exam 2 chapter 8
A. 3 broad types: 1. heredity know that they measure heredity by sampling twins and family measures 2. IQ scores biased measures of the abilities of low-SES and minority children 3. influence of children's home environments on their mental test performance
.Individual and Group Differences in IQ
i) "g" ii) broad abilities: basic biological components of intelligence iii) narrow abilities: specific behaviors through which people display 2nd tier factors
3 tiers
A. positively associated with self-esteem, empathy, prosocial behavior, cooperation, and leadership skills B. negatively associated with dependency, depression, and aggressive behavior
Emotional Intelligence
1. allows testing of large groups 2. require little training to administer 3. useful for instructional planning 4. identify students who need individual testing
Group Test
A. higher IQ tend to be better liked by their peers B. juvenile delinquents score lower on IQ test
IQ as Predictor of Psychological Adjustment
1. examiners need training and experience 2. provide insight about accuracy of scores 3. identify highly intelligent children and also those with learning problems
Individual Tests
(1) parents may favor one child or assign child special roles *** ^ (2) non shared factors more powerful than shared on IQ
Nonshared Environmental Influences
(a) john carroll (b) three-stratum theory of intelligence: elaborates the models proposed by spearman, thurstone, and cattle
Three-Stratum Theory of Intelligence
information processing skills
analytical intelligence
offers child care, educational experiences for infants and toddlers, parenting education, family and social support, and health care- delivered through center, home, or mixed approach
early head start
checklist for gathering info about the quality of children home lives through observation and parental interview
home observation of the environment (HOME):
1. no matter what your age, 100 is always the average
Actual Age vs. Mental Age
1. correlations of the IQs of adopted children with those of their biological and adoptive parents, for insight into genetic and environmental influences 2. changes in the absolute value of IQ as a result of growing up in an advantaged adoptive family, for evidence on the power of the environment 3. relatives reared together more similar than those reared apart 4. children become more similar to their biological mothers IQ than their adoptive parents 5. both environment and heredity contribute to IQ 6. flynn effect: IQs have increased steadily from one generation to the next
Adoption Studies: Heredity and Environment
1. poverty stricken children scored higher on IQ and achievement when involved in programs 2. less likely to be placed in special education or retained in grade, and a greater number graduated from high school 3. lasting benefits in attitudes and motivation; more likely to give achievement- related reasons (such as school or job accomplishments) for being proud of themselves 4. Head Start preschoolers, who are more economically disadvantaged than children in other programs, have more severe learning and behavior problems 5. when high-quality intervention starts in infancy and extends through early childhood, children display cognitive and academic achievement advantages throughout childhood and adolescence
Benefits of Early Intervention
a) African-American adults rarely asked their children the types of knowledge-training questions typical of middle-SES white families b) culturally specific form of narrative c) topic-associating style instead of topic-focus style (disorganized) d) minority prefer collaborative style of communication (work together) e) hierarchal style of communication (work independently) f) adults refuse to reveal wether the child is on the right track, minority children react with "disruptive apprehension"- giving an answer that comes to mind and rejecting the testing situation as personally irrelevant
Communication Styles
a) current theorists and test designers assume that at the highest level, "g" is present to some degree in all separate factors b) proposed hierarchal models of mental abilities c) highest level is "g" d) subset score provide info on child strength and weaknesses e) most influential R.B Cattel and John Carroll (1) Crystalized vs. Fluid Intelligence
Contemporary Extensions
1. first successful intelligence test (Binet and Simon) a) the beginning of universal public education prompted the development of the first intelligence tests b) the goal of Binet and Simon's original intelligence test was to develop an objective method for assigning pupils to special classes 2. test items should tap complex mental activities involved in intelligent behavior (memory and reasoning) 3. became bias for new intelligence tests 4. english version known as Stanford-Binet Intelligence Scale 5. included verbal and nonverbal 6. first test to match intended difficulty with chronological age (allowed comparison with agemates)
D. Alfred Binet: A Holisitc View
a) Charles Spearman b) general intelligence: "g" all test items correlated with one another (1) also noticed not perfectly correlated so concluded that they varied in the extent to which "g" contributed to them and suggested that each item also measure a specific intelligence c) "g": represents abstract reasoning capacity d) Louis Thurstone (1) determined factors as primary mental abilities (2) found separate, unrelated factors (3) subsets show individual strengths and weakness
Early Factor Analysis
A. socioeconomic status (SES): combines 3 variables (professor elgin) 1. years of education (social status) 2. prestige of one's jobs and skills it requires (social status) 3. income (economic status) dont remember exactly what they asked but just know this a) American black children score 10-12 points lower than american white children b) Hispanic fall in middle of black and white, Asians score higher than white c) heredity is largely responsible for individual, ethnic, and SES differences in IQ
