Psychology ch. 9
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In Inglés
In Inglés
Practique preguntas conocidas
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Exámenes
Examen: pon a prueba tus habilidades
Pon a prueba tus habilidades en el modo de examen
Aprenda nuevas preguntas
Modos dinámicos
InteligenteMezcla inteligente de todos los modos
PersonalizadoUtilice la configuración para ponderar los modos dinámicos
Modo manual [beta]
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Modos específicos
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Completa la oración
Escuchar y deletrearOrtografía: escribe lo que escuchas
elección múltipleModo de elección múltiple
Expresión oralResponde con voz
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EscrituraModo de solo escritura
Psychology ch. 9 - Marcador
Psychology ch. 9 - Detalles
Niveles:
Preguntas:
56 preguntas
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What is intelligence? | Boring (1923) said it was whatever tests measure |
Intelligence test | Diagnostic tool designed to measure overall thinking ability |
Higher mental processes | Reasoning, understanding and judgement |
Intelligence is linked to what kind of thinking? | Abstract thinking |
Abstract thinking | Capacity to understand hypothetical concepts |
Western researchers believe intelligence consists of abilities to | - reason abstractly - learn to adapt to novel environmental circumstances - acquire knowledge - benefit from experience |
G (general intelligence) | Hypothetical factor that accounts for overall differences in intellect among people |
S (specific abilities) | Particular ability level in a narrow domain [compensates for G) |
Fluid intelligence | Capacity to learn new ways of solving problems |
Crystallised intelligence | Accumulated knowledge of the world acquired over time |
Multiple intelligences | Idea that people vary in their ability levels across different domains of intellectual skill |
What are the 8 different kinds of intelligence? | 1. linguistic 2. logico-mathematical 3. spatial 4. musical 5. bodily-kinaesthetic 6. interpersonal 7. intrapersonal 8. naturalistic |
Triarchic model | Model of intelligence proposed by Robert Sternberg positing three distinct types of intelligence |
What are Sternberg's three distinct types of intelligence? | Analytical, practical, and creative |
Analytical intelligence | The ability to reason logically |
Practical intelligence (tacit intelligence) | The ability to solve real world problems, especially involving people |
Creative intelligence (creativity) | The ability to come up with novel and effective answers to questions |
What is the location of intelligence | Areas of the cortex but also the parietal lobe |
Correlation between intelligence and reaction time | Intelligent people tend to have a quicker reaction time |
Correlation between intelligence and memory | Moderately correlated (causation is unclear) |
Metacognitive skills | Knowing what you know about your own knowledge |
Stanford-Binet IQ tests | Intelligence test based on the measure developed by Binet and Simon adapted by Lewis Terman of Stanford University - norms help to define whether we're under or above the line |
Intelligence quotient (IQ) | Systematic means of quantifying differences among people in their intelligence |
How is IQ measured? | IQ= (mental age)/(chronological age) ∙100 |
Mental age | Age corresponding to the average individual's performance on an intelligence test |
Deviation IQ | Expression of a person's IQ relative to his or her same-aged peers, helps because it means kids after 16 don't have a decreasing IQ |
Eugenics | Movement in the early 20th century to improve a population's genetic stock by encouraging those with good genes to reproduce, preventing those with bad genes from reproducing or both |
Wechsler Adult Intelligence Scale (WAIS) | Most widely used intelligence test for adults today, consisting of 15 subtests to assess different types of mental abilities |
What are the 5 major scores? | 1. overall IQ (fluid) 2. verbal comprehension (crystallised intelligence) 3. perceptual reasoning (fluid) 4. working memory (fluid) 5. processing speed (fluid) |
Commonly used childhood IQ tests | - Wechsler Intelligence Scale for Children (WISC) - Wechsler Primary and Preschool Scale of Intelligence (WPPSI) |
Culture fair IQ tests | Abstract reasoning measure that does not depend on language and is often believed to be less influenced by cultural factors than other IQ tests are |
Criticism on culture fair IQ test | IQ tests rely too much on language |
Is IQ forever? | They almost never remain the same |
Stability of IQ in adulthood | Reasonably stable |
Stability of IQ in infancy and childhood | - not stable (except for really low numbers --> mental retardation) - habituation speed seems to indicate intelligence |
Assortative mating | The tendency of individuals with similar genes to have children |
Mental retardation | Condition characterised by an onset prior to adulthood, an IQ below 70 and an inability to engage in adequate daily functioning |
Gullibility | The susceptibility to being duped by others |
What are the four gradations? | Mild, moderate, severe, and profound |
Most common forms of mental retardation? | - fragile X syndrome - Down syndrome (extra pair of 21 chromosomes) |
Mosaics | Only some of the cells have an extra 21 chromosomes, relatively normal IQ |
Selective placement | Adoption agencies frequently place children in homes similar to the biological parents |
Does schooling make us smarter? | Lines of evidence suggest that schooling exerts a causal influence on IQ |
Flynn effect | Finding that average IQ scores have been rising at a rate of approximately three points per decade |
Four explanations to rising rate of IQ per decade? | 1. increased test sophistication 2. increased complexity of the modern world 3. better nutrition 4. changes at home and at school |
Sex differences in specific mental abilities | - women are better at verbal tasks, arithmetic calculations, and empathy - men are better at spatial tasks, geography, mathematic reasoning |
Potential causes of sex differences? | Genes and hormones, and environmental |
Within-group heritability | Extent to which the variability of a trait within a group is genetically influenced |
Between-group heritability | Extent to which differences in a trait between groups is genetically influenced |
Test bias | Tendency of a test to predict outcomes better in one group than another |
Stereotype threat | Fear that we may confirm a negative group stereotype |
Divergent thinking | Capacity to generate many different solutions to a problem |
Convergent thinking | Capacity to generate the single best solution to a problem |
Emotional intelligence (EQ) | Ability to understand our own emotions and those of others and to apply this information to our daily lives |
Wisdom | Application of intelligence toward a common good |
Wise people balance 3 competing interests | 1. concerns about oneself (self-interest) 2. concerns about others 3. concerns about the broader society |