nsc 3311 cog exam 3
Gardner's multiple intelligences
3 assessed in standard IQ test: linguistic intelligence, logical-mathematical intelligence, spatial intelligence; musical intelligence, bodily-kinesthetic intelligence, interpersonal intelligence, intrapersonal intelligence, naturalistic intelligence
cautions of studying gender and intelligence
"gender difference" can mean a number of different things, it is impossible to predict how any individual within a group will score, there are built-in biases in research literature (and file drawer problem), experimenter expectancy effects
MZ twins adopted into different families had a correlation of about
.75
how should we think about gardner's claims
1. a broad range of human achievements are of great value and they should be nurtured and developed (acknowledges other skills) 2. his conception is not a challenge to conventional intelligence testing (some capacities he highlights are measured by tests but IQ tests were never designed to measure all human talents) 3. debate about whether his capacities should be thought of as intelligence (are they simply talents?)
methodological techniques used by psychologists when reviewing existing literature
1. narrative review (locating and reading as many sources as possible and writing your own conclusions - that are subjective) 2. vote counting (counting number of studies in a total that demonstrate a particular effect (are all the results of all studies the same and have equal weight? 3. meta-analysis (use statistical methods to integrate the findings from different studies to compare them quantitatively - measure is the effect size)
6 conclusions regarding tests of cognitive ability that the Bell Curve (herrnstein and murray) made that are now beyond significant technical dispute
1. there is such a thing as a general factor of cognitive ability on which human beings differ 2. all standardized tests of academic aptitude or achievement measure this general factor to some degree, but IQ tests expressly designed for that purpose measure it most accurately 3. IQ scores match whatever it is that people mean when they use the word intelligent or smart in ordinary language 4. IQ scores are stable over life span 5. IQ tests are not biased against certain groups 6. cognitive ability is heritable
factors contributing to stereotype threat
B are treated differently and grow up with different role models; B do worse if told there is an assessment
stereotype threat example
B woman is nervous bc it's a test on which she is expected to do poorly and has more anxiety bc if she does badly, she only confirms prejudice; emotions make it hard to do best work and if she believes failure is inevitable, she won't try
Cohen's effect sizes
ES tells us how much standardized difference lies between two (or more) means; small = .20; medium = .50; large = .80 effect
multiple intelligences
Gardner, intell beyond IQ; best known challenge to traditional IQ testing; 8 types
flynn effect
IQ scores have increased globally (developed and third-world nations) by about 3 points/decade; reflects fluid intelligence (genuine change in how quickly and flexibly people can think)
factor analysis
Spearman; statistical procedure that enable us to pursue the interrelations among various parts of the IQ test; goal is to the extent that tests are influenced by these same factors; confirms there is a common element shared by all the components of the IQ test
general intelligence (g)
Spearman; the singular ability that can apply to any content, the common element; called on for virtually every/any intellectual task
measures of rationality
Stanovich, intell beyond IQ; argues there are aspects of cognition that are untapped by standard intelligence tests; argues we should separate intelligence and rationality (capacity for critically assessing info as it is gathered in the natural environment)
intelligence due to Binet
a capacity that matters for many aspects of cognitive functioning
savant syndrom
a pattern of traits in a developmentally disabled person such that the person has some remarkable talent that contrasts with his or her very low general intelligence; single massive talent despite being otherwise disabled to a profound degree; artistic talent, calendar calculators, music; provides some evidence for Gardner's multiple intelligences
need for cognitive (NFC)
a person's motivation to take on intellectual tasks and challenges; high: enjoy thinking, problem solving, reasoning; low: tv, dropouts
stereotype threat
a person's performance is influenced by the perception that his or her score will confirm stereotypes about his or her race; negative impact that social stereotypes can have on task performance
IQ was originally
a ratio between a child's mental age and chronological age; intelligence testing developed by the government with testing soldiers, process made better in children
fluid intelligence
ability to deal with novel problems; "quick thinking, novel approach"
emotional intelligence
ability to understand own and others' emotions and to control own emotions
crystallized intelligence
acquired knowledge (verbal knowledge, repertoire of skills), deal with problems similar to those you have already encountered (not novel)
campbell and charness (1990)
age-related declines in working memory; practice helps but 60 made more errors than 40 made more errors than 20
de Groot (1965)/Chase and Simon (1973)
an expert chess player could reconstruct 16 positions and beginner could do 5; not better memory but can use prior knowledge to chink into meaningful configurations
Raven's progressive matrices test
analyzes figures and detects patterns; designed to minimize any influence from verbal skills or background knowledge
zelnicker's argument that FD/FI relate to 3 underlying dimensions
asserted that individual's cognitive style determines the quality of stim information accessible for further processing in solving problems; 1. selective attention (focus on whole or parts) 2. attentional control (focusing/shifting of attention) 3. stimulus organization (mental transformation of stim input)
test-retest reliability
assessment of whether a test is consistent in what it measures by asking whether test's results on one occasion correlated with results from the same test on another occasion
keating and bobbit (1978)
believed that both age and ability differences result from the efficiency with which basic cognitive processes are carried out; high ability children (and adults) acquire, store, and manipulate basic info more rapidly and efficiently
gender differences in spatial ability may be due to
biological factors (lateralization), socialization factors (access to puzzles/video games), or some combination of both
Maccoby and Jacklin (1974) verbal abilities
boys are girls are the same until age 11, then girls do better
stanovich and west and NFC
cognitive style measures such as NFC do correlate with performance on a variety of specific reasoning and decision making tasks; more interest : better scores; less interest : lower scores?
