Term
| What did Galton use to support his “big idea” that intelligence was biologically inherited? |
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Definition
| The normal distribution of school grades |
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Term
| What was the evidence for Spearman’s “big idea” about intelligence? |
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Definition
Positive manifold
(the fact that scores correlate positive with each other regardless of the type of questions) |
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Term
| What was Binet’s “big idea” about intelligence? |
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Definition
Mental age
(compare kids of what they can do to other kids of the other chronological ages; a mental age of 6 means you can solve problem like a 6-old-age) |
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Term
| What famous IQ/ability test did Lewis Terman develop & popularize? |
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Definition
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Term
| Using Terman’s “intelligence quotient” as a means to quantify intelligence, what would a child’s score be if their mental age matched their chronological age (mental age)? |
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Definition
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Term
| Which IQ test was designed to be fair to illiterate adults? |
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Definition
| The Army Beta (uses pictures) |
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Term
| What provided evidence against Terman, Goddard & Yerke’s idea that intelligence (as measured by the Army or Army Beta) was an inborn ability? |
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Definition
That scores correlated positively with time lived in the U.S.
These provided evidence: many people attained perfect scores on these tests, scores varied across different ethnicities & average scores were identical for most ethnicities |
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Term
| What social issues did the Terman-Goddard-Yerkes view of intelligence touch upon? |
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Definition
| Forced sterilization & immigration laws |
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Term
| Which social issue was at the center of Carrie Buck’s Supreme Court case (Buck vs. Bell, 1927)? |
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Definition
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Term
| According to the Deary text, what appropriate values constitute a “strong correlation”, a “modest correlation” and a “small correlation" in psychological studies? |
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Definition
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Term
| What point does the Deary text make about interpreting the meaning of correlations? |
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Definition
| That correlations tell you about probabilities for groups, not specific individuals |
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Term
| What’s the largest value that a positive correlation can have? |
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Definition
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Term
| What would be an example of a negative correlation (variables go opposite directions) |
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Definition
| The less happy a person is in their marriage, the more overtime they seek at work. |
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Term
| An example that represents the directionality problem in interpreting correlations is |
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Definition
| Higher IQ may produce higher school grades OR kids who learn more at school may then perform better on an IQ test.
(not sure which variable cause the correlation) |
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Term
| What would represent a third-variable problem in interpreting correlations? |
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Definition
| The correlation between height & IQ may be due to the influence of socio-economic status on both. |
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Term
| How can correlational data be used to make effective causal claims about 2 variables? |
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Definition
| When several different kinds of correlations suggest the same causal conclusion |
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Term
| Spearman’s theory of intelligence is described as a |
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Definition
2-factor theory:
“g” factor and “s” factor |
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Term
| The term “positive manifold” describes |
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Definition
| The consistency with which all kinds of tests correlate significantly with one another |
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Term
| How did Spearman explain positive manifold? |
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Definition
| A single intelligence contributes to the performance of all manner of cognitive tests |
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Term
| Despite Spearman’s argument for “indifference of the indicator”, what kinds of tests did he argue were the best measures of intelligence, as he understood it? |
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Definition
Abstract reasoning:
analogies, thinking through problems, learning new things |
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Term
| How many Primary Mental Abilities (PMAs) did Thurstone propose? |
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Definition
7
Memory, numerical, perception speed, reasoning, spatial, verbal comprehension & word fluency |
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Term
| Among Thurstone’s proposed PMAs was... |
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Definition
| Verbal Comprehension & Word Fluency |
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Term
| How did Thurstone explain positive manifold? |
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Definition
| All cognitive tests are “impure” & determined by a large number of separate abilities/intelligences |
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Term
| What did Thurstone find when he created tests to measure each PMA more specifically? |
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Definition
| Correlations between clusters (and g) got smaller but remained positive & above zero. |
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Term
| In the study of intelligence, “g” stands for |
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Definition
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Term
| One use of factor analysis is |
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Definition
| To characterize the latent dimensions underlying a group of correlations among many variables. |
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Term
| The more clustering there is in the correlations among a collection of tests, the more the variability among people’s scores will be explained by |
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Definition
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Term
| In the real UNCG-student dataset from Kane & Miyake (2007) that we used to illustrate the nitty-gritty of factor analysis, how many factors (g and/or group factors) did the analysis indicate were present in the data? |
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Definition
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Term
| Whose theory of intelligence did the Kane & Miyake data best support? |
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Definition
| Neither Spearman’s or Thurstone’s; the data suggested a blend or compromise between these 2 theories. |
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Term
| In hierarchical theories of intelligence, what do higher levels of the hierarchy represent? |
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Definition
| What is general or common among the factors below them. |
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Term
| In class & in the Deary text, which intelligence measure is shown to have a hierarchical structure? |
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Definition
The WAIS:
shows commonalities among the tests, correlate & have group factors |
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Term
| In Deary’s discussions of the intelligence measure in the WAIS, he notes that what percentage of the 78 correlations among the subtests are negative? |
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Definition
| 0% (no negative correlation) |
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Term
| Sticking with the same Deary discussion about the WAIS, which group of subtests tend to correlate especially strongly with one another? |
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Definition
| Vocabulary, information, comprehension |
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Term
| Which broad form of intelligence tends to peak in young adulthood & steadily decline from there? |
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Definition
Fluid intelligence (the ability to learn new things).
