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20 Cards in this Set
- Front
- Back
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Name 2 IQ tests and explain how an IQ score can be interpreted
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Intelligence tests have a mean of 100 and a SD of 15. Within 1 SD is 68% of population and 2 SD is 95% of population
Peabody Picture Vocabulary Test: receptive vocabulary for standard American English, quick measure of verbal ability or scholastic aptitude. Not useful for deaf and blind, useful for mental retardation Raven's Progressive Matricies: reasoning component of Spearman's g. High score is ability to think clearly, make sense of complexity, store and reproduce information. Indepedence from language, reading and writing. 2007 study showed Asperger's scored higher |
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Describe Gardner's theory and list 3 intelligence components it contains
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Intelligence into specific abilities rather than a general ability 'multiple intelligences'. All distinct and unrelated. In response to school environment disadvantaging some. Intelligence should not just be informed by average person but also those gifted in valued abilities. Musical, bodily kinesthetic and interpersonal skills. Important outside of academia. 8 criteria
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Sternberg's triarchic theory and 3 components it contains
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3 broad domains. Against psychometric and takes cognitive approach. Intelligence is how well a person practically deals with environment. Analytic, creative and practical intelligence are three forms of intelligence, most IQ tests measure only analytic. Need to put more emphasis on practical knowledge. Tacit intelligence correlates better with job performance
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3 examples where IQ/intelligent behaviour link breaks down
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Brazilian children perform math needed to run street businesses despite being unable to complete maths exam
Women shopppers California compare product values in store but can't do same with paper and pen Ceci and Liker found people could predict performance of horse race betters using complicated algorithms unrelated to their IQ |
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Three issues involved with comparing intelligence across cultures
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1. Different terms for what is considered intelligence
2. Different emphasis on cog characteristics that make us intelligence (different definitions of what is considered adaptive or advantageous in general) eg American's consider cognitive characteristics while Hispanics consider practical skills. They are not equally represented in tests 3. Different testing mediums are advantageous across cultures eg Zambian children with wire models versus Americans with paper and pen |
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Describe one of Piaget's tasks: how do they relate to standard intelligence measures
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Conservation is watching water poured from tall glass to small glass, asked if quantity is changed now that shape has. Piaget tests have little interest in individual differences but when modified correlate fairly well to standard intelligence measures
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Describe zone of proximal development. How does concept relate to intelligence testing?
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Lev Vygotskys zone of proximal development is level child would achieve if aided by a supportive adult i.e watching a responsive adult perform a task the child will get better at performing the task. Traditional intelligence tests are static, showing only what a child can already do. Vygotsky's tests are dynamic, showing a child's latent potential as well
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How it intelligence measured in babies? Do these measures relate to childhood IQ scores?
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Conventional infant test scores don't predict later test scores well but experimental measures of infant attention and memory do. Habituation tests- how long it takes a baby to become habituated to a certain pattern and then look away from it. Preference tests is whether the baby prefers a novel stimulus as opposed to a habituated one (more intelligent if they do). Information processing capacity. These correlate well with intelligence tests at 2, 4, 6 or even 8
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Name 3 non genetic bio variables that effect intelligence and how they do so
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Nutrition prenatal malnutrition appears to have no effect (Dutch study) prolonged malnutrition in childhood has significant effect BUT chronic malnutrition is often associated with a lot of other issues (poor SE conditions). BUT Guatemalan study gave children access to protein supplement, decade later scored higher on school achievement tests than controls
Lead: blood levels of children living near a lead plant correlated negatively consistently with intelligence Alcohol: prenatal drinking leads to fetal alcohol syndrome, significant mental retardation. Smaller doses also have this effect. Mothers consuming 1.5 o.z of alcohol daily during pregnancy had children scoring 5 points below controls at age 4 |
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Describe the Flynn Effect and give 3 possible explanations for this. Explain how the Flynn Effect relates to increases in school achievement
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Substantial and long sustained increase in intelligence scores over time. Tests are standardised to 100, SD 15 but as new test takers take old tests average scores are significantly above 100
1. Social/cultural life more complex, lifestyles more urbanised, television exposes us to new things, children stay in school longer forms new experiences. Corresponding changes in the mind 2. Improvement in nutrition led to gains in height, perhaps also gains in brain size (intelligence is related to brain/body mass ratio, not just brain size) 3. Occupation: workplaces may effect intelligence of people who work in them, Kohn and Schooler argued more complex jobs produce more complex intellectual flexibility Gains in intelligence scores not always accompanies by gains in school achievement Prolonged decline in SAT scores mid 60's to 80's while IQ rising BUT National Assessment of Education Progress showed average reading and writing to 13 and 17 year olds improved Complex relationship between IQ and school achievement |
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Name 3 life outcomes that relate to IQ and other factors that contribute to these outcomes
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1. School performance- IQ correlates 0.5 with GPA and 0.55 with years of education completed Differences in cultures and schooling i.e. Taiwanese children learn a lot more maths in school
2. Adult occupational status: significant correlation when family and education are controlled for. Results in part from education and test results limiting access to certain professions Juvenile crime- modest and low correlations. |
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What are the sex differences described in the paper? What are possible causes?
