PSYC 310 Lecture Notes - Lecture 6: Intelligence Quotient, Deductive Reasoning, Social Intelligence
7 May 2018
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Feb 9:
• Today we’re gonna talk about associative learning Glr, working
memory/short-term (Gsm) and executive control
• The former two are two factors in the CHC model
• How does LT memory contribute to intelligence?
o Remembering things that ar poisonous to us keeps us alive
• The most significant way to learn is form associations (pairs between two
events)
o Classical conditioning is an example. Ex: snake = death, bell = food
o Classical conditioning necessarily involves LT memory! )t’s a
mechanism for simple memory retrieval.
o Simple Classical Conditioning isn’t always T(AT simple…
▪ Unreliable measure of IQ because the informativeness of the
signal isn’t always the same (ex: in training 1, the light is more
informative! Because not coupled with bell!)
▪ Keep in mind confounds too! Maybe the invigilator triggers a
certain behaviour, not the stimulus.
o This is a WEAK mesure of IQ, weak relationship between IQ and
associative learning (r=0.2-0.3)
o Jensen said:
▪ Maybe simple tasks don’t have a high g loading low corr with
IQ) BUT complex tasks do!
o Williams and Pearlberg (2006):
▪ A more complex cued recall associative learning task
▪ Asked people to learn a stimulus with a response BUT instead
of one-to-one it was ONE-TO-THREE (depending on whether
the investigator asked word A, B or C)
▪ This study correlated with Raven’s matrices at 0.59! But
surprisingly not at all with Processing speed or Working
Memory tests…
• Simple span = immediate recall tasks (ST storage -> not called WM)
• Complex span:
o Best way to assess WM (also called WM span)
o You have to remember stimulus sequences during an ongoing
secondary task (remembering is challenged by going back-and-forth
between tasks, working memory working overdrive)
o Very trendy task, extensively validated
o A combination of STORAGE and CONTROL PROCESSES
o What’s the relationship between WM and )Q? A lot of IQ tests require
remembering things
• N-back task:
o Used since the 90s
o One-back, two-back or three-back
o More popular than complex span
find more resources at oneclass.com
find more resources at oneclass.com
o Harder/most specialized than complex span
o Stimulus sequences presented continuously, for each item, you have
to say if it’s the same as precious or n items ago
▪ Storage + control processes/UPDATING
• Typical IQ tests:
o Contain something thing digit span forward, digit span backward
and/or digit-span re-ordering and/or letter-number sequencing (all
WAIS, the latter used to be a core text now optional because
instructions hard to remember)
o Arithmetic too (in WAIS too), N-back
o Digit span forward = simple memory span
o N-back = executive memory task
• Some people even say WM span accounts for 50% of variability in Gf! But
what did they use as Gf? Raven’s matrices? Something else?
• The link between executive control and intelligence:
o Neuropsychologists use intelligence testing and executive control
tests too
o Intelligence tests need us to control and delegate tasks constantly and
rapidly
o Executive function a.k.a. central executive, SAS and executive
functions
o Central executive functions: planning, inhibiting, integrating feedback,
flexibility
o Manual pages 122-124 + box 5.2 talks about this
o Tests for central executive: tower of (anoi show if we’re able to
follow rules and inhibit impulses), Stroop and WCST (the latter
focuses on figuring out a rule by yourself and integrating feedback)
o Executive functioning is a broad term and covers lots of functions! Be
specific and weary of what is being discussed
o PFC plays a big role
o Some studies show IQ can be independent of executive functioning!
o Arffa study: gifted children outperformed other children on the
executive but not the non-executive tests
▪ (ow’d they define gifted children? Exectuve tests? Non-
executive tests? Be critical when reading research!
• Intelligence and creativity link:
o Intelligence and creativity often correlated
o Some say they share a common cognitive basis
o Theories of creativity: avoiding common paths, being able to consider
and recombine multiple unrelated concepts, show flexibility in
perspective
o There’s overlap in the skills that allow you to perform intelligence
tasks and those that allow you to be creative
o Executive functioning = EF
o Benedek et al. study 2014:
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Jensen said: classical conditioning is an example. Ex: snake = death, bell = food: classical conditioning necessarily involves lt memory! )t"s a: simple classical conditioning isn"t always t(at simple mechanism for simple memory retrieval. informative! Because not coupled with bell!: unreliable measure of iq because the informativeness of the, keep in mind confounds too! Maybe the invigilator triggers a signal isn"t always the same (ex: in training 1, the light is more: maybe simple tasks don"t have a high g loading (cid:523)low corr with, this study correlated with raven"s matrices at 0. 59! Insbat subtests: numerical-inductive reasining and verbal- deductive reasoning: creative ability test: divergent tasks! Generation of creative ideas to an open problem. How do we: how do we define practical intelligence? measure tacit knowledge and practical iq, he compared against a marker (ex: compare your answers to that of a successful manager) -> circular reasoning!
