Week 16

• Spearman's 'g' factor

  made after observation that kid's performance on different subjects was positively correlated (not just task or topic); verbal comprehension and vocabulary and perceptual reasoning
• Governs performance on all cognitive tasks

  'g' factor
• highly heritable

  'g' factor
• Cattell's Model of intelligence

  3 level heirarchy of 'g'
• Fluid intelligence

  philosophy? abstract resoning ability, speed, independent of knowledge (part of 3'level hierarchy)
• Crystallized intelligence

  pros and cons; general knowledge vocabulary and reasoning based on known information (part of 3 level hierarchy)
• Cattell's model of intelligence 


  has 3 stratums (Stratum I = specific abilities); stratum II = broad abilities; Stratum III = g
• Stratum II

  Broad abilities; fluid intelligence, crystallized intelligence, processing speed, reading and writing, STM, LTM, quantitative, Auditory perception, visual perception
• Stratum I

  specific abilities: fluid, crystalized, processing, reading-writing, STM, quantitative, auditory, visual, LTM
• Fluid: Stratum I

  reasoning: speed, inductive, sequential, quantitative
• Crystalized: Stratum I

  Vocabulary, listening and communication, grammer
• Processing: Stratum I

  speed of perception, reading and writing, test taking
• reading-writing: Stratum I

  reading speed and comprehension, spelling, writing, cloz
• STM: Stratum I


  short term memory, working memory capacity
• Quantitative: Stratum I

  math knowledge and achievement
• Auditory: Stratum I

  sound localization, temporal tracking, sound pattern memory
• Visual: Stratum I


  visualization, speeded rotation, visual memory
• Long term memory: Stratum I

  associations, semantics, free reaction, originality
• IQ: intelligence quotient

  Binet-Simon test: made by simon and binet; started interested in kid's intelligence; score = intelligence quotient
• why is IQ test no good?

  11 year olds are asked questions that they have no idea what they mean, too mature
• Later adapted by Terman: Stanford-Binet test

  advantage: standardization (computing the average score based on large sample) allows categorization and comparison
• Wechsler adult intelligence scale (WAIS)

  in 1955, wanted better understanding of patients (kids); added non-verbal measures (education, culture and languages, biases)
• Mean score = 100, SD = 15


  WAIS
• non-verbal measures of WAIS

  measures

  
• Heritability

  genetic factors (low in infancy, medium in adolescents, large in adults)
• how to test heritability

  MZ twins vs. MZ twins vs. sibs (test-retest)
• socioeconomic status

  may determine heritability (lower SES: ~.0, ~.6, environment); (higher SES: ~.6, ~.0 environment)
• Correlates of intelligence


  correlates (% of variance); grade 25% (GPA verbal = 28%, performance = 5%); job performance: 4-36%
• depends on your type of job

  job performance (who's evaluating impacts too)
• Limitations of IQ

  does not measure ALL congitive ability (real world judgment, decision making, critical thinking, etc.) street smarts
• being good at something ≠ motivational to engage or "goodness of fit" between person and task


  R-I-A-S-E-C
• R

  realistic (Doers)
• I

  Investigative (thinkers)
• A

  Artistic (creators)
• S

  Social (helpers)
• E

  enterprising (persuaders)
• C

  conventional (organizers)
• Limits of IQ


  does not test judgment/decision making skills ro indicate ability to think rationally
• anchoring

  first piece of info we have and extremely influences us when making decision, starting point
• reference point for subsequent judgement

  anchoring