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Questions and Answers
According to Sternberg, ______ ______ effectively assess learning ability and abstract reasoning, but fall short in measuring practical problem solving and motivation.
According to Sternberg, ______ ______ effectively assess learning ability and abstract reasoning, but fall short in measuring practical problem solving and motivation.
intelligence tests
According to Wechsler, intelligence is the ______ or ______ of an individual. It involves acting purposefully, thinking rationally, and dealing effectively with the environment.
According to Wechsler, intelligence is the ______ or ______ of an individual. It involves acting purposefully, thinking rationally, and dealing effectively with the environment.
aggregate or global capacity
Thorndike believed acting intelligently requires recalling numerous items and having a ______ ______, along with abstract or verbal facility in symbol use, practical facility in manipulating objects, and social facility in dealing with human beings.
Thorndike believed acting intelligently requires recalling numerous items and having a ______ ______, along with abstract or verbal facility in symbol use, practical facility in manipulating objects, and social facility in dealing with human beings.
retentive memory
The last two terms, ______ ______ and ______ ______, recognize that traditional intelligence tests are primarily predictors of success in schoolwork .
The last two terms, ______ ______ and ______ ______, recognize that traditional intelligence tests are primarily predictors of success in schoolwork .
______ is more biologically determined, less influenced by culture, and involves adaptation to new situations. It differs from crystallized intelligence, which stems from applying fluid intelligence to specific contexts.
______ is more biologically determined, less influenced by culture, and involves adaptation to new situations. It differs from crystallized intelligence, which stems from applying fluid intelligence to specific contexts.
Regarding individual/group differences in mental abilities, ______ ______compare people or groups brought up in different environmental circumstances.
Regarding individual/group differences in mental abilities, ______ ______compare people or groups brought up in different environmental circumstances.
______ ______ Theory, as it applies to teacher expectations, suggests one might adapt their behavior and self-perceptions to how they believe they are perceived by other people.
______ ______ Theory, as it applies to teacher expectations, suggests one might adapt their behavior and self-perceptions to how they believe they are perceived by other people.
According to Spearman's two-factor theory, all intellectual activities share a single common factor, referred to as the general factor, or "______".
According to Spearman's two-factor theory, all intellectual activities share a single common factor, referred to as the general factor, or "______".
In Robert Sternberg's triarchic model of intelligence, the ______ component, involves formulating new ideas by combining seemingly unrelated facts or information.
In Robert Sternberg's triarchic model of intelligence, the ______ component, involves formulating new ideas by combining seemingly unrelated facts or information.
A significant claim by Howard Gardner's theory of multiple intelligences is that the brain has evolved separate systems for different adaptive abilities, talents, or mental skills which he calls '______'.
A significant claim by Howard Gardner's theory of multiple intelligences is that the brain has evolved separate systems for different adaptive abilities, talents, or mental skills which he calls '______'.
The Contextual component in Robert Sternberg's triarchic model of intelligence is the ________ __ ______ __ ______ ______.
The Contextual component in Robert Sternberg's triarchic model of intelligence is the ________ __ ______ __ ______ ______.
This component under Componential element, is the executive components of intelligence. These are used to plan, monitor, and evaluate problem-solving strategies
This component under Componential element, is the executive components of intelligence. These are used to plan, monitor, and evaluate problem-solving strategies
What are the uses of Metacomponents? (3)
What are the uses of Metacomponents? (3)
Performance components are the _______ ______ of intelligence.
Performance components are the _______ ______ of intelligence.
In _______ ______, it detects relevant facts that are not immediately obvious.
In _______ ______, it detects relevant facts that are not immediately obvious.
______ ______ sees a way of combining facts.
______ ______ sees a way of combining facts.
It combines old and new information.
It combines old and new information.
According to ______ intelligence is manifested by performance on a variety of tasks, and can be measured by responses to a sample of those tasks.
According to ______ intelligence is manifested by performance on a variety of tasks, and can be measured by responses to a sample of those tasks.
For Alfred Binet, intelligence is an attribute of ______. and not an attribute of a person.
