an underlying g factor.

Emotional intelligence is a key aspect, consisting of perceiving, understanding, managing, and using emotions. These 4 components predict social success and emotional well-being.

Intelligence is composed of both a broad ability factor as well as other specific abilities, such as reading ability, memory capacity, and processing speed.

general intelligence

theories of multiple intelligence

analytical, creative, practical

succeed in their careers

Charles Spearman's statistical procedure that identifies clusters of related abilities, he noted that those who schore high in one area typically score higher than averahe in other areas. HOWEVER Thurstone disagreed and identified 7 different clusters in one cluster to score high in other clustres, providing further evidence of a g factor.

Gardner proposed 8 relatively independent intelligences - linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, intrapersonal, interpersonal, and naturalist - as well as a possible ninth - existential intelligence. Sternberg's triartchic theory proposes 3 intelligence areas that predict real-world skills: analytical, creative, and practical.

Achievement tests - reflect what you learned, Aptitude tests - predict what you will be able to learn

the level of performance typically associated with a certain chronological age

a revision of Binet's original items, adding others, establishing new age norms (extended upper end of the test's range from age 12 to "superior adults"

The IQ was simply a person's mental age divided by chronological age and multiply by 100 to get rid of the decimal point. IQ = (mental age of #)/(chronological age of #) x 100

(5/4 x 100) = 125

It's a mostly used individual intelligence test created bu David Wechsler.

Similarities - reasoning the commonality of 2 objects or concepts Vocabulary - naming pictured objects, or defining words Block design - visual abstract processing Letter-number-sequencing - on hearing a series of numbers and letters, repeating the numbers in ascending order, and then the letters in alphabetical order

aptitude & achievement

It's a process of comparing score with others to see how you performed with the basis for comparison

The higher the correlation between the 2 scores, the higher the test's reliability (+.9) split-half: agreement of odd-question scores and even-question scores test with alternative forms of the test test-retest: retest with the same test

the extent to which the test actually measures or predicts what it promises

Standardized - pretested on a representative sample of people Reliable - yielding consistent results Valid - measuring and predicting what it is supposed to

disagreement & down & zero & agreement & up

Intelligence facilitates more education, better jobs, and a healthier environment Intelligence encourages healthy living: less smoking, better diet, more exercise Prenatal events or early childhood illnesses can influence both intelligence and health A "well-wired body," as evidenced by fast reaction speeds, perhaps fosters both intelligence and longevity

A - longitudinal study to examine how intelligence changes in the same people over the life span B - cross-sectional study to examine the intelligence of people now at various life stages

150

how the test-taker compares with other adults in vocabulary and arithmetic reasoning

reliability

Intelligent people have slower reaction times, so are less likely to put themselves at risk

Writiers' work relies more on Gc, accumulated knowledge that increases with age Scientists doing research may need more Gf(the speedy and abstract reasoning), which tends to decrease with age

An intelligence tests assesses an individual's mental aptitudes and compares them with those of others, using numerical scores. Aptitude tests measure the ability to learn, while achievement tests measure what we have already learned.

The distribution of test scores often forms a normal curve around the central average score, with fewer and fewer scores at the extremes. Standardization - establishes a basis for meaningful score comparisons by giving a test to a representative sample of future test-takers. Reliability - the extent to which a test yields consistenct results ( on 2 halves of the test, on alternative forms ofthe test, or on retesting) Validity - the extent to which a test measures or predicts what it is supposed to. A test has predictive validity if it predicts a behavior it was designed to predict (aptitude tests have predictive validity if they can predict future achievements, their predictive power is best for the early school years.)

intelligence test score of or below 70 - one diagnostic criterion for the diagnosis of intellectual disability high intelligence extreme, over 135 - tend to be healthy and well-adjusted, as well as unusually successful academically.

Cross-sectional studies compare people of different eras and life circumstances. This can provide an excellent snapshot of a particular point in time, but longitudinal studies are superior for tracing the evolution of traits over a longer period. Cross-sectional method - mental ability declines with age Longitudinal method - remains stable or even increase

The stability of intelligence test scores increases with age. At age 4, scores begin to predict adolescent and adult scores. By age 11, scores are very stable and predictive.

The answers to age-and-intelligence questions depend on what we assess and how we assess it. Gf declines in older adults, in part because neural processing slows. However, Gc tends to increase with age.

It's the portion of variation among individuals in a group that we can attribute to genes. Estimates of the heritability of intelligence - the extent to which intelligence test score variation within a group can be attributed to genetic variation - range from 50~80%

Adoption from poverty into middle-class homes enhances intelligence test scores Adoption of mistreated or neglectes children enhances intelligence test scores The intelligence scores of "virtual twins" - same-age, unrelated children adopted as infants and raised together as siblings - correlate at a level higher than chance (+.28)

increase

sucess

Racial and ethnic groups differ in their average intelligence test scores High-scoring groups are more likely to attain high levels of education and income

Genetics research reveals that under the skin, we humans are remarkably alike, despite some racial variation Race is not nealy defined biological category, it's primarily a social construction without well-defined physical boundaries Within the same population, there are generation-to-generation differences in test scores Schools and culture matter, rish-versus-poor intelligence test score gap In different eras, different ethnic groups have experienced golden ages - periods of remarkable achievement

perfectly equal opportunity would create 100% heritability, because genes alone would account for any human differences.

It hinges solely on whether a test predicts future behavior for all groups of test-takers, not just for some.

Culturally biased (unfair) - if higher scores are achieved by those with certain cultural experiences That same test is not scientifically biased as long as it has predictive validity - if it predicts what it is supposed to predict ex) SAT may favor those with experience in the U.S. school system, but it does still accurately predict U.S. college success

when Black students performed worse after being reminded of their race just before taking verbal aptitude tests - negatively stereotypes minirities and women

accomplishment

stereotype threat

the variation in intelligence within a group of people is attributable to genetic factors

identical twins, but not other siblings, have nearly identical intelligence test scores

being raised in conditions of extreme deprivation

streotype threat

Heritability s the proportion of variation among individuals in a gourp that can be attributed to genes. Studies of twins, family members, and adoptive parents and siblings indicate a significant hereditary contribution to intelligence scores. Intelligence is polygenetic.

Studies of children raised in impoverished environments with minimal social interaction indicate that life experiences significantly influence cognitive development. Noevidence supports the idea that normal, healthy, children can be molded into geniuses by growing up in an exceptionally enriched environment. Environments that foster a growth mindset do not alter intelligence, but can positively impact achievement.

Boys and girls have the same average intelligence test scores, but they tend to differ in some specific abilities. Girls, on average, are better spellers, more verbally fluent, better at reading and at locating objects, better at detecting emotions, and more sensitive to touch, taste, and color. Boys outperform girls ar spatial ability and complex mathematics, though boys and girls hardly differ in math conputation and overall math performance. Boys also outnumber girls at the low and high extremes of mental abilities. Evolutionary and cultural explanations have been proposed for these gender differences.