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Spatial ability- small differences favouring males particularly rotation tasks. Math section SATS d= 0.33 to 0.50
Quantitative tasks- females have advantage in early years of school but before puberty males get advantage and this prevails Verbal ability- synonym generation and verbal fluency favour females over males. d= 0.5 to 1.2 More males diagnosed as stutterers and dyslexia Social- subtle and overt differences between experiences, expectations and gender roles of males and females i.e. gender differentiated toys Sexually diamorphic brain structures: women have larger portion of corpus callosum relating to verbal ability. Brain imaging has found potential differences in lateralisation of language BUT environment may have an effect on genetically endowed factors and vice versa Hormones: high levels of androgen in utero due to condition congenial adrenal hyperplasia (CAH). CAH adult females score higher than controls on tests of spatial ability and play more with boys toys Testosterone: normal levels are |
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Describe psychometric evidence for g and what researchers believe g represents
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Spearman showed positive manifold between results of tests claiming to measure intelligence. Some portion of variance of scores on each test can be mathematically attributed to general factor
Spearman: g is a mental energy, ability underlying all tests of cognitive ability. Genetically determined Carroll: hierarchy of factors with g at the apex |
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Name three ways IQ test content and administration may disadvantage minority group members
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Administering English tests to children whose first language is not English i.e. Indian children score relatively low on verbal intelligence when given in school settings, similar result in Hispanic
2. Tests being given by White administrators rather than minority ingroup members 3. Tests reflect White values leading to lower motivation to succeed Time demands may be alien to Black culture |
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What outcomes do early intervention programs have on children's intelligence test scores and other variables?
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Provide short term gains while happening but fade after elementary. Long term gains include less likelihood to be held back or need special education. Abecedarian program revealed improved academic performance 7 years after intervention in early infancy
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Define outcome bias and predictive bias. State whether test scores show outcome bias, predictive bias, both or neither
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Outcome bias- lower mean scores in intelligence tests reflect a bias in the tests themselves (this bias can also be seen in society in generally reflecting biases in predictive outcomes such as health, income, against Black Americans
Predictive biases- performance in certain areas is higher than the test would predict. Not shown in test scores for Black Americans |
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Describe possible interactions between IQ and SES
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Poverty, insufficient prenatal case and lack of resources in socioeconomic conditions leads to lower IQ (nutrition and biological factors contribute little to variance, excluding extreme cases)
Bi directional: intelligence of parents can determine the SES of children and contributes to their IQ |
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Describe techniques used in inspection time research
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Two vertical lines shown then followed by a pattern mask. Subject must judge which line is shorter. Inspection time is defined as the minimum exposure time to gain an accurate and correct level of response. These correlate with visual tests. A same letter, different letter inspection time paradigm based on Posner's study correlated with verbal intelligence
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Why are group means unimportant for individual differences?
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Group means have no direct implications for individuals in the group
Evaluating individuals on their own merit is central to a democratic society Distribution of group scores overlap with range wider than the mean difference hence variance in IQ is due to individual differences far exceeds that of group membership |
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What is the relation of urban/rural occupation to intelligence?
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Complexity in the workplace contributes to more intellectual flexibility
Generation ago differences of up to 6 IQ points for those living in rural communities, this has declined to 2. Reflects decreases in rural isolation, increasing complexity of rural communities, education, work practices, technology on farms and lifestyles |
