intelligence

avatar
Created by
Haya Yazeji

Cards (27)

  • What is human intelligence?
    Intelligence is the ability to derive information, learn from experience, adapt to the environment, understand and correctly utilize thought and reason
  • Charles Spearman - 2 Factor theory
    g=general intelligence
    s=specific intelligences - specific skills and knowledge needed to answer the questions on a particular test
  • Cattell (1963)
    Crystallised intelligence = represents cumulative learning experience: education and experience, which develops over time and increases with age
    Fluid intelligence = deals with abstract relations and represents the ability to deal with new problems, where prior experience and knowledge are of little use. Declines with age
  • Gardner's theory of multiple intelligences
    8 distinct kinds of intelligence
    1. word smart
    2. logic smart
    3. natural smart
    4. picture smart
    5. body smart
    6. music smart
    7. people smart
    8. self smart
  • Raven's 2 progressive matrices
    • designed to measure 'g'
    • eductive ability - to think clearly and solve complex problems
    • provides screening, useful for determining need for more comprehensive testing
    • consists of geometric shapes
    • no spoken or written response
    • norms for 4-69 years
    • paper or digital format
  • Cognitive Abilities Test (CAT)
    • test of reasoning abilities in the UK
    • 6-17 year olds - primary and secondary schools
    • standardised on 25,000 students
    • digital and paper format
    • 3 tests, 45 mins each
    Measures - verbal reasoning, non-verbal reasoning, quantitative reasoning and spatial reasoning
  • Strand (2004)
    Aim= to examine long-term consistency of CAT-2E scores
    Sample= over 10,000 year 6 pupils, followed up in year 9
    Methods= correlation coefficients and change scores
  • CAT2E - Strand (2004)
    Verbal Reasoning (VR)-4 tests
    • Vocabulary, Sentence completion, Verbal Classification, Verbal analogies
    Quantitative reasoning (QR)-3 tests
    • Quantitative relations, Number series, Equation building
    Non-verbal reasoning(NVR)-3 tests
    • Figure classification, Figure analogies, Figure synthesis
  • VR
    • Vocabulary. Choose a synonym from a list of 5 possibilities (e.g. wish: agree, bone, over, want, waste)
    • Sentence completion. Select one word from a list of 5 (e.g. John likes to _______ a football match: eat, help, watch, read, talk)
    • Verbal classification. Given three or four words belonging to one class, select which further word from a list of 5 belongs to the same class (e.g. eye, ear, mouth: nose, smell, head, boy, speak)
    • Verbal analogies. Given one pair of words, complete a second pair from 5 possibilities. (e.g. big→large; little→?: boy, small, late, lively, more)
  • QR
    • Quantitative relations. Given two quantities decide whether one is greater, equal to or less than the other (e.g. ¼ vs ½)
    • Number series. Select one from 5 possible choices to complete the series (e.g. 2,4,6,8,?)
    • Equation building. Select the one answer choice that can be calculated by combining all the given elements to create a valid equation (e.g. 2 2 3 + x: 6,8,9,10,11).
  • NVR
    • Figure classification. Given three or four shapes belonging to one class, select which further shape from a list of five belongs to the same class
    • Figure analogies. Given one pair of shapes, complete a second pair from five possibilities
    • Figure synthesis. Given different shaped ‘pieces’, decide whether target figures can or cannot be constructed from them.
  • Strand (2004) mean scores:
    • Mean=100 S=15
    • High correlations over time - .87 (VR) to .76 (NVR)
  • Deary et al (2007) - Intelligence and educational achievement
    Intro - prediction of educational achievement, sex differences
    Measures of intelligence - CAT:
    • Verbal, quantitative, non-verbal reasoning (10 subtest)
    Measure of educational achievement – school examination results. N=74403 (37,509 girls, 36,894 boys) across England
    Associations between measures; sex differences
  • WAIS-IV (2008) - Four Factor Model
    Verbal comprehension:
    Vocabulary - The degree to which one has learned, been able to comprehend and verbally express vocabulary
    Similarities - Abstract verbal reasoning
    Information - Degree of general information acquired from culture
    Comprehension - Ability to deal with abstract social conventions, rules and expressions
  • WAIS-IV (2008) - Four Factor Model
    Perceptual reasoning:
    Visual Puzzles - Spatial reasoning
    Block Design - Spatial perception, visual abstract processing, and problem solving
    Matrix Reasoning - Nonverbal abstract problem solving, inductive reasoning, spatial reasoning
    Picture Completion - Ability to quickly perceive visual details
    Figure Weights - Quantitative and analogical reasoning
  • WAIS-IV (2008) - Four Factor Model
    Visual puzzles:
    Working within a specified time limit, view a completed puzzle and select three response options that, when combined, reconstruct the puzzle.
  • WAIS-IV (2008) - Four Factor Model
    Block design:
    Working within a specified time limit, view a model and a picture, or a picture only, and use red-and-white blocks to re-create the design.
  • WAIS-IV (2008) - Four Factor Model
    Matrix reasoning:
    View an incomplete matrix or series and select the response option that completes the matrix or series.
  • WAIS-IV (2008) - Four Factor Model
    Working memory:
    Digit span - Attention, concentration, mental control
    Arithmetic - Concentration while manipulating mental mathematical problems
    Letter-Number Sequencing - Attention, concentration, mental control
  • WAIS-IV (2008) - Four Factor Model
    Digit Span:
    A core WM subtest composed of three tasks:
    • Digit Span Forward. the examinee is read a sequence of numbers and recalls the numbers in the same order. E.g. 9–7 “9-7”, 5-8-2 “5-8-2”

    • Digit Span Backward. the examinee is read a sequence of numbers and recalls the numbers in reverse order. E.g. 7-1 “1-7”, 6-2-9, “9-2-6”
    • Digit Span Sequencing. The examinee is read a sequence of numbers and recalls the numbers in ascending order. E.g. 2-3-1 “1-2-3”, 3-1-6 “1-3-6””
  • Arithmetic
    Working within a specified time limit, mentally solve a series of arithmetic problems
    Involves concentration while manipulating mental mathematical problems
  • Processing speed:
    Symbol Search - Visual perception/analysis, scanning speed
    Coding - Visual-motor coordination, motor and mental speed, visual working memory
    Cancellation - Visual-perceptual speed
  • Symbol Search:
    Working within a specified time limit, scan a search group and indicate whether one of the symbols in the target group matches.
  • Coding:
    Using a key, copies symbols that are paired with numbers within a specified time limit
  • Benson et al (2010)
    Not a perfect fit to the WAIS-IV model – but this is unrealistic!
    Data have a better fit to another theoretical model of intelligence (CHC theory)
  • Theiling & Petermann (2016)
    Aim: Investigate pattern of profiles and overall scores on the WAIS-IV relative A controls
    116 adults (16-71 years) with ADHD, plus controls
    Results: ADHD group had decrements in WM & PS, ADHD group had higher GAI compared to FSIQ
    Conclusion: WAIS-IV reliably differentiates between patients and controls. Important implications for diagnostic process
  • What is intelligence
    The ability to derive information, learn from experience, adapt to the environment, understand and correctly utilize thought and reason Doumas (2017)