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69 Cards in this Set
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- Back
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Individual differences |
Refer to distinctiveness and variations among people's characteristics and behavior patterns |
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Situationism |
Situations and circumstances in which one is placed influence one's behavior |
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Assessment |
Measurement of psychological attributes of individuals and their evaluation, often using multiple methods in terms of certain standards of comparison |
First step in understanding a psychological attribute |
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Formal assessment |
Objective, standardized, organized |
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Informal Assessment |
Varies from case to case and assessors and open to subjective interpretation |
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Psychological Assessment |
Uses systematic testing procedures to evaluate abilities, behaviours and personal qualities of individuals |
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Domains of psychological attributes |
Cognitive Emotional Social |
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Psychological attributes |
Personality Attitude Intelligence Values Interest |
PAIVI |
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Intelligence (general definition) |
Global capacity to understand the world, think rationally, and use available resources effectively |
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Aptitude |
An individual's underlying potential for acquiring skills |
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Interest |
An individual's preference for engaging in one or more specific activities relative to others |
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Personality |
Relatively enduring characteristics of a person that make him distinct from others |
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Values |
Enduring beliefs about an ideal mode of behaviour |
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Assessment methods |
Psychological Test Interview Case Study Observation Self-Report |
PICOS |
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Psychological Test |
An objective and standardized measure of an individual's mental and/or behavioral characteristics |
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Interview |
Seeking information from a person on a one-to-one basis |
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Case Study |
In-depth study of the individual in terms of her/his psychological attributes, psychological history in the context of her/his psychosocial and physical environment |
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Observation |
Employing systematic, organized, objective procedures to record behavioural phenomena occurring naturally in real time |
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Self-Report |
Person provides factual information about themselves and opinions, beliefs etc that they hold. |
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Intelligence (Oxford dictionary) |
Perceiving, learning, understanding and knowing |
PLUK |
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Intelligence (Binet definition) |
Ability to judge well, understand well and reason well |
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Intelligence (Wechsler definition) |
Global and aggregate capacity to think rationally, act purposefully and deal effectively with the environment |
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Intelligence (Gardner and Sternberg) |
An intelligent individual not only adapts to the environment, but also actively modifies or shapes it |
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Approaches to Intelligence |
Psychometric approach Information-processing approach |
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Psychometric Approach |
Considers intelligence as an aggregate of abilities. Single index of cognitive abilities |
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Information-processing approach |
Describes the processes people use in intellectual reasoning and problem solving. Focus on how an intelligent person acts |
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Uni factor theory of intelligence |
Alfred Binet One set of abilities for every problem Psychometric |
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Two-factor theory |
Charles Spearman Factor Analysis G-factor (general) S-factors (specific) Psychometric |
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Theory of primary mental abilities |
Louis Thurstone Seven primary abilities Verbal Comprehension Numerical Abilities Spatial Relations Perceptual Speed Word Fluency Memory Inductive Reasoning |
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Hierarchical model of intelligence |
Arthur Jensen Level 1- Associative learning- output similar to input (rote learning) Level 2- Cognitive competence- higher-order skills - input to effective output |
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Structure of intellect model |
J.P Guilford Operations, contents, products Operations- what the respondent does- cognition, memory etc Contents - nature of materials on which intellectual operations are performed (visual, auditory etc) Products- form in which information is processed (units, classes, relations, systems, transformations, implications) Model has 6x5x6 = 180 cells Psychometric |
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Theory of Multiple Intelligences |
Howard Gardner *Linguistic *Logical - mathematical *Spatial *Musical *Bodily-Kinaesthetic *Interpersonal *Intrapersonal *Naturalistic Information-processing approach |
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Triarchic Theory of Intelligence |
Robert Sternberg Componential/analytical- analysis of information to solve problems. Good in school. Knowledge acquisition component Metacomponent Performance component Experiential/creative- using past experiences creatively to solve problems Contextual/practical- deal with environmental demands encountered on daily basis Information-processing approach |
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PASS Model |
J.P Das, Jack Naglieri, Kirby Planning, Attention-arousal and simultaneous-successive model Arousal/attention- enable person to process information Simultaneous processing- perceive relations among various concepts & integrate them into a meaningful pattern. Eg:- Raven's Progressive Matrices Successive processing- Remember information serially so recall of one leads to another. Eg:- learning alphabets, numbers Planning- Allows us to think of the possible courses of action, implement them to reach a target & evaluate effectiveness PASS operates on knowledge base formally or informally. Interactive and dynamic with distinctive functions Cognitive assessment system (CAS) - battery of tests by Das and Naglieri for 5-18 years, verbal & non-verbal tasks, basic cognitive functions Information-processing approach |
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Hereditary influence on intelligence |
Identical twins together- 0.90 Identical twins separate- 0.72 Fraternal twins together- 0.60 Siblings together- 0.50 Sibling separate - 0.25 Children's intelligence level closer to biological parents Environmental deprivation lowers intelligence and vice versa |
