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Definition
They drive the way in which people perceive and evaluate their own intelligence and that of others
Lead the way to more formal theories of intelligence |
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| Layperson implicit theories |
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| Sternberg et al. (1981) - Experiment |
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Definition
Asked people to list behaviour of: Academic Intelligence, Everyday Intelligence, Unintelligence.
Others were asked to rate these lists |
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| Sternberg et al. (1981) - Result |
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Definition
Found 3 dimensions of intelligence from Lay-Persons
-Practical problem solving ability (Practical & logical)
-Verbal Ability (express yourself & converse with others)
-Social Competence (knowledge, understanding, motivation)
3 dimensions of intelligence from experts
-Verbal ability
-Problem solving ability
-Practical intelligence |
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| Implicit Theories - Western |
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Definition
| Western Culture: speed of mental processing & ability to gather, assimilate & sort efficiently. |
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| Implicit Theories - Eastern |
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| Good cognitive skills, good memory & social, historical and spiritual aspects of everyday interaction. |
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Term
| Sieglar & Richards (1982) - Experiment |
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Definition
| asked Us adults to describe intelligences persons at…6 months, 2 year, 10 years and adult |
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| Sieglar & Richards (1982) - Results |
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Definition
6 months – recognize people & objects, signs of motor control, levels of awareness & some verbalisation
2 years – verbal abilities, ability to learn, awareness of other, motor control & curiosity
10 years – verbal ability, learning, problem solving, reasoning & creativity
Adults – problem solving, verbal ability, reasoning & creativity |
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Developed the idea of intelligence quotient (IQ)
IQ = (Mental Age / chronological age) x 100 |
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Alpha Test (literates) & Beta Test (Illerates)
Beta test – 6 years or less speaking English. Instructions given by hand signals. Very confusing
Very biased to western cultures |
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2-factor theory of intelligence
S (specific abilities) i.e. spatial, vocabulary, mathematical intelligence)
G (general abilities) Intelligence required to performance well on all tests of intelligence. Mental energy that underlies specific factors of intelligence (interaction between specific abilities) |
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| ‘g’ from 7 primary mental abilities |
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Associative memory (through routine & repetition)
Number (mathematical skills)
Perceptual speed (efficiently analyse visual stimuli)
Reasoning (inductive & deductive)
Space (spatial visualisation)
Verbal Comprehension (reading)
Word Fluency (generate & use effectively) |
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Definition
Crystallised intelligence (acquired knowledge & skills from culture & lifetime) – WAIS
Fluid intelligence (primary ability, present at birth, free from cultural influences) – Ravens Progressive Matrices |
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| The Weschsler Test (1939) |
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Definition
Range of specific abilities that correlated together to measure g.
-Wechsler Adult Intelligence Scale (WAIS) standardised among 2000 adults, 16+
(Arithmetic (verbal), Block design (performance), picture completion (performance) etc)
Assess all people of all ages, variety of items with a wide range of ability, all participants tested on same items. |
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| Raven’s progressive matrices (1938) |
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Definition
Age 6+ free from culture influences & free of language
60 items, 5 sets of items, arranged in increasing order of difficulty
Participants shown a matrix of pattern, have to find the missing pattern. Use perceptual relations & reasoning |
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| Brain size & intelligence (Tiedemann, 1836) |
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Definition
| Connection between brain size & mental energy, big brained people are smarter. |
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| Meta-analysis of 37 samples found positive correlation in all subsamples ‘clear positive correlation’ between brain size and IQ |
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MRI of intracranial volume to estimate IQ scores on National Adult Reading Test(NART). It accounted for 74% of the variance shared in the NART
Used MRI of intracranial volume to estimate King Robert Bruce’s IQ. Estimated IQ was 128 – this is congruent to his military, political & intellectual achievements |
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Definition
Elementary Cognitive Tasks-Simple tasks to measure cognitive processes
-Measuring response time. A shorter delay is thoughts to represent higher intelligence
Good because they involve no past learning of information
Correlate well with other tests of ‘g’ |
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| Issues with Intelligence Tests Validity |
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Definition
Validity – does test measure what it claims to measure?
