Intelligence and IQ Testing

Intelligence and IQ Testing

• Intelligence lacks a clear-cut definition.

Influential Theories of Intelligence

• Sensory capacity, abstract thinking, general vs. specific intelligence, and fluid vs. crystallized intelligence are all impactful takes on intelligence

Sensory Capacity (Galton)

• Intelligence is a product of sensory capabilities
• Reasoning: Knowledge is gained through senses
• Studied sensory capacities with a 17-sensory test battery
• Sensory tests compared auditory and visual stimuli
• His findings Sensory capacities are weakly correlated
• He aimed to measure one ability, but sensory capacities didn't correlate with real-world measures such as performance in higher-level professions

Abstract Thinking (Binet & Simon)

• Researchers Binet and Simon developed the first IQ test
• The French government tasked them with creating a test to identify students needing academic support
• They believed intelligence was the ability to think abstractly
• Their test included diverse questions
• Test performance correlated because the questions measured abstract thinking ability

General vs. Specific (Spearman)

• General intelligence is the "strength of our mental engines and is the capacity to reason abstractly
• Specific intelligence is a specific cognitive ability in a narrow domain with its own strengths

Fluid vs. Crystallized (Cattell & Horn)

• Fluid intelligence is the capacity to learn new problem-solving methods, declines with age, and is flexible and adaptive
• It involves logical problem-solving and abstract reasoning.
• Crystallized intelligence is accumulated world knowledge, increases with age, relates to openness to experience, and involves general knowledge and vocabulary
• Jeopardy is an example of using crystallized intelligence

Multiple Intelligences (Gardner, Sternberg)

• Individuals have different strengths of intelligence
• Gardner's theory includes linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic intelligences
• Gardner showed in his studies that if certain intelligences were used, different areas of the brain become more active
• These intelligences were believed to have evolutionary roots
• Whether intelligences are truly independent is questioned

Sternberg's Triarchic Model

• This model includes analytical (reason, logic), creative (discover, invent, create), and practical (apply, integrate) intelligences
• Practical intelligence solves real-world problems involving other people
• These intelligences are thought to be independent

Abilities Composing Intelligence

• Intelligence includes reasoning abstractly, adapting to novel circumstances, acquiring knowledge, and benefitting from experience

Biological Bases of Intelligence

• Having a larger brain has a small, positive correlation (+0.3 to +0.4) with higher intelligence, but is not necessarily causal
• There is the third variable problem to consider
• Albert Einstein's brain is an exception to the brain size rule.
• Efficiency of mental processing reflects intelligence
• Working memory tasks correlate moderately (+0.5) with IQ scores
• Reaction time is negatively correlated with intelligence
• Individuals with higher intelligence show quicker reaction times and less overall brain activity during tasks
• Motivation impacts task performance on tests and the use of less brain activity relates to higher intelligence
• The prefrontal cortex is active during "g-loaded" tasks
• Spatial reasoning relies on other brain areas like the parietal cortex.
• Speed/efficiency of processing relates to intelligence

Intelligence Testing

• Alfred Binet and Theodore Simon were commissioned by the French government to identify kids who needed help in school and created a series of tests to do so
• The Binet-Simon Intelligence Scale focuses on attention, memory, math, and reading

History of Intelligence Testing

• Lewis Terman developed the Stanford-Binet IQ Test in 1916
• Negative eugenics was the idea of discouraging people with "bad genes" from reproducing and positive eugenics was to improve the genetic stock by encouraging those with "good genes" to reproduce
• IQ tests were abused soon after development
• Concerns arose about "low IQ" in certain groups, used as justification for forcible sterilization and discriminatory immigration laws

Intelligence Quotient (IQ)

• This is calculated by dividing mental age by chronological age and multiplying by 100
• The problem is that IQs tended to level out at 16
• This changed with the solution of Deviation IQ since it showed how much a person deviates from average

WAIS and WPPSI

• The Wechsler Adult Intelligence Scale (WAIS) is commonly used for adults and includes 15 subtests yielding five scores: overall IQ, verbal comprehension, perceptual reasoning, working memory, and processing speed
• The Wechsler Intelligence Scale for Children (WISC) is for children aged 6-16
• The Wechsler Primary and Preschool Scale of Intelligence (WPPSI) is for children aged 2.5-7 and is used for assessment, giftedness and delays

Culture-Fair IQ Tests

• Culture-fair IQ tests use abstract reasoning items independent of language
• Raven's Progressive Matrices is an example

