Term
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Four primary questions regarding intelligence
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Definition
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1.Is intelligence comprised of many abilities or a general ability?
2.How is intelligence measured?
3.Do intelligence test scores predict academic success or other “real-life” successes?
4.Is intelligence primarily determined by genetic factors or environmental factors?
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Term
| Factor analytic approach or multi-component view |
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Definition
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•Early work by Spearman (1920s): intelligence was composed of g, a general factor and s, many specific factors
•Thurstone (1938) proposed 7 primary areas that comprise intelligence
–verbal meaning
–perceptual speed
–inductive reasoning
–numerical reasoning
–rote memory
–word fluency
–spatial visualization/ability Question 1
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Term
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Definition
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•His work suggests a three-stratum hierarchy
–g at top of pyramid
–Eight broad abilities at second level
–Narrow third-stratum abilities
•People vary in both
–overall g
–proficiency in specific aspects of cognitive functioning
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Term
| Gardiner’s Model of Multiple Intelligences Model |
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Definition
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Nine types of intelligence (9th is currently speculative)
•Each with own developmental path
•Each is independent of the others
–This point is controversial; some intelligences are moderately correlated
•Linguistic
•Logical-mathematical
•Spatial
•Musical
•Bodily-kinesthetic
•Naturalist
•Intrapersonal
•Interpersonal
Spiritual/existential
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Term
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Definition
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•Infant intelligence assessed with the Bayley Scales
–1 to 3 1/2 year olds
–mental (e.g., categorizing, search for objects, following directions) scale
–motor scale
–good diagnostic tool for identifying children at risk for abnormal development
– not predictive of later IQ
Question 2
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Term
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Definition
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•Background
–Designed to predict students’ aptitude in a traditional curriculum
–Used “trial and error” to find items predictive of school success
•Revised version of Stanford-Binet still used
–Normed on people age 6 to adult
–Individuals’ scores compared with others the same age
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Term
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Definition
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–Appealing
–Assumed less intelligent child responds like a normal intelligence younger child
–Conversely, more intelligent child responds like a normal intelligence older child
–Mental age--the index of a child’s actual performance compared with chronological age
–IQ = MA/CA x 100 (quotient no longer used)
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Term
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Definition
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•WPPSI--Wechsler Preschool and Primary Scale of Intelligence
•WISC--Wechsler Intelligence Scale for Children
•WAIS--Wechsler Adult Intelligence Scale
•Added verbal, performance, full-scale IQ
•Stanford-Binet and Wechsler scales have 100 as the mean
•Mean of modern IQ tests is 100
–Most scores fall between 84/85 and 115/116
•Standard deviation is 15 or 16, depending on test
–Standard deviation is 16 on Stanford-Binet
–Standard deviation is 15 on
Weschler
Scales
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Term
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Definition
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•Norm-referenced assumption
–Comparison of individual score to test norms
–Test norms describe the typical performance
–Age norms are most frequently used
–Tests given under standardized conditions
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Term
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Definition
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•Infant IQ scores are not predictive of later IQ (except where there are major deficits)
–Sensorimotor tasks
•Attentional processes of infancy are moderately related to later IQ
•Infant preference for novelty better predictor than traditional sensorimotor measures
Scores become somewhat stable at about age 4 or 5
•Scores become more strongly correlated with age
•For some individual children, IQ doesn't change much; for others it does
•Environmental changes associated with IQ changes
•Over time, IQ scores increase for children from intellectually stimulating environments
•Over time, IQ scores decrease for children from unstimulating environments
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Term
| What do IQ test scores predict? |
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Definition
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•The Stanford-Binet predicts success in traditional curriculum, as it was designed to do (also true for the Weschler scales)
•It does this fairly well; GPA does, too
•Heavy reliance on language and math skills
•Cronbach suggested name be Test of General Academic Aptitude
•“Easier,”more comfortable to criticize IQ tests
•If IQ tests predict school success, and groups of children don’t score as high, then eliminating the tests won’t change what happens in school
•Change conditions so that children are at an equal advantage of acquiring knowledge/skills the larger group values
–One of the premises of Head Start
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Term
| Do IQ scores predict outcomes beyond school years? |
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Definition
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•Describe Terman’s longitudinal study
–Most were happy, emotionally stable adults who led productive lives
–Those with disrupted home environment (e.g., divorce) did less well
•Not surprisingly, for group data, there is a relationship with adult outcomes (just as there is with school performance, gaining a higher education, etc.)
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Term
| Factors that influence IQ scores |
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Definition
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•Hereditary influences
•Environmental influences
•Both do….
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Term
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Definition
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•Prenatal
–maternal nutrition
–maternal alcoholism
•Family
–authoritative parenting (high control, high warmth)
–parents who are emotionally and verbally responsive
•For example, in a longitudinal study with children from ages 6 months to 3 years
–Parental involvement and child IQ
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•r= .33 mother joins in child’s activity
•r= .39 amount of speech directed to child
•r= .51 number of different words in speech directed to child
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Term
| Home variables predictive of later IQ |
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Definition
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–Appropriate play, reading materials
–Learning experiences
–Variety of daily stimulation
–Parental involvement/warmth
–Providing consistent encouragement
–Stimulation of language/academics
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Term
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Definition
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•Twin studies
–Identical twins more similar in IQ than fraternal twins
•Kinship studies
–IQ score resemblance increases as genetic relatedness increases
•Adoption studies
–IQ score more similar to biological parents than adoptive parents
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Term
| Social and cultural correlates |
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Definition
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•SES and ethnic differences in IQ
–Lower SES children score 10-15 points lower
–African-American and Native-American children score 12-15 points lower
–Hispanic-American score between Asian-American and European-American or higher
–WHY?
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Term
| Is the problem the tests? |
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Definition
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•IQ test content draws on middle-class language, vocabulary, and experiences
•Remember these are related to school success
•AND….
•Consider “culture fair” tests like the Raven Progressive Matrices
•Next shows a similar item
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Term
| “Test bias” doesn’t really explain all…. |
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Definition
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•Similar ethnic group findings on these types of “culture-free” tests
•Overrepresentation of some ethnic groups in lower SES environments
•Lower SES environments
–More stress
–Less conducive to doing well in school
–Less motivation to give a response on these test within a given time limit
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Term
| Remember earlier environmental risk factors…. |
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Definition
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•These (e.g., maternal education, anxiety, mental health) are associated with more impoverished home environments
•Because there are disproportions by ethnicity across SES groups, it’s clearly the environmental factors that explain ethnic group differences in IQ
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