Face validity – does it look like it’s valid?
Concurrent validity – does it have similar results to other tests?
Predictive validity – does it predict other similar measures? (i.e. school achievement, job performance) |
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| Issues with Intelligence Tests Reliability |
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Definition
Internal reliability – items scores will correlate highly with one another
Test-retest reliability – good levels of reliability over time, stable scores over time.
(Benson, 2003) the fluctuation in IQ between 2 testing sessions may be as much as 15 IQ points! |
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Scores on intelligence tests tend to fluctuate, there is a year-on-year rise of intelligence test scores.
In a period of 24 years participants had gained 8 IQ points!
Looked at 73 US studies (aged 2-48)
Highest rise in IQ – non-verbal tests (5.9 IQ points per decade) (fluid intelligence)
Lowest gains – verbal tests (3.7 IQ points per decade) (crystallised intelligence) |
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| Flynn Effect - Explanation |
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Definition
Generations are getting more intelligence? – would expect more geniuses in the world
Length of schooling – mainly relevant for verbal tests
Test-taking sophistication/people are more familiar with IQ tests – doesn’t explain the verbal non-verbal difference
Cognitive-stimulation – watching TV, more visual stimuli, no evidence
Nutrition? – linked to brain size! |
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| Heritability of IQ- How do we assess it? |
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Definition
| Family, adoption & twin studies |
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| Average IQ correlations with family, adoption or twin design. |
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Definition
Together MZ twins (1.0 genetic relatedness) = .86
Apart MZ twins (1.0 genetic relatedness) = .72
Together DZ twins (0.5) = 0.6
Adopted non related (0.0) = .19 |
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| Gender differences in IQ - General |
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Definition
120 study meta-analysis (Court, 1983)
Sometimes women outperformed men, sometimes men outperformed women, sometimes no difference. |
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| Gender differences in IQ -Age |
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Definition
Lynn & Irwing (2004) meta-analysis of 43 studies found
No difference under 15
15-19, men scored around 2 IQ points more
Undergraduates, men scored on average 3-5 IQ points more
Adults, men scored 5 IQ points more
But effect size is relatively small when compared to other variables (aggression, sexuality, personality) |
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| Gender differences in IQ - Specific |
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Definition
Hull & Slater (1975) women performed better on verbal, men on spatial
Men favoured tasks – Visualisation, spatial orientation, throwing accuracy, Visual interference, Mathematical reasoning
Women favoured tasks – Perceptual speed, Object location memory, Word fluency, Fine motor co-ordination, numerical calculation |
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| Gender differences in IQ - Causes - Nature - Brains |
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Definition
Brain size (men have 10% larger brains).
Brain structure (women have more white-matter related IQ scores (information transmission), men have more grey matter related IQ scores (information processing) (Haier et al., 2005)). |
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| Gender differences in IQ - Causes - Nurture |
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Definition
Stereotypes stem from the use of schema, gender stereotypes are the central environmental influence (Halpern & LeMay, 2000).
Participants were told the test produced sex differences & compared against controls. The controls showed no gender difference. The experimental group showed highly polarised scores (women were low). Stereotypes lead to stereotypical behaviour
Shih et al., 1999 stereotype susceptibility
Stereotype 1 – Asians have superior quantitative skills compared to other cultures
Stereotype 2 – Women have inferior quantitative skills compared to men
Asian-America women performed better on a mathematics test when their ethnicity was identified, and worse when their gender was. |
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| Gender differences in IQ - Causes - Nature - Evolution |
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Definition
Maturity rates (between 8-15 girls mature faster = no sex differences, 16+ men mature faster = sex differences)
Evolutionary perspectives (foraging = men need good spatial skills for hunting, range size = women seek single relationships, men seek many, warfare = men compete for resources & women) |
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| Gender differences in IQ - Causes - Nature - Testosterone |
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Definition
| Testosterone (high levels are related to spatial intelligence), has organising effects on brain during prenatal development, (Hooven et al., 2004) High levels = faster responses & lower error rates on mental rotation tasks). |
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