Ethnic and Socioeconomic Variations in IQ
(1) more education expected by parents, better grades by children (2) beliefs predict school performance
Family Beliefs about Intellectual Success
1. kinship studies- compare characteristics of family members 2. Heritability of Intelligence a) heritability estimate: derived from comparison of identical and fraternal twins b) the greater the genetic similarity between family members, the more they resemble one another in IQ c) correlations of family living together is stronger than family living apart d) **identical twins reared apart were more similar than fraternal twins reared together ******** Tricky question. he'll say explain the correlation between the IQ of fraternal twins together compared to identical twins separated. The answer is the IQ will be HIGHER (not positive, you'll understand on the exam) with Identical twins than fraternal twins. basically the only difference in answers is one says "higher" one says "positive" its HIGHER
Genetic Influences
a) children of the same ethnic and SES backgrounds vary greatly in mental test scores b) 2 broad types of home influences (1) shared environmental influences: prevued the general atmosphere of the home and therefore, similarly affect siblings living in it (2) nonshared environmental influences: make siblings different from one another For this know that an example of non shared is the parents favoring the oldest daughter
Home Environment and Mental Development
1. some researchers believe that both IQ and achievement depend on the same abstract reasoning processes that underlie "g" 2. an intelligence test is, in fact, partly an achievement test, and a child's past experiences affect performance on both measures.
IQ as Predictor of Academic Achievement
1. one reason that IQ is associated with occupational status is that IQ-like tests (the SAT and ACT) affect access to higher education 2. childhood emotional stability, conscientiousness, and sociability positively predicted career success, whereas belligerence and negative emotionality forecast unfavorable career outcomes, including job instability, reduced occupational prestige, and lower income 3. practical intelligence: mental abilities apparent in the real world but not in testing situations
IQ as Predictor of Occupational Achievement
a) white have greater vocabulary b) spatial reasoning depend on learning opportunities c) amount of time spent in school predicts IQ
Knowlege
1. Stanford-Binet Intelligence Scales a) measures general intelligence and 5 intellectual factors: (1) fluid reasoning (2) quantize reasoning (3) knowledge (4) visual-spatial processing (5) working memory b) ages 2-adulthood c) first successful intelligence test d) verbal and nonverbal mode, yielding 10 subtests total 2. Wechsler Intelligence Scale for Children a) (WISC-IV) b) 6-16 years old c) both general intelligence and variety of factor scores d) 4 broad intellectual factors (1) verbal reasoning (2) perceptual reasoning (3) working memory (4) process speed B. Aptitude and Achievement Test 1. aptitude test: assess an individual's potential to learn a specialized activity a) SAT & ACT 2. achievement test: aim to assess actual knowledge and skill attainment a) college final exam One question exactly like this fill in the blank
Measuring Intelligence A. Commonly Used Intelligence Tests
1. "Classification of human beings into races is in the end a futile exercise" 2. perpetuating the belief that some ethnic groups are genetically inferior in IQ promotes an ever-present danger: unfair allocation of resources, making an unfounded assumption seem true
Race and Ethnicity: Genetic or Cultural Groupings
a) test scores needed to be combined with assessments of children's adaptive behaviorability to cope with demands of every day environment
Reducing Cultural Bias in Testing
a) examining each child's IQ score over repeated testings b) substantial fluctuations during childhood and adolescence (10-20 pts) c) environmental cumulative deficit hypothesis: negative effects of underprivileged rearing conditions increase the longer children remain in those conditions (1) as a result early cognitive deficits lead to more deficits, which become harder to overcome****** Basically know that the effects of being underprivileged will continue to negatively affect IQ scores as long as they remain in that environment
Stability of Absolute Scores
1. Bayley Scales of Infant and Toddler Development (1 month- 3.5 years) a) cognitive scale b) language scale c) motor scale 2. predict later intelligence poorly 3. developmental quotients (DQ): most infant scores do not tap the same dimensions of intelligence assessed in older children so not considered IQs ****the answer will be obviously basically babies use DQ instead of IQ bc its harder to measure intelligence 4. used for screening- helping to identify for further observation and intervention infants whose very low scores mean that they are at risk for future developmental problems 5. speed of habituation and recovery to visual stimuli is the best infant correlates of later intelligence 6. Fagan Test
Test for Infants
A. Stability of IQ scores 1. how effectively IQ at one age predicts itself at the next (rely on longitudinal studies) 2. Correlation Stability a) correlate scores obtained at different ages b) two generalizations (1) the older the child at the time of first testing, the better the prediction of later IQ (2) the closer in time two testings are, the stronger the relationship between the scores *****The answer will be "the closer in time two testings are the stronger the relationship (2)**
What Do Intelligence Tests Predict and How Well?