For Alfred Binet, intelligence is an attribute of ______. and not an attribute of a person.
The criticism of Binet's sample of tests was ______ _____ ___ _______ ______, designed to identify mentally retarded children in the school system.
The criticism of Binet's sample of tests was ______ _____ ___ _______ ______, designed to identify mentally retarded children in the school system.
The definition, "intelligence is the ability to do abstract thinking" was given by?
The definition, "intelligence is the ability to do abstract thinking" was given by?
For Sternberg, intelligence is the ability to ________ ______ ______ the tasks that need to be accomplished.
For Sternberg, intelligence is the ability to ________ ______ ______ the tasks that need to be accomplished.
According to David Weschler, intelligence is the aggregate or global capacity of the individual to ________, ________, and _______.
According to David Weschler, intelligence is the aggregate or global capacity of the individual to ________, ________, and _______.
For Weschler, intelligent behavior must ______ ______, more than ________ ______ ______.
For Weschler, intelligent behavior must ______ ______, more than ________ ______ ______.
The measurement of intelligence consists essentially of a _________ ______ ___ ______ ______ in terms of number, and the excellence and speed with which they are executed.
The measurement of intelligence consists essentially of a _________ ______ ___ ______ ______ in terms of number, and the excellence and speed with which they are executed.
The three alternative terms for intelligence are:
The three alternative terms for intelligence are:
It is often a shorthand designation of intelligence, and is not identified with a particular type of a score on a particular test.
It is often a shorthand designation of intelligence, and is not identified with a particular type of a score on a particular test.
Intelligence should be regarded as ______ rather than _______ ______.
Intelligence should be regarded as ______ rather than _______ ______.
IQ is an __________ __ __ ______ ______ ______ at a given point in time, in relation to available age norms.
IQ is an __________ __ __ ______ ______ ______ at a given point in time, in relation to available age norms.
IQ is both a ______ of prior educational achievement and a ______ of subsequent educational performance.
IQ is both a ______ of prior educational achievement and a ______ of subsequent educational performance.
One's _______ ______ tends to increase with age in those functions whose value is emphasized by one's culture/subculture, and tends to decrease in those functions whose value is de-emphasized.
One's _______ ______ tends to increase with age in those functions whose value is emphasized by one's culture/subculture, and tends to decrease in those functions whose value is de-emphasized.
What do the items on intelligence tests represent?
What do the items on intelligence tests represent?
When exposed to the same experiences, persons of higher intelligence will benefit more from those experiences than persons of lower intelligence.
When exposed to the same experiences, persons of higher intelligence will benefit more from those experiences than persons of lower intelligence.
This compares same groups of people at different ages.
This compares same groups of people at different ages.
It is the deterioration in cognitive functioning, sensorimotor abilities, personality characteristics during the last few months or years of life.
It is the deterioration in cognitive functioning, sensorimotor abilities, personality characteristics during the last few months or years of life.
What are the 3 individual/group differences in mental abilities?
What are the 3 individual/group differences in mental abilities?
What are the 5 variables under demographic for group differences in mental abilities?
What are the 5 variables under demographic for group differences in mental abilities?
In sex differences, females tend/expected to have:
In sex differences, females tend/expected to have:
In sex differences, males tend/expected to have:
In sex differences, males tend/expected to have:
Theory by Charles Spearman in which all intellectual activities share a single common factor called the general factor.
Theory by Charles Spearman in which all intellectual activities share a single common factor called the general factor.
Multiple-factor theory, which states that specific intellectual abilities are more important than global ones like "g", and proposed that there are group factors that are related, is made by:
Multiple-factor theory, which states that specific intellectual abilities are more important than global ones like "g", and proposed that there are group factors that are related, is made by:
It is a boxlike model of intelligence by J.P Guilford, classifying intellectual traits along three dimensions: operations, contents, products.
It is a boxlike model of intelligence by J.P Guilford, classifying intellectual traits along three dimensions: operations, contents, products.
The S-I model includes:
The S-I model includes:
It is a tree-shaped model composed of a general cognitive factor (g) at the top with two major group factors, verbal-educational (v:ed) & practical-mechanical-spatial (k:m) at the next level.