Reliability of IQ Scores

• Test-retest reliability indicates similar scores over time
• IQ scores remain stable over time in adulthood
• IQ scores from age 11 correlate to 0.73 to IQ scores at age 77
• IQ tests are not stable predictors of adult IQ before ages 2-3
• Exceptionally low early IQ scores can indicate intellectual disability.
• IQ tests for very young children assess sensory ability mostly
• Measurement of IQ should be done among individuals of the same age

Stability of IQ

• Visual habituation, which measures how quickly infants get bored, is tested
• Infants who habituate faster tend to have higher IQ scores in adolescence with a correlation of 0.3-0.5
• This is because the baby will take in more information from the novel stimuli more quickly and habituate faster and because interested new borns learn more things = higher intelligence

Validity of IQ and Prediction Life Outcomes

• IQ has a validity in that it predicts academic grades (~0.5 correlation and something aside from IQ contributes to the other half of the equation) and occupational performance (~0.5 correlation and depends on occupation)
• IQ predicts health outcomes in that childhood IQ also relates to adult morbidity and mortality (Gottfredson & Deary, 2004) because:
• Intelligence enhances learning, reasoning, problem-solving skills
• Health literacy is the degree to which individuals can obtain and understand health-related info
• Relationship between IQ and health has a confound with poverty
• These relationships hold even when social class is accounted for

General Intelligence Podcast

• Intelligence is a colloquial term
• Conceptions of intelligence varies across societies
• Problem space relates to how ideas and pictures are processed
• Herb Needleman found that lead exposure lowers IQ scores by 4 points, affecting classroom engagement
• Blood lead levels dropped by 90% after removing lead from gasoline
• It is used to identify learning disabilities and was discovered by Herb Needleman in 1970s

Lecture 2 - Intelligence and IQ Testing II

• Environmental and Genetic influences are studied using families, adoption and twin studies

Heritability

• Defined as the amount of variability in a group of people which is attributed to genetics
• Applied to a group of people, it indicates how much variation in a trait is due to genetic contributions
• In similar environments, heritability is higher. In different economic statuses, heritability is lower

Influence of Genes and Enivronment on intelligence

• IQs are more similar for more closely related family members especially siblings and cousins
• Biological siblings reared together have more similiar IQs that adopted

Correlation of intelligence with twins

• The correlation of IQ between identical twins vs. fraternal twins is measured
• Fraternal Twins reared together have a +.60 correlation and +.52 when reared apart
• Identical Twins reared together have a +.86 correlation and +.72 when reared apart

Determining Heritability

• H is an index of the amount of variation in a trait (amount) that is attributable to genetic
• H can be calculated by: H = (r identical twins - r fraternal twins)*2
• H = (.86 - .60)*2 = .52
• H varies from 0 to 1 and across studies vary from .4 to .7.
• Moderately contributions to heredity is indicated by IQ

Genetic and Environmental Influences

• Extremely deprived enviornments can be fixed by enriched enviornments by IQ of adopted child -> IQ of biological parents
• IQ is influenced by both genetic and environmental factors

Environmental Influences

• Studies of children with extra schooling affect IQ positively and so do early intervention programs such as Head Start
• Expectnacy effects on teacher's part also influence

Poverty

• Has a cumulative effect
• Lack of porper nutrition
• Expsoure to lead

The Flynn Effect

• States that average IQ rises over time and it has been observed that IQ is 10-15pts higher than my Grandparents

Explanations for the Flynn Effect

• Result of better nutrition, and that Flynn effect occurs at the lower tail of the curve
• There are increase test sophitication since testers are expereinced and well versed
• Increase complexity of information processing since there's no new information

Changes in Home and School

• Since families are downsizing, parents have more time to devote to access to resources

Group differences in IQ

• We study to identfy similarites and difference in mental ability in people and ethnicities

Group Differences

• Women tend to score higher in verbal tasks, arithmetic calculation, emotional intelligence
• verbal ability is influenced by estrogen levels
• Men tend to score higher on spatial ability tasks
• These only occur after childhood and adolescence

U.S and Canadian Statistics on ethinicities

• African & Hispanic American scores tends to be lower
• Canadian First Nation people score on an average of 18 pts lower

Measurement factors

• Taking test in a second language
• Even “culture-fair” test assess for aspects that you don’t really
• IQ differemces among ethinic groups is narrowing

Lecture 3 - Human Development I

• Developmental psychology is a study of age related behaviour from conception to death

