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Personality and Individual Differences > TASK 2 - INTELLIGENCE > Flashcards

TASK 2 - INTELLIGENCE Flashcards

1
Q

intelligence/mental ability (AHSTON)

A

= capacity to solve problems that demand thinking-related skills

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2
Q

intelligence

A

= general mental ability; ability to reason, solve problems (PIAGET), think abstractly, comprehend complex ideas (GOTTFREDSON), learn and make sense of environment (WECHSLER)

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3
Q

early intelligence measurement

A
  1. GALTON: interested in individual differences; physical physiological test = reaction time, hearing ability
  2. BINET: more applied/practical; test to determine mental age
  3. STERN: uses mental age from Binet
    - IQ = (mental age/chronological age) x 100
    (100 = average)
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4
Q

historic theories

A
  1. SPEARMAN
  2. THURSTONE
  3. GUILFORD
  4. CATTELL
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5
Q
  1. SPEARMAN

- g-factor

A

= general factor of intelligence; one factor determines performance on ALL tests

  • if you are intelligent, you perform on average good in all subjects in school
    1) principle of indifference of the indicator = content of the task was unimportant
    2) eduction of relations and correlates = highly g-loaded tasks involved reasoning –> develop rule, find missing solution of this relation
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6
Q
  1. SPEARMAN

- two-factor model

A

= when you perform well on one task you’re likely to perform well on the others; set of specific factors determine specific performance on specific tests (in addition to g-factor)
- if you are intelligent, you also tend to score high on more specific subjects in school (french, english vs. math, physics)

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7
Q
  1. THURSTONE
A

primary mental abilities = tasks for similar mental processes would be highly correlated

  • 7 factors
    1. verbal fluency
    2. verbal comprehension
    3. numerical facility (= ability to work quickly with numbers)
    4. spatial visualisation (= ability to imagine shapes from different perspectives)
    5. memory
    6. perceptual speed
    7. reasoning (= ability to infer patterns)
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8
Q
  1. GUILFORD
A

3 dimensions/structure-of-intelligencce model = intelligence is structured into contents, products, operations
- 150 independent factors
x little empirical evidence

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9
Q
  1. CATTELL
A

hierarchical model = g is at the top; g(f) and g(c)
g(f) = fluid intelligence = reasoning techniques, analysing; fluid in multiple tasks
g(c) = crystallised intelligence = learned knowledge; apply specific learned content

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10
Q

contemporary theories

A
  1. GARDENER
  2. SALOVEY/MAYER (original)
    6a. GOLEMAN
  3. STERNBERG
  4. CARROLL
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11
Q
  1. GARDENER
A 
multiple intelligences = everyone has own pattern of strengths/weaknesses NOT only intelligent/not intelligent
x some intelligences not purely mental, separate talents rather than aspects of intelligence
x hard to find evidence
- 8 intelligences
1. linguistic
2. logical-mathematical
3. spatial
4. musical
5. bodily-kinaesthetic
6. interpersonal
7. intrapersonal
8. naturalistic
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12
Q
  1. SALOVEY/MAYER

- definition of emotional intelligence

A

= ability to monitor one’s own and others’ feelings, to discriminate among them, and to use this information to guide one’s thinking and action
= original approach

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13
Q
  1. SALOVEY/MAYER

- four-branch model of emotional intelligence

A
  1. perceive emotions: identify one’s own emotions, decipher emotions in faces, pictures, voices, cultural artefacts
    - -> makes all processing possible
  2. use emotions: harness emotions to facilitate various cognitive activities (thinking, problem solving)
  3. understand emotions: comprehend emotion language, appreciate complicated relationships among emotions; be sensitive to variations; recognise and describe how emotions evolve over time
  4. manage emotions: regulate emotions in both ourselves and in others
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14
Q

MSCEIT

A

= Mayer-Salovey-Caruso emotional intelligences test

- based on four-branch; scores for each branch + total score

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15
Q

6a. GOLEMAN

- definition of emotional intelligence

A

= ability to regulate one’s emotions
- self-control, self-confidence, empathy, conflict management, awareness of one’s emotion –> socially desirable personality traits
x difficult differentiation from personality
= recent approach; made EI popular topic

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16
Q
  1. STERNBERG
A

triarchic model = attention to conventional notions of intelligence; attention should to Adaptive Abilities
1. analytic intelligence: think logically and critically
- predict academic performance
2. creative intelligence: formulate new ideas, gain original insights
- predict creative accomplishments
3. practical intelligence: solve problems in everyday context; common-sense understanding of how world works
- predict real-world successes
x not much evidence
x aspects are not independent

17
Q
  1. CARROLL
A

3 stratum model

  1. stratum Ill = general intelligence (g)
  2. stratum II = 8 broad types of mental ability
  3. stratum I = very specific mental skills
18
Q

biological bases

A
  • brain size
  • speed of transmission (myelin, nerve conduction velocity, reaction time, inspection time, averaged evoked potential)
  • neural efficiency (glucose metabolism)
19
Q

brain size (post mortem)

