Psychology

Chapter 8: Intelligence

We are nearing the end of our time together in psychology. To wrap up the class, we are going to focus on the following “highlights.” Although I wish we had time to do in-depth coverage on each of these, I feel that minimal exposure to these topics is better than no exposure!

  • Intelligence (5/1 – 5/2)
  • Psychological Disorders & Treatment for Psychological Disorders (5/3 – 5/4, 5/7 – 5/8)

You will not have any more chapter tests, but each of you will be responsible knowing the material listed above for your final exam.

Chapter 8, Part 3: Intelligence

Frequently Asked Questions About Intelligence

  1. What is intelligence? Is it a single general ability or several distinct abilities?
  2. intelligence- mental quality consisting of ability to learn from experience, solve problems, and use knowledge to adapt to new situations
  1. Spearman’s general intelligence- believed a general intelligence underlies our specific mental abilities and is therefore measured by every task on an intelligence test
  1. Gardner’s multiple intelligence- eight relatively independent intelligences; naturalist, linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, intrapersonal, interpersonal
  1. savant syndrome- Gardner uses as example of multiple intelligences; a condition in which otherwise limited mental ability has exceptional specific skill, like math (Rain Man)
  1. How do psychologists define creativity and emotional intelligence?
  2. creativity- the ability to produce newand valuable ideas
  3. expertise
  4. imaginative thinking skills
  5. venturesome personality
  6. intrinsic motivation
  7. creative environment
  8. emotional intelligence- some theorists argue that social intelligence is key to success in life; emotional intelligence is one component of this = ability to perceive, understand,manage, and use emotions
  1. When and why were intelligence tests created, and how do today’s tests differ from early intelligence tests?
  2. intelligence test- a method for assessing an individual’s mental aptitudes and comparing them with those of others, using numerical scores
  3. aptitude- a test designed to predict a person’s future performance; aptitude is the capacity to learn
  4. achievement- a test designed to assess what a person has learned
  5. Binet’s mental age- chronological age that most typically corresponds to a given level of performance (ex: a child that performs as well as the average 8 year old = mental age of 8)
  1. Terman’s IQ- Adapted Binet’s test to also test young adults in America
  2. intelligence quotient- Stern adds to Terman’s test: IQ MA/CA x 100

This didn’t work well for older children and adults, so most tests use the term “IQ”, but it’s not calculated this way anymore.

  1. Stanford-Binet- Terman’s revised version of Binet’s test, which also incorporated Stern’s idea of calculating IQ
  1. Wechsler Adult Intelligence Scale (WAIS)- Most widely used test; contains verbal and performance subtests
  1. By what criteria can we judge intelligence tests?
  2. standardized- defining scores by comparing them with the performance of a pre-tested group
  1. normal curve- bell-shaped curve that describes the distribution of some attribute; most scores fall near the average, with fewer at each extreme

  1. reliable- a test’s consistency, as measured by scores on two halves of test, on alternate versions of the test, or on retesting
  1. valid- extent to which a test measures or predicts what it is supposed to
  1. Is intelligence influenced more by heredity or by environment?
  2. twin and adoption studies- show that both play a role: identical twins reared together = almost identical IQs...those reared apart have scores more similar that other siblings reared apart...(genes). Fraternal twins have more similar IQs than do other siblings (environment) Adoption of neglected or abused children will lead to an increase in IQ scores (environment)
  1. heritability- the portion of variation among individuals that we can attribute to genes. This may vary, depending on the population and environment. This never applies to an individual, only to why groups of people being studied differ. Quiz: If environments become more equal, the heritability of intelligence would increase, decrease, or not change? Your answer: Increase
  1. environmental effects- malnutrition, sensory deprivation, and social isolation can slow normal brain development. Can enriched environment = baby genius? No environmental recipe for advancing a child beyond where they are going to be...
  1. How do psychologists explain ethnic group differences in intelligence test scores?
  2. the agreed upon facts:
  3. racial groups differ in their average intelligence test scores
  4. high-scoring people (and groups) are more likely to have high levels of education and income
  5. explanations for the differences- races are biologically more similar than society credits; babies of all races don’t have gap when scored on infant scales...so cultural differences are what primarily attribute, not genetic difference

7. Are there gender differences in cognitive abilities? Concerning general intelligence, very little difference...but people seem to like to focus on the differences...

  1. verbal memory- females excel at verbal fluency/spelling
  2. nonverbal memory- females more sensitive to sensory information, which may give them edge in remembering where things are, etc.
  3. emotion-detecting ability-females better at reading emotions
  4. math aptitudes- depends on the culture and it’s views of math and science as either male or female. In western cultures = more male
  1. spatial abilities- males score better on these

  1. greater male variability - boys outnumber girls at both high and low extremes

8. Are intelligence tests biased and discriminatory? depends on definition of bias...culturally biased...yes, in that questions may be worded in a way that benefits a person raised in that language/culture...but in terms of validity (do they measure a person’s future performance), they do not seem to be biased.

  1. The test itself is intended to discriminate in that it separates people into categories of future abilities, but the hope is to eliminate any cultural bias so that everyone is evaluated fairly.
  2. stereotype threat- our expectations can affect outcomes on tests; a self-confirming concern that will be evaluated based on a negative stereotype.