PSY 103 Study Guide - Midterm Guide: Fluid And Crystallized Intelligence, Raymond Cattell, Theory Of Multiple Intelligences
13 Jun 2018
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Chapter 9: Intelligence
Module 9.1: Intelligence and Intelligence Tests
Defining Intelligence
• Attempts to define intelligence:
o The etal ailities that eale oe to adapt to, shape o selet oe’s
environment
o The ability to deal with novel situations
o The ability to judge, comprehend and reason
o The ability to understand and deal with people, objects and symbols
o The ability to act purposefully, think rationally, and deal effectively with the
environment
“peaa’s Pshoeti Appoah ad the g Fator
• Psychometric approach: based on the measurement of individual differences in
performance
• Spearman measured how well many people performed tasks such as following
directions, judging musical pitch, matching colors and doing arithmetic
o Discovered that performance on any of his tasks was positively correlated with
performance on any of the others
o Inferred that all tasks have something in common
• g fato: geeal ailit
• Agued that eah task also euies a s fato: speifi ailit
• Thus, intelligence consists of a general ability plus an unknown number of specific
abilities such as mechanical, musical, arithmetical, logical and spatial abilities
o Called his theory a monarchic theory of intelligence because it included a
doiat ailit g that uled oer the lesser abilities
Possible Explanations for g
• People perform well on a variety of intellectual tests because all the tests depend on
one underlying skill
o That skill might be working memory because holding information in memory is
important and so is the ability to shift attention
o Another possibility is speed of processing information as this ability makes it
possible to complete more complicated tasks
• Another explanation: several types of intelligence correlate because they grow the same
way
o All forms of intelligence depend on genes, health, nutrition and education
• To an extent both hypotheses are correct
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Hierarchy Models of Intelligence
• Raymond Cattell:
o Fluid intelligence: the power of reasoning and using information
▪ Includes the ability to perceive relationships, solve unfamiliar problems
and gain new knowledge
▪ Reaches its peak before age 20, remains nearly steady for decades and
decline on average in old age
o Crystalized intelligence: consists of acquired skills and knowledge and the ability
to apply that knowledge in specific situations
▪ Includes skills such as vocabulary
▪ Remains steady or increases over age
o Ex: fluid intelligence enables you to learn new skills in a new job, whereas
crystalized intelligence includes the job skills you have already acquired
Gade’s Theo of Multiple Itelligees
• Believed that if we could test intellectual abilities in pure form we might find multiple
intelligences: unrelated forms of intelligence, consisting of language, musical abilities,
logical and mathematical reasoning, spatial reasoning, ability to recognize and classify
objects, body movement skills, self-control and self-understanding and sensitivity to
othe people’s soial sigals
• Argued that people can be outstanding in one type of intelligence but not others
• Argued that different abilities are independent and unrelated
• Educators have embraced the concept that people vary in their learning styles
o No evidence supports this concept
IQ Tests
• You want test designed for student applying for colleges to test their aptitude (ability to
learn/ fluid intelligence) and their achievement (what someone has already learned/
crystallized intelligence)
• Original goal of intelligence tests was to identify the least capable children who could
not learn from ordinary schooling
• IQ tests: t to pedit soeoe’s pefoae i shool ad siila settigs
o Quotient originated when IQ was determined by dividing metal age by
chronological age and then multiplying by 100
• Mental age: the average age of children who perform as well as this child
• Alfred Binet and Theophile Simon devised the first IQ tests for French Ministry of Public
Education
The Stanford-Binet Test
• Test that Binet and Simon designed was modified for English speakers
• A psychologist testing an 8 year old might start with the items designated for 7 year olds
and if the child answers most of them correctly they proceed to the items for 8 year old,
9 year old until the child begins to miss most items
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• This method is known as adaptive testing because the range of items used is adapted to
the performance of the individual
• Provides subscores reflecting visual reasoning, short-term memory and other specialized
skills
The Wechsler Tests
• Known as Wechsler Adult Intelligence Scale-Fourth Addition (WAIS-IV) and Wechsler
Intelligence Scale for Children-Fifth Addition (WISC-V) produce the same avg, 100, and
almost the same distribution score as the Stanford-Binet
o WISC is for children up to age 16 and WAIS is for anyone older
• Test provides a verbal IQ, a performance IQ, and subtest scores representing working
memory, verbal comprehension, processing speed and others
• Each test starts with easy questions and progress to difficult ones
• “u soes all attetio to soeoe’s stegths ad eakesses
Culture-Reduced Testing
• Psychologists have tried to devise a culture-fair or culture-reduced test
• Progressive matrices: the most widely used culture-reduced test devised by John C.
Raven
• These matrices progress gradually from easy to difficult items attempt to measure
abstract reasoning (fluid intelligence) w/o any use of language or reference to factual
information
Individual Differences in IQ Scores
• For children living in terrible environment, the chance for intellectual development is
limited regardless of their genes
• For those in satisfactory environment, genetic differences have more impact
• Those with favorable genetic predispositions take advantage of their opportunities
• Monozygotic twins correlate with each other about 0.85
• Higher correlation is found between the IQs of brothers born within a couple years of
each other than those born further apart
• Adopted children have low correlation
• Environmental influences: intellectual development depends on many aspects of the
environment including physical health in early childhood. Extensive interventions can
help hilde’s itelletual deelopet if stated eal i life ad otiued fo eas
Module 9.2: Evaluation of Intelligence Tests
The Standardization of IQ Tests
• Standardization: the process of evaluating the questions, establishing rules for
administering a test and interpreting the scores
• Norms: descriptions of how frequently various scores occurs
• IQ scores for a large population approximate a normal distribution or bell-shaped curve
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Document Summary
Hierarchy models of intelligence: raymond cattell, fluid intelligence: the power of reasoning and using information. Includes skills such as vocabulary: remains steady or increases over age, ex: fluid intelligence enables you to learn new skills in a new job, whereas crystalized intelligence includes the job skills you have already acquired. The wechsler tests: known as wechsler adult intelligence scale-fourth addition (wais-iv) and wechsler. Culture-reduced testing: psychologists have tried to devise a culture-fair or culture-reduced test, progressive matrices: the most widely used culture-reduced test devised by john c. Raven: these matrices progress gradually from easy to difficult items attempt to measure abstract reasoning (fluid intelligence) w/o any use of language or reference to factual information. Extensive interventions can help (cid:272)hild(cid:396)e(cid:374)"s i(cid:374)telle(cid:272)tual de(cid:448)elop(cid:373)e(cid:374)t if sta(cid:396)ted ea(cid:396)l(cid:455) i(cid:374) life a(cid:374)d (cid:272)o(cid:374)ti(cid:374)ued fo(cid:396) (cid:455)ea(cid:396)s. The standardization of iq tests: standardization: the process of evaluating the questions, establishing rules for administering a test and interpreting the scores, norms: descriptions of how frequently various scores occurs.
