Lecture Notes 2 PDF

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Lecture Notes: Intelligence Date: November 17th, 2017 Differential Psychology Study of individual differences. -

The power of good responses from the point of view of truth or fact.

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Ability or capacity of abstract thinking and adaptation.

Arthur Jensen Intelligence, Race and genetics ( Racial differences in IQ) 1960’s White and Black Americans had ~15pt of difference in average “IQ” scores. White 100 +(-) 20 vs Black  85 +(-) 20 Early attempts to measure Intelligence: -

Assumed to be innate

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Biological Brain differences - Differences in intelligence

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Craniometry  Bigger the brain, more intelligent  Size of skull reflects size of brain  Head measurer was used

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Experiment: Use fossils of different races. Fill them with rice, get a measure of volume. (Morton’s final summary of cranial capacity by race)

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Experimenter bias, Gould knew the races.

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Re- did the experiment without bias, results were different.

Sir Francis Galton: -

Cousin of Darwin

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Twin studies / adoption studies

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Used “ anthropometric measurement”  Human physical variation to study intelligence.

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One of the first to use correlation approach

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Gave people sensory discriminative tasks.

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Better Nervous system, more intelligent (this was what he purposed but it is not exactly true. BUT!)

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Brain anatomy approach was shifted by him to brain functions.

Alfred Binet: -

Introduced cognitive components:

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Vocabulary, Imagery, Comprehension, Creative.

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Showed pictures to kid, he made them arrange them to form a story.

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He also gave us the “What is wrong with the picture” test.

Distinction Mental age vs Chronological age Example  C.A (10 years) vs M.A (8 years)

Deficiency 2 years

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Can now quantify deficiency

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Does absolute difference capture severity of deficit? No, need proportionality.

William Stern: Use the quotient M.A / C.A x 100 = IQ - As people got older, IQ lowered. David Wechsler: Use standard scores. Variations of Intelligence: Challenged= I.Q of 70 or less Mildly challenged: 52-67 Moderately challenged: 36-51 Severely challenged: 20-35 Profoundly challenged: < 20 Gifted= I.Q of 130 or more Lewis Terman = Lifespan study of genius -

Interviewed genius kids for 30 years. Wanted to know how they were doing= All good! They were healthier than the average person and wealthier.

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Conclusion= Is good to be smart.

Factor analysis: -

Is intelligence based on one thing or various factors?

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E.g: Test  Ability to add, divided, subtract and multiply.

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Test vocab, reading skills, comprehension.

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Do these correlate?

Theories of factor analysis: 1) Spearman: “g” factor General Intelligence ( Understanding from experience, relation between things (logic), Generalize instants. “s” factors  Specific abilities. 2) Thurstone: 7 factors = Primary mental abilities

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Verbal Comprehension, Numerical ability, Spatial relations, perceptual speed.

3) Guildford Cube  120 factors  Represented in a Rubik Cube ( Contents x Operations x Products) 4) Cattel Fluid vs Crystallized intelligence Fluid  Reasoning ability, Born with, Culture-free, Potential to learn and to solve problems. Crystallized What you know, booksmart, Acquired knowledge and skills. 5) Stenberg Triarchic theory of intelligence a) Analytic (Componential) (IQ) b) Creative (Experiential) (Divergent thinking) c) Practical (Contextual) (Adapt to real life demands)...