witkin and fd/fi
cognitive styles and personality interplay (the self and the surrounding field); FI style associated with autonomous interactions in relationships, FD are more likely to rely on others
linn and petersen (1985) visuospatial abilities
concluded that the size of the gender difference in mental rotation differs as a function of the specific task, the more rapid the processing off symbolic information required, the larger the gender difference; females may rotate items more slowly or may use different strategies in approaching the task
impoverished environments impede intellectual development and the effects are __________
cumulative (the longer the child is in that environment, the greater the harm and lower IQ - negatively correlated)
cognitive styles are not _________ in training, but do _________
easily modifiable (training doesn't change it); change with development (younger children are more impulsive and FD, older children are more reflective and FI)
why is the average intelligence score higher in W than B (but scores have a lot of overlap)
economic disparity (W and B do not have the same opportunities or access to resources); B: less affluent, poor nutrition, lower quality educational resources, poor health care; not a race difference but an economic status differences
IQ scores can correlate to
education, job, income, life-span
worldwide improvement is part of evidence for intelligence being improved by
environmental conditions
gender differences in intelligence are largely rooted in
environmental factors
to say that males are more lateralized than females is to say that males show greater asymmetries in the functioning of their two cerebral hemispheres
females appear to have language functions represented in both hemispheres to some degree; women who suffer left hemisphere damage often show better recovery of language functioning than do men with the same type of damage
examples of cognitive style
field dependence/independence, cognitive tempo (reflective/impulsive), need for cognition (motivation)
maccoby and jacklin (1974) visuospatial abilities
gender differences in visuospatial abilities as extremely reliable, asserting that boys excel once childhood is over; d = .40; in mental rotation d= .90
baltes, staudinger, and lindenberger (1999)
general decline in the speed of processing of elementary cognitive operation occurs with age
wechsler adult intelligence scale (WAIS)
general knowledge, vocab, comprehension, perception, reasoning, visual puzzles; extremely reliable
cognitive style
habitual and preferred means of approaching cognitive tasks; meant to imply certain personality and motivational factors that influence the way a person approaches a cognitive task
genetic mechanisms for IQ and development enable full use of environmental impacts that support intellectual growth
high input from environment : high output (grow and flourish)
2 tasks from the same general intelligence category would have a _______ correlation in performance because
higher; both draw on g and on the same capacity needed for that category
fluid intelligence and crystallized intelligence are _________ correlated
highly (if you have a lot of one, you have a lot of the other)
reliability
how consistent a measure is; consistency from one occasion to another
maccoby and jacklin (1974)
identified three kinds of cognitive abilities that appeared to show reliable gender differences: verbal abilities, visuospatial abilities, and quantitative abilities
example of reliability
if you give a test, wait a while, and then give the test again, do you get essentially the same outcome?
contributing factors for flynn effect
improvements in nutrition and health care in third world nations; new information complexity in our world (we encounter complicated with tiny bits of info and have to figure it out); cannot be explained genetically or by the human genome (does not change that fast)
why is IQ correlation the same in MZ and DZ twins in impoverished
in impoverished settings, genetic factors matter less for shaping a person's intelligence (genetics don't have an opportunity to make a big impact)
practical intelligence
intell beyond IQ, Sternberg; intelligence needed for skilled reasoning in day-to-day settings; "street smart;" unclear if it is really different than traditional intelligence
moving forward, it is important to acknowledge the link between
intelligence and poverty (negative correlation; more impoverished : lower intelligence)
hunt, lunneborg, and lewis (1975)
investigated whether differences in verbal ability might be explained by differences in basic cognitive skills; found highly verbal students to be especially adept in the name match condition relative to the students of less verbal ability
critique of the bell curve book
is there really a single basic cognitive ability called intelligence that can be measure by IQ test; is intelligence really fixed and heritable
crystallized intelligence differs from fluid in that
it increased with age
fluid intelligence differs from crystallized in that
it peaks in early adulthood and then declines steadily; can be effected by alcohol, fatigue, depression
general idea in learning styles
learners learn best when the mode of information presentation best suits their own individual learning style
in siblings, the larger the age gap, IQ is _____ correlated
less (due to family circumstances changing over years?)
