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63 Cards in this Set
- Front
- Back
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first person to publish on the heritability of intelligence
intelligence is based on sensory abilities |
Francis Galton |
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wrote about the components of intelligence
how intelligence should be organized
called for complex measurement of intelligence |
Alfred Binet |
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said that intelligence is the individual's global capacity to act purposefully and think rationally with their environment |
David Wechsler |
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Four factors of the Wechsler Adult Intelligence Scale |
1. verbal comprehension 2. working memory 3. perceptual organization 4. processing speed |
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focused on the development of cognition in children
evolving biological adaptation to the world around them |
Jean Piaget |
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adaptation |
as cognitive skills are gained, adaptation increases
mental trial and error replaces physical trial and error
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schema |
organized action or mental structure that, when applied to the world leads to knowing or understanding
ex: infant putting something in their mouth adding a series of numbers
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terms associated with Piaget |
adaptation schema assimilation accomodation |
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assimilation
definition and example |
organizing new information so that it fits in with what is already perceived or thought
ex: child sees a butterfly and calls it a bird |
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accomodation
definition and example |
changing what is already perceived or thought so that it fits with new information
ex: child refers to butterfly as bird, new concept of butterfly is introduced, and now refers to a butterfly as a butterfly
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interactionism |
heredity and environment interact and influence the development of intelligence |
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factor-analytic theories of intelligence |
identifying the abilities that make up intelligence
two-factory theory of intelligence three-stratum theory of cognitive abilities CHC model |
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information-processing theories of intelligence |
identifying the specific mental processes that make up intelligence |
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two-factor theory of intelligence |
Spearman
measures of intelligence correlate with each other
existence of a general intellectual ability factor |
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g |
general intelligence
portion of variance that all tests have in common |
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s |
specific components |
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e |
error components |
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if a test has high positive correlations with other tests of intelligence it is saturated with g, s, or e? |
g |
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tests with low correlations with other intelligence tests are viewed as measures with g, s, or e? |
s |
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best prediction of overall intelligence? g or s? |
g |
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group factors
definition and examples |
class of factors common to a group of activities but not all
not general, but not specific
linguistic, mechanical, arithmetical |
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Gardner's 7 intelligences |
1. logical-mathematical 2. bodily-kinesthetic 3. linguistic 4. musical 5. spatial 6. interpersonal 7. intrapersonal |
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interpersonal intelligence |
ability to understand other people |
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intrapersonal intelligence |
ability to form an accurate model of oneself and to be able to use that model to operate effectively in life
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emotional intelligence |
empathy and self-understanding
ability to perceive, control, and evaluate emotions |
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stated that there are two types of intelligence- crystallized and fluid |
Cattell |
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crystallized intelligence |
acquired skills and knowledge that are dependent on culture
ex: vocabulary |
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fluid intelligence |
non-verbal and culture free
ex: memory |
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Horn added these 7 factors to Cattells theory of intelligence |
1. visual processing 2. auditory processing 3. quantitative processing 4. speed of processing 5. reading and writing 6. short-term memory 7. long term storage and retrieval |
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vulnerable abilities |
decline with age and tend not to return following a brain injury |
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maintained abilities |
do not decline with age and may return following a brain injury |
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three-stratum theory of cogntive abilities |
developed by Carroll
1st strata is g-general intelligence 2nd strata is composed of 8 abilities and processes 3rd stata is made up of the level or speed factors that are associated with the second strata |
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8 abilities and processes that are in the second strata of the 3-stratum theory of cognitive abilities |
1. fluid intelligence 2. crystallized intelligence 3. general memory and learning 4. broad visual perception 5. broad auditory perception 6. broad retrieval capacity 7. broad cognitive speediness 8. processing/decision speed |
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3-stratum theory is what type of model? |
hierarchal model |
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hierarchal model |
all of the abilities listed in a stratum or incorporated with the strata above it |
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CHC model |
influenced by Cattell, Horn, and Carroll's theories of intelligence
10 abilities
omits the general intellectual ability factor (lacks utility in psychoeducational evaluations) |
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10 broad-stratum abilities in the CHC model |
1. fluid intelligence 2. crystallized intelligence 3. quantitative knowledge 4. reading and writing 5. short term memory 6. visual processing 7. auditory processing 8. long term storage and retrieval 9. processing speed 10. decision/reaction time or speed |
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simultaneous processing (aka parallel processing) |
information is processed at the same time
ex: math reading, looking at a painting |
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successive processing (aka sequential processing) |
each bit of information is individually processed in a sequence
ex: spelling, Law and Order |
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PASS mode of intellectual functioning |
planning attention simultaneous successive
developed by Sternberg |
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planning |
strategy development for problem solving
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attention |
receptivity to information |
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simultaneous and successive |
how information is processed |
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successful intelligence |
the extent to which one effectively adapts, shares, shapes and selects the environment to conform to personal and societal standards of success |
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preformationism |
all living organisms are preformed at birth and cannot improve upon |
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predeterminism |
ones abilities are predetermined by genetic inheritance
no amount of learning can enhance intelligence |
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Lewis M Terman |
concluded that people from Mexican and Native American cultures were genetically inferior
Jewish people were somewhat inferior
predeterminism |
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recent studies on IQ and genetics |
twin studies: twins reared apart have similar IQs, not as similar as reared together
children born to poverty, but adopted into better educated/middle class families have higher IQ
mothers with higher IQs have children with high IQs regardless of socioeconomic status
level of parental education, rather than income predicted IQ |
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inheritance and interactionism |
people inherit a certain intellectual potential, but how much is realized depends on the type of environment a person is nurtured in |
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Flynn effect |
intelligence inflation
measured intelligence increases year by year |
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giftedness |
performance is consistently remarkable in any positively valued area
downside to giftedness: depression, isolation |
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personality and intelligence: what does it measure? |
drive energy level impulsiveness persistence goal awareness |
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personality characteristics associated with increase of intelligence over time |
agressiveness with peers initiative high need for achievement competitive curiosity self-confidence emotional stability |
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personality characteristics not associated with increase of intelligence over time |
passivity dependence maladjustment |
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temperment |
childs observable actions and reactions |
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streetwise/street smarts |
perceived ability to avoid violent confrontations and to be safe in one's neighborhood |
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gender and intelligence |
males: g, visual spatialization
females: language related skills
significance of differences is still questionable |
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family environment and intelligence |
safety and welfare are of importance opportunity for learning and growth presence of resources parental language parental concern about achievement parental explanation of discipline democratic home environment |
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culture and intelligence |
cultures differ in what is valuable and what constitutes intelligence
promote different abilities and pursuits |
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culture and intelligence tests |
intelligence tests reflect the culture of the society where the test is employed
members of subcultures may do poorly |
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culture-free intelligence test |
controlling cultural factors and lessening differences between cultural groups |
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culture loading |
the extent to which a test includes vocab and knowledge associated with a particular culture |
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culture-fair intelligence test |
minimize the influence of culture through evaluation procedures: adminstration instruction, item content, responses required, interpretation of data |