Crystalized knowledge remains stable. |
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Term
| Carroll re-analyzed over 400 different, large datasets collected by most of the key investigators of intelligence over the 20th century. His factor analysis of those data suggested a hierarchical structure of intelligence with how many “strata” or levels of hierarchy? |
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Definition
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Term
| Carroll & Cattell-Horn’s hierarchical theories of intelligence have been blended into what’s known as the “CHC” theory. What’s the key difference between C-H’s & C’s theories? |
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Definition
The role of g
(It’s more important to Cattell-Horn than Carroll) |
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Term
| What is NOT one of Howard Gardner’s proposed “multiple intelligence”? |
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Definition
Spiritual
But logical-mathematic, naturalistic, interpersonal are all Gardner's MI's |
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Term
| What is the MOST controversial of Gardner’s MI’s? |
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Definition
Bodily-Kinesthetic
But not logical-mathematic, linguistic or spatial. |
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Term
| What is the LEAST controversial of Gardner’s MI’s? |
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Definition
Linguistic
But not bodily-kinesthetic, interpersonal or intrapersonal. |
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Term
| Successful surgeons might be expected to excel in which of Gardner’s MI’S? |
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Definition
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Term
| What are Gardner’s proposed “profiles” of MI’s? |
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Definition
| Laser (strength in one or 2 areas) & Mental searchlight (strength in multiple areas & are good at interchanging them). |
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Term
| Of Gardner’s profiles, which might we most expect to see in world-famous painter? |
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Definition
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Term
| Which of the following best characterizes the interest in MI theory? |
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Definition
| There has been more popular interest than scientific interest (little scientific evidence of it). |
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Term
| Reviews of the scientific literature conducted by prominent psychologists over the last decade have suggested what about MI theory? |
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Definition
| There is virtually no confirmatory evidence whatsoever for the theory of MI. |
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Term
| In the 2006 study of MI conducted by Visser, Ashton & Vernon, they used 2 measures to assess each of Gardner’s proposed MIs. What was the key result of the study? |
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Definition
Only bodily-kinesthetic & musical tests did NOT correlate with a g factor or an IQ measure
(All the other tests correlate positively with each other) |
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Term
| Which of the following best characterizes the interest in “social/emotional intelligence” SEI? |
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Definition
| There has been more popular interest than scientific interest (little scientific evidence of it). |
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Term
| What broad aspect of SEI is NOT measured by most SEI questionnaires? |
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Definition
Spirituality
But the questionnaires measure intrapersonal, self-management, stress management |
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Term
| SEI questionnaires show what kind of relationship to personality questionnaires? |
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Definition
| Substantial correlations (0.30--0.70) with several of the 5 major components of personality. |
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Term
| What conclusion should we draw from research using questionnaire measures of SEI? |
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Definition
They predict many outcome variables but without evidence for contributions beyond personality & IQ
(can’t tell if correlations within SEI are because of personality & IQ) |
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Term
| What is a kind of sub-test found in several currently popular performance tests of SEI? |
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Definition
| Matching lists of physical sensations to their most closely associated emotions. |
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Term
| How are the correct answers most often determined on performance tests of SEI? |
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Definition
By consensus of the test makers
(making points by how common the answers are). |
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Term
| Currently, what is one big problem for performance tests of SEI? |
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Definition
Too many stimuli reflect a lack of emotion
(penalizes people who see a lot of emotions in a test) |
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Term
| How do scores on performance tests of SEI related to intelligence test scores? |
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Definition
| Correlations with Gf of about 0.10 & correlations with Gc of about 0.35 |
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Term
| What percent of the variation in job performance do performance tests of SEI account for, beyond IQ? |
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Definition
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Term
| What have been proposed as a learning styles? |
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Definition
| Kinesthetic, 2D/3D & auditory. |
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Term
| Which of the following best characterizes the interest in learning theories? |
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Definition
| There has been more popular interest than scientific interest (little scientific evidence of it). |
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Term
| What is a major practical problem with the idea of learning styles? |
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Definition
| There are so many learning styles proposed to be important. |
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Term
| What is the problem with the kinds of large education interventions based on learning styles that we discussed in class (for example, the Hodgin & Wooliscroft 1999 intervention in a Texas school)? |
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Definition
| When they work, they fail to isolate the critical causal variables (the “active ingredients”) |
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