: looking for relationships between aspects of information processing and children's intelligence test performance
componential analyses
capacity to solve novel problems (1) adapting to, shaping, or selecting environments
creative intelligence
skills that depend on accumulated knowledge and experience, good judgement, and mastery of social customs (abilities valued by culture) i) vocabulary, general info, arithmetic problems
crystalized intelligence
(1) linguistic: sensitivity to the sounds, rhythm, and meaning of words and the function of language (poet, journalist) (2) logic-mathematical: sensitivity to, and capacity to detect, logical or numerical patterns; ability to handle long chains of logical reasoning (mathematician) (3) musical: ability to produce and appreciate pitch, rhythm, and aesthetic quality of the forms of musical expressiveness (composer, instrumentalist) (4) spatial: perceive the visual-spatial world accurately, perform transformations on those perceptions, re-create aspects of visual experience in the absence of relevant stimuli (sculptor, navigator) (5) body-kinesthetic: use the body skillfully for expressive as well as goal-directed purposes, ability to handle objects skillfully (dancer, athlete) (6) naturalistic: classify all varieties of animals, minerals, and plants (biologist) (7) intrapersonal: detect and respond appropriately to the moods, temperaments, motivations, and intentions of others (therapist, salesperson) (8) interpersonal: discriminate complex inner feelings and use them to guide one's own behavior, knowledge of ones own strengths, weakness, desires, and intelligences (person with detailed, accurate self knowledge)
dismissed idea of general intelligence and proposes at least 8 independent intelligences
innovation consistent with Vygotsky's zone of proximal development, the adult introduced purposeful teaching into the testing situation to find out what the child can attain with social support (1) pretest-intervene-restest procedure
dynamic assessment
identifies sets of test items that cluster together, meaning that test takers who do well on one item in a cluster tend to do well on the others a) distinct clusters called factors
factor analysis
basic information processing skills- ability to detect relationships among stimuli, the speed with which the individual can analyze information, the capacity of working memory i) conditions in the brain, less by culture ii) effective reasoning, abstraction, problem solving
fluid intelligence
parents who are genetically more intelligent may provide better experiences as well as give birth to genetically brighter kids who evoke more stimulation from their parents
genetic-environmental correlation
1. verbal ability 2. practical problem solving 3. social competence
intelligence made up of 3 main attributes
indicates the extent to which the raw score (number of items passes) deviates from the typical performance of same-age individuals
intelligence quotient (IQ):
most scores cluster around the mean, or average, with progressively fewer falling towards each extreme (1) bell-shaped distribution- results whenever researchers measure individual differences in large samples
normal distribution
application of intellectual skills in every day situations
practical intelligence
: provides children with a year or two of preschool, along with nutritional and health services (parent involvement is central to their philosophy)
project head start
basis for the wide variety of intelligence tests available for assessing children's mental abilities 1. product-oriented, largely concerned with outcomes and results
psychometric approach
: display one area of outstanding strength, alongside deficit in many others (children with autism) 2/3 questions on this: just know that multiple intelligence theory related to autism and what savantism is
savant syndrome
giving the test to a large, representative sample and using the results as the standard for interpreting scores
standardization
the fear of being judged on the basis of a negative stereotype- can trigger anxiety that interferes with performance
stereotype threat
a test samples knowledge and skills that not all groups of children have had equal opportunity to learn, or if the testing situation impairs the performance of some groups but not others, then the resulting score is a biased, or unfair, measure
test bias
defines intelligence in terms of distinct sets of processing operations that permit individuals to solve problems, create products, and discover new knowledge in a wide range of culturally valued activities
theory of multiple intelligences
3 broad, interacting intelligences
triarchic theory of successful intelligenc