It is a tree-shaped model composed of a general cognitive factor (g) at the top with two major group factors, verbal-educational (v:ed) & practical-mechanical-spatial (k:m) at the next level.
These two types of intelligence entail the ability to perceive relationships but are distinct in other ways.
These two types of intelligence entail the ability to perceive relationships but are distinct in other ways.
He defined intelligence as “the ability to solve problems or to create products which are valued in one or more cultural settings.”
He defined intelligence as “the ability to solve problems or to create products which are valued in one or more cultural settings.”
Flashcards
Alfred Binet's Intelligence
Alfred Binet's Intelligence
Intelligence is manifested by task performance and measured through responses
Lewis Terman's Intelligence
Lewis Terman's Intelligence
The ability to do abstract thinking.
David Wechsler's Intelligence
David Wechsler's Intelligence
Intelligence is the aggregate capacity to act purposefully, think rationally and effectively deal with the environment.
Edward Lee Thorndike's Intelligence
Edward Lee Thorndike's Intelligence
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Achievement Test
Achievement Test
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Aptitude test
Aptitude test
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Howard Gardner's Multiple Intelligences
Howard Gardner's Multiple Intelligences
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Sternberg's Componential Intelligence
Sternberg's Componential Intelligence
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Crystallized Intelligence
Crystallized Intelligence
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Fluid Intelligence
Fluid Intelligence
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Study Notes
- Different definitions and various understandings exist for the concept of intelligence.
- Some associate intelligence with "brains" or cleverness, while others see it as the ability to learn, think abstractly, adapt to the environment, recall information quickly, or learn rapidly.
Theories of Intelligence
Alfred Binet
- Intelligence shows itself by how someone performs on varied tasks.
- Judgment, understanding, and reasoning were key.
- Intelligence is a behavior trait, not a personal attribute.
- General intelligence will come from the total of a person's performance.
- The tests Binet used were school-related and were designed to find children with intellectual disabilities in school.
- It was thought that intelligent behavior involves more than just having intellectual skills.
Edward Lee Thorndike
- The assessment of intelligence is really about giving a number value to mental output based on amount, quality, and speed.
- To be intelligent, individuals require strong recall and retention.
- Intelligence covers abstract or verbal proficiency in symbol usage.
- Intelligence covers practical skill in object usage.
- Intelligence covers social skill in dealing with other people. -Emphasized a person's abilities and competencies.
- Different terms besides intelligence may work instead of trying to define it in a way everyone accepts.
- Terms like "general mental ability", "scholastic aptitude", and "academic ability".
Lewis Terman
- Intelligence is the ability to think abstractly.
- Abstract thinking is important but not the only thing that matters.
Robert Sternberg
- Intelligence is how well one adapts to unexpected changes in the world.
- Intelligence is one's ability to self-motivate to achieve needed tasks quickly.
- Traditional intelligence assessments do well in assessing learning and abstract thinking abilities, practical problem-solving and motivation require improved measurements.
David Wechsler
- Intelligence is how well a person can act purposefully, think rationally, and deal effectively with the world.
Intelligence Quotient
- IQ stands for intelligence, but does not tie to any particular test or scoring method.
- Intelligence is regarded as descriptive and not explanatory.
- IQ shows a person's ability compared to what's normal for their age at a point in time.
- Intelligence has multiple parts to it.
- Ability can grow in valued functions and drop in de-emphasized functions as one ages.
- IQ can show a person's past schooling and predict their future school performance.
- Intelligence test questions measures how experience affects individuals.
- With the same experiences, smarter people gain more than those with lower intelligence.
Abilities and Age
Age Changes
- Cross-sectional studies compare groups that grew up under different conditions.
- Longitudinal studies compare the same groups at different ages.
Specific Abilities
- General intelligence tests show a mix of cognitive abilities.
- How performance changes with age relies on the specific ability being tested.
- Fluid intelligence declines more than crystallized intelligence as people age. Fluid intelligence involves reasoning and solving problems using visual and geometric cues. Skills based around words and language are crystallized intelligence.