A

.1-.2

20
Q

brain size (MRI)

A
  • positively correlated with mental ability (.3-.4)
  • size of certain brain regions (regions involved in thinking/cognitive processes) might be more important –> prefrontal cortex
21
Q

myelin

A
  • more myelin = faster action potential transmission

.5

22
Q

nerve conduction velocity

A

= duration of transmission of electrical impulses from cells of brain and nervous system –> short duration = fast brain
- no consistent strong link with intelligence

23
Q

(reaction time)

A

= time interval between perception of stimulus and action

- negative correlation –> slower reaction times = lower scores on tests

24
Q

(inspection time)

A

= duration of time that a stimulus must be present before brain can notices stimulus –> realisation time of brain
- strong negative correlations –> longer inspection times = lower scores on mental ability tests

25
Q

(averaged evoked potentials)

A
  • brain waves = electrical activity in brain due to activation of neurones
  • averaged evoked potentials = average results of brain waves
  • strongest relations with mental ability scores –> higher levels of mental ability = greater overall complexity of brain waves; shorter latency (= faster brain waves to stimulus), higher frequency (more activity), lower amplitude (= less extreme response to stimulus)
26
Q

brain glucose metabolism

A

= rate at which brain uses glucose (= main source of energy for brain)
- negatively correlated (-.68): higher levels of mental ability = less consummation of glucose in task performance –> more efficient brains, require less glucose to solve problems

27
Q

nature vs. nurture

A 
50% due to genes
- increases in adulthood (80%)
25% due to shared environment
- decreases after childhood
25% non-shared environment
28
Q

nature

- genetic influences

A
  • effect of shared environment become less important in development –> in adulthood mental abilities heavily depend on genetic characteristics
  • additive genetic variance = combined effects of genes; sums of separate effects of each gene
  • nonadditive genetic variance = combined effects of genes are different from what would be expected based on separate effects of each gene
29
Q

nature

- womb environment effect

A

= nutrients, toxins, hormones; differences in mother and pregnancies

  • differences in chorion (+ differences in prenatal nutrition) some effect on development of foetus
  • reduces effect of pure genes
30
Q

nature/nurture

- nutrition

A
  1. breastfeeding = effect remains a possibility (better nutrition)
    - not established (no difference between siblings who were/were not breastfed)
  2. gestation (prenatal) = nutrition as foetus associated with higher levels of intelligence (twins: share nutrients, lower intelligence scores than non-twin siblings)
  3. changes in levels = lower levels of vitamin B12 associated with higher risk of relative decline between childhood and old age
31
Q

nature/nurture

- birth order

A
  • first-born children have slightly higher IQs than second-born children
    1. biological hypothesis: womb environment becomes less favourable with each pregnancy
    2. social hypothesis: early-born have better social environment (undivided attention, intellectual stimulation, teaching their younger siblings)
  • -> link due to differences in intellectual stimulation
32
Q

evolutionary function

A
  1. new genetic mutations:
    - mutations become less frequent due to natural selection
    BUT never eliminated (mutations arise with each generation)
  2. costs and benefits of higher mental ability:
    - benefits: survival, reproduction, parenting
    - costs: larger brain = consume more energy, longer development
    BUT more advantages
  3. sex differences: (nowadays)
    - different selection pressures: selection for abilities during prehistoric times –> differences in IQ tasks today (spatial ability high in men = hunting)
33
Q

life outcomes

A
  • school performance = .5
  • job performance: .3-.5 (depends on job)
  • career success: .53
  • juvenile crime: -.19 (high-IQ-people more law-abiding)
  • life expectancy: lifestyle, risk taking
34
Q

flynn effect

A

= scores on intelligence scores increased over several decades

  • stronger gains for fluid than crystallised intelligence (but increase in both)
  • decreasing gains in more recent decades
  • non-linear gains
  • stronger gains for adults than children
  • stronger gains on low-g tests
35
Q

causes for flynn effect

- environmental

A
  1. education: crystallised IQ
  2. effects of technology: fluid IQ
  3. decreasing family size
  4. test-taking behaviour: increased guessing behaviour
36
Q

causes for flynn effect

- biological

A
  • hybrid vigor: increased heterozygosity due to mating of different sub-populations
37
Q

causes for flynn effect

- hybrid

A
  1. improved prenatal/postnatal nutrition
  2. reduced pathogen/bacterial stress
  3. reduced IQ variability
  4. social multipliers: improved environment –> individual improvement –> better environment
  5. SLOWER LIFE HISTORY SPEED: fewer sexual patterns and thus less kids and more energetic investment in cognitive abilities

Personality and Individual Differences (8 decks)

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