PSYC 251 Chapter 8: Chapter 8
25 Oct 2016
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Document Summary
1900s, view was that intelligence was based on simple skills such as associating objects with the sounds they make, respond fast to stimuli, recognizing similarities. Children adept than peers at such skills learned more quickly and thus became more intelligent. Binet-simon: high-level abilities like problem solving, reasoning, judgment. Successfully identified children with difficulty and highly correlated their school performance years later. *the emphasis is also shifted to the individual difference. Intelligence can be describe at 3 levels of analysis: one thing, few things, many things. A single trait that influences all aspects of cognitive functioning. Support: performance on all intellectual tasks is positively correlated. General intelligence: g. influence ability to think, learn on all intellectual tasks. Measure of g: overall scores on intelligence tests correlated with school grades, achievement test: fluid: ability to think on the spot draw inferences and understand relations between concepts that have performance. G correlated with info-processing speed, speed of neural transmission, brain volume.