- A person's experiences during their life affects how their cognitive skills change.
- People who stay mentally active decline less on intelligence tests.
- "Terminal drop" refers to when cognitive, sensorimotor, and personality traits decrease near the end of someone's life.
Demographic Variables
Family Size & Birth Order
- Intellectual ability declines as family size increases.
- First-born children often achieve more.
- First-borns get better parental care.
Occupational Status
- Highly intelligent individuals work in jobs that need higher ability.
- Intelligence can lead to better paying jobs.
Socio-economic Status
- Socio-economic Status refers to parental income, education, and occupation.
- Higher IQ found in kids from upper social classes.
- Positive relationship between IQ and Socio-economic Status.
Urban vs. Rural
- Lower IQs common among those from rural backgrounds.
- Urban settings provide better access to education and modern technology.
Teacher Expectations
- C.H. Cooley's "Looking Glass Theory" suggests people change their behavior based on how others see them.
Biological Factors
Sex Differences
- Females have higher verbal fluency, reading comprehension, and clerical skills.
- Males have higher mathematical reasoning, visual-spatial ability, and better speed and coordination
Kinds of Ability Tests
Intelligence Tests
- The purpose of these tests is to measure a range of abilities.
- They accomplish this by sampling a wide range of functions and not for a differential aptitude analysis.
Aptitude Tests
- The purpose of these tests is to assess a person's capacity for future performance in a specific field.
- Designed for differential prediction.
Achievement Tests
- Designed narrow-band to assess accomplishment in an area or endeavor.
- Used to assess previous knowledge.
- Scores are more coachable.
Theories of Intelligence
Charles Spearman (Two-Factor Theory)
- All intellectual activities share a single common factor called the general factor, or “g”.
- A person's “g” is measured by tests covering abstract relations.
- Raven’s Progressive Matrices and Culture Fair Intelligence Test measure "g".
L.L. Thurstone (Multiple-Factor Theory)
- Specific intellectual abilities > global ones like "g".
- Related group factors.
- Seven key mental abilities: verbal comprehension, word fluency, number, space, associative memory, perceptual speed, inductive reasoning.
J.P. Guilford (Structure-of-Intellect Model)
- The structure of intellect classifies traits along three dimensions: operations, contents, and products.
- There are 180 different intellectual tasks in the S-I model.
- The Structure of Intellect Learning Abilities Test is directly based on Guilford's model.
Philip Vernon (Hierarchical Model of Mental Abilities)
- A tree-shaped model is used with two major group factors and a general cognitive factor.
- Verbal-educational and practical-mechanical-spatial are major group factors.
- Verbal and numerical factors yield verbal educational.
- Spatial, psychomotor, and mechanical information yield practical mechanical-spatial.
- Factors specific to particular tests appear lower in the hierarchy.
Raymond B. Cattell (Fluid & Crystallized Intelligence)
- These two types of intelligence entail perceiving relationships but are distinct somehow.
Fluid intelligence
- More biological or genetically determined.
- More nonverbal and culture-free.
- Changes less quickly and is also hurt more by brain injuries.
- Extensively applied to tasks requiring adaptation.
- Peaks around age 14 or 15.
- Involved in different areas.
Crystallized intelligence
- Acquired skills and knowledge.
- Grows from environmental context.
- Highly influenced by factors, formal and informal.
- Develops until age 25 or 30 and is used on habit based tasks.
Robert Sternberg (Triarchic Model of Intelligence)
- Thinking and intellectual skills are inseparable.
- Triarchic intelligence consists of 3 elements: componential, experiential, and contextual
Howard Gardner (Multiple Intelligences)
- Brains evolved distinct systems for adaptive skills and talents.
- The ability to create products is a form of intelligence"
- Nine Intelligences: Linguistic, Logical-Mathematical, Spatial, Musical, Bodily-kinesthetic, Intra-personal, Interpersonal, Naturalistic, Existentialist
Which theory is correct?
- All and none of them are correct.
- There will be new theories, and their worth will be measured in terms of learning and thinking.
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