in general, older adults perform in intelligence tasks
less well on divided attention tasks, show decreased speech recognition/discrimination, show decline in memory performance
general intelligence is made of
linguistic ability, numerical ability, spatial ability; g can't be the whole story because people do have specialized skills
wechsler intelligence scale for children (WISC)
long assessments, extremely reliable
levy and heller (1992)
male brains are more lateralized (more specialized in functions); greater lateralization allows for more resources to devote to a specific spatial task (like mental rotation)
both genetic and environmental effects
matter for IQ, but they don't just "add up"
differences in intelligence may be the result of variations in __________ or in the functioning of the _________
mental speed; working memory
in general, experts will perceive ______ than novices
more distinctions, especially subtle ones; novices classify on superficial/perceptual similarities and novels classify with prior knowledge
benbow and stanley (1980, 1983) quantitative/reasoning abilities
more evidence in support of gender differences in mathematical ability; boys' scores in math were better and verbal scores were the same
higher emotional intelligence results in
more positive atmosphere in the workplace and more leadership potential
pashler (2008) on evidence needed to correlate benefits of instruction matching learning style
must have crossover action between learning style of and method
levine (2005)
no gender differences in non-spatial tasks, difference in spatial tasks; difference showed variation as a function of the children's socioeconomic status (SES); low SES - no gender differences; middle and high SES - traditional male advantage on the spatial tasks; because of the type of toys
klaczynski and fauth (1996) and NFC
no significant relationship between NFC and cognitive ability; NFC is really just a stylistic dimension and not derived from intellectual power such as IQ
Howard Gardner
offered "pluralistic" theory of mind; defined intelligence as the ability to solve problems, or to fashion products that are valued in one or more cultural or community settings; at least 7 distinct independent human intelligences; said we distinguish between intelligence and talent so that we can hold on to the concept that there is only one mental
paul bates
older adults can strategically compensate for declines in cognitive processing by using selection, optimization, and compensation
salthouse and babcock (1991)
older participants have smaller and shorter working memory spans; due to decline in processing efficiency (the speed with which various elementary cognitive operations could be carried out)
gardner's theories support the idea that
people differ in abilities/capacities/efficiency and in their cognitive styles
proposal 2 for intelligence component
people with larger working memory capacity do better on intelligence tests designed to measure g; people who have more thought/self controls are more intelligent; link is strong in FI
field dependence/field independence
perceptual processing, some people find it much easier than others to identify parts of a figure as being separate from a whole
cognitive tempo
reflectivity/impulsivity; the extent to which response is delayed during the course of searching for the correct alternative in a context or response uncertainty (MFFT)
maccoby and jacklin (1974) quantitative/reasoning abilities
same levels/patterns of mathematical ability through elementary school, beginning at 12 or 13 years boys' achievement and skill began to increase faster than that of girls
rollock (1992) and learning styles
showed that listening did not favor FI but interactive did benefit FD
monozygotic twins and intelligence
similar IQs in MZ twins shows strong genetic component for IQ (great genetic similarity = great IQ similarity)
hyde (1981) quantitative/reasoning abilities
sited maccoby and jacklin; concluded that d = .43; showed that boy tend to outperform girls by about half a standard deviation
proposal 1 for intelligence component
speed; mental processes are quick but do take some time; quicker = more intelligent
in general, IQ scores are ________
stable, but they can change (especially if there is a substantial change in the environment)
Hyde and Linn (1988) verbal abilities
surveyed 165, 27% of the studies found statistically significant higher female performance, 7% found statistically significant higher male performance; suggests that even significant gender differences were rather small, little variation in d measures; "we are prepared to assert that there are no gender differences in verbal ability in American culture
intelligence tests have a strong _________, meaning there is a ________ correlation for someone's IQ results at 6 and 18
test-retest reliability; high
loring-meier and halpern (1999) visuospatial abilities
there was no difference in accuracy but males were reliably faster; "males, in general, are more proficient in their use of visuospatial imagery"
inspection time
time a person needs to decide which of two lines is longer; correlates around -.30 with intelligence scores; RT down, intelligence score up
practical intelligence found that
tuning curriculum to fit students' abilities was helpful
right hemisphere
understand spatial relations, interpreting emotional information; emotional and social processes
quantitative abilities
variety of skills, including arithmetic knowledge and skill as well as an understanding of quantitative concepts; means different things to different investigators
Horn's list of cognitive capacities
verbal comprehension, sensitivity to problems, syllogistic reasoning, number facility, induction, general reasoning, associative memory, span memory, associational fluency, expressional fluency, spontaneous flexibility, perceptual speed, visualization, spatial orientation, length estimation
left hemisphere
verbal fluency, reasoning, analytical reasoning; analytical and logical processes
comparisons between groups
we learn little about a person by knowing their group memberships
validity
whether a test actually measures what it intended to
predictive validity
whether a test actually measures what it intended to, based on whether the test scores correlate with some other relevant criterion; should be able to predict how well that person will do in settings that require intelligence
how might we be able to improve intelligence directly
with targeted training of executive function or with careful instruction to help people develop crystallized intelligence
expert/novice differences
your level of knowledge in a domain affects your cognition in that domain