Special Considerations when Studying Development

• Post-hoc fallacy. Reasoning when someone makes a something happened before or after
• Bidirectional influences the environment and genes back and forth

Thinking about early experiences

• Infnat determinism. If early you have to set up your baby for success their will be scar for life
• Childhood fratility- is the idea that small things you do can scar children for life

Experiemental Designs

• Longitudinal and Cross-sectional
• How much does reading skill improve from 7 to 10 years of age?
• Cohort effects: Is the effect observed from same sample to same environment

Nature and Nurture

• They interact.
• Gene-environment interaction
• Nature via nurture: Genetic can drive us to select and creat particular environments

Prenantal Development

• Germinal period:
• embryonic period: and feta period
• Envimormental agents that can damage fetus
• Subtances can also have affect development
• Prenantal

Motor development

• Has a lot of over lap between stages
• Factors that have a motor pace.
• Body wieght also influences

Theories of cognitive development

• Stage-like vs. continuous
• Domain general Vs domain spefic
• Children think and organize the world- meaningful
• The shames have been
• Assimilation, Accommodation

Preoperational Stage

• conservation: understanding that physical properties of objects remain the same
• Centration, reversibility

Operrations

• Verbalize, visualize and mentally
• Not yet imaginary and abstarct

Vgotsky (1896-1934)

• Russian researcher
• Social and culture factors cause learninf
• Scaffolding
• Zone of promixal devleopmwnt

Special development

• Number and content

Lecture 4 - Human Development II

• Frontal Lobe
• Implications will have on the impulse and risk taking and impulse control
• Lecture 4 is the study of human nature

Early Social Development

• Newborn develops intersts in others
• Stranger Axiety Starts and Peakes
• Differences in children’s soaical styles reflect by deferecnces in Temperament
• Early depend on largely on the gene

Chess (1977)

• easy Difficult:
• slow

Thomas C et

• (2007) Approximately 10% of children may b e behaviourally

Temperemental Scales for infants and children

• Fearful and distressted
• Irritable or destredsd

Konard loenzs

• the imprinting in gess and objects

Comfort contact

• Rhesus monkeys
• Behaviourist

Attachment

• What type of attachment styles?
• attachment styles like the receptive parentin.
• bidrectinal the parenting that infant can receive

Prenting sytles Baurd

• Permissive, strict, suportive and firm limit and ignoring
• Lecure 5 is the study of emoiton and motion
• Theories of emoiton has distinct motor prograns

lecture 5 - emotion and motivation

• emotional distinct mtor programs and come befor.
• Our thoguhts abotu them

Emotoions hauve both biological and server evolutionary

• Darwin

lecture 5 theory discrete emotions

• the emotions comes out thoughts

lecture 5 theory the theory of the evoultionarty account and the intainesse.

• emotion comes out thoughts

lecture 5- Animal kinGDOMs

• the express is not only humand

lecture 5 theory cultur differdences.

• the culture ha diffrretn dplays.

Lecture 5. Theories of Emotion

• Mental states or feelings associated with out evaluation of our experiences
• Physiyological aroisial

Leuctre 5. theories Discrete theories

• Emotion and Motor theory: The emoitoons are comes befrore oughts

Lecture 5.-Emtosions theory the animal theory the High pitches are low pitched sound

• The animalkingdom emoitoins are equal to humand

Leuctre 5 the theoy cultur are equal difs

• What you can say in certain situation

lecture 5 - Emoiotion s an physiolgy

• the emotions are physicy

lecture 5 the dsgust activaed and fear actiavate

• The mind reacts to it

Lecture 5 the cogntives thoersms of emoition

• the thinking comes before feelinga

lecture 5- jAMES language theory

• EMotion and lanaguage Thery

Lecute 5 Cannbard thrry

• ex you in fornt of yyo
• The you will have the reactiuon and emoiton same timea

two facts

• the menatly interparet and

Lecture 5,So theory what is correct?

• the parts that more skeptal

Lecute 5 the body language and gestures

• this is what can happens

Lying theory

• peoplpe are bad at detcting

lie deteciotn is it called that or the autonomity activiaty

• the pinnochio
• Supode tthat the physolgy indicatior

lecutre 5 the guilty knowldge

• the guitly means yyou know soemethign th at not peopel do

Motivaiton

• epepcailly thed watns taht propel you

Drive reducuion theory

• drives the minizine awerisve state
• that the attmemptingtpsocyhal and hmoeatiss

Lectuer 5 the e yerkenson the law relesiojnsh are the arousal and porfforance

• That tie dinmotivaation dn porfanmace