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First measurement of intelligence |
1905. Alfred Binet and Theodore Simon |
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Mental age |
Measure of a person's intellectual development relative to people of her/his age group |
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Chronological age |
Biological age from birth |
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Intelligence quotient |
William Stern Mental age divided by chronological age multiplied by 100 IQ= MA/CA x 100 |
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Normal curve |
Frequency distribution of IQ scores on bell-shaped curve which is symmetrical around the central value called mean |
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Mental Retardation (American Association of Mental Deficiency) |
Significantly sub-average general intellectual functioning existing concurrently with deficits in adaptive behaviour and manifested during the developmental period |
Significantly sub-average intellectual functioning Deficits in adaptive behaviour During the developmental period |
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Levels of Retardation |
69-55 Mild Retardation 54-40 Moderate Retardation 39-25 Severe Retardation Below 25 Profound Retardation |
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Giftedness |
Exceptional general ability shown in superior performance in a wide variety of areas High ability, high creativity, high commitment |
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Talent |
Narrow term referring to remarkable ability in a specific field |
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Characteristics of gifted children |
Advanced logical thinking, questioning and problem solving behavior High speed in processing information Superior generalization and discrimination ability Advanced level of original and creative thinking High level of intrinsic motivation and self esteem Independent and non-conformist thinking Preference for solitary academic activities for long periods |
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Types of intelligence tests |
Individual or group tests Verbal, non-verbal or performance tests Culture-fair or culture-biased tests |
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Individual tests |
One person at a time Requires test administrator to establish rapport with subject and be sensitive to their moods and emotions Allow to answer orally, written or manipulate objects as per tester's instructions |
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Group tests |
Several persons simultaneously Do not allow opportunity to be familiar with subject's feelings Written answers, usually multiple choice |
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Verbal tests |
Require subjects to give oral responses verbally or written Only for literate people |
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Non verbal tests |
Use pictures or illustrations as test items eg:- RPM |
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Performance tests |
Manipulate objects and materials to perform a task Eg:- Koh's block design test |
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Culture-fair and culture-biased tests |
Some tests are biased to a certain culture. Culture-fair tests are encouraged Non-verbal and performance tests reduce culture bias |
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Verbal tests in India |
CIE verbal intelligence group test - Uday Shankar General Mental Ability Group Test- S. Jalota Group test of intelligence- Prayag Mehta Bihar test of intelligence- S.M Mohsin |
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Performance tests India |
CIE non verbal group test of intelligence Bhatia's battery of performance tests Draw a man test - Pramila Pathak WAIS adaptation- R. Ramalingaswamy |
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Vygotsky's view |
Culture provides a social context in which people live, grow and understand the world around them |
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Culture |
Collective system of customs, beliefs, attitudes and achievements in art and literature |
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Technological intelligence |
Well versed in skills of attention, observation, analysis, performance, speed and achievement orientation. Western cultures |
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Integral intelligence |
Emphasis on connectivity with social and world environment, holistic perspective, equal attention to cognitive and non-cognitive processes and their integration |
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Buddhi (JP Das) |
Mental effort, determined action, feelings, opinions, cognitive competence such as knowledge, discrimination and understanding. Affective, motivational and cognitive components |
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Facets of intelligence in Indian tradition |
Cognitive capacity Social competence Emotional competence Entrepreneurial competence |
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Cognitive capacity |
Sensitivity to context, understanding, discrimination, problem solving, effective communication |
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Social competence |
Respect for social order, commitment to elders, young and needy, concern for others, recognizing perspectives |
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Emotional competence |
Self regulation, self monitoring, honesty, politeness, good conduct, self-evaluation |
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Entrepreneurial competence |
Commitment, persistence, patience, hard work, vigilance, goal-directed behavior |
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Emotional Intelligence (Salovey and Mayer) |
The ability to monitor one's own and other's emotions, discriminate among them, and use the information to guide one's thinking and actions |
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Emotional Quotient |
A cluster of traits and abilities relating to the emotional side of life |
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Types of aptitude tests |
Independent (specialised) aptitude tests Eg:- Clerical aptitude, mechanical aptitude, typing aptitude etc Multiple (generalised) aptitude tests- exist in test batteries to measure in separate but homogeneous areas Eg:- Differential Aptitude Tests (DAT), General Aptitude Tests Battery (GATB) |
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Misuses of intelligence tests |
Poor performance may attach stigma and affect their performance and self-respect Tests cause discriminating practices from parents and teachers Biased in favour of middle and higher class underestimate lower class IQ Do not capture creative potential and do not relate to success in life |
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Characteristics of emotionally intelligent people |
Perceive and sensitive to own feelings and emotions Perceive and sensitive to others emotions through body language, voice and tone, and expressions Relate emotions to thoughts & take into account while solving problems and taking decisions Understand influence of nature and intensity of own emotions Control and regulate own emotions and their expressions to achieve peace |
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