TEST 3 – Ch.10.2/25/14CHAPTER 10 – Intelligence 23 questionsDefinitional issues – IQ generated from intelligenceHistorical approachesNuts and bolts: the WISC-IVCultural bias and group differencesIf time… Intellectual disability The learning environmentHeritability IQ = 0.50 Definitional issuesInitial: the ability to (and speed at which you) learn and apply (e.g. integrate, ) what you’ve learned- What is intelligence?- Why do we need this label or intelligence tests?- 1986 meeting of ecperts in area of intelligence produced several key elements – 98% said composed of: Abstract thinking and reasoning Capacity to acquire knowledge Problem-solving abilities- Example def’s Ability to think abstractly and to learn readily from experience Cluster of interrelated abilities that our society deems valuable Whatever is valued by the culture or macrosystem IQ is what you do when you do not know what to do- Developmental sensisitivity- General assumptions of IQ score Individuals differ in IQ These differences are meaningful High IQ = good, low IQ = bad- Related questions What is the structure of IQ? How do you get high score or what makes for individual differences?s- Additional questions Process, product, or both? – how you learn, what you learn, or botho Aptitude vs. achievement (pg. 379) – ability to learn (SAT), what you have learned (psych exam); range restriction How does motivation factor into IQ? Stability? (pg. 383 – 387) – some measures of intelligence are more stable: crystallized intelligence vs. fluid intelligence- Example intelligence task items Historical approaches (pg. 372)- Binet and Simon’s “general mental ability” Binet defined the problem as… Objected to use of IQ score Emphasized flexibility of what measured- Stepping back: 1. Unified vs. multifaceted and 2. hierarchiacal vs. non-hierarchical If IQ/intelligence is Unified, cannot be hierarchical – must be non-hierarchical If multifaceted, hierarchical- Charles Spearman (pg. 368) Factor analysis and little “g”: factor analysis = abstract reasoning power = IQ G = “capacity for inferring and applying relationships drawn from experience.”: general capacity Believed intelligence functions account for relative standing in school (pg. 382) – STATISTICALLY = range restriction: restricts range as lower numbers drop off- Louis Thurstone Factor analysis - Raymond Cattell Multifaceted and hierarchical There is a “g” Crystallized vs. fluid intelligenceo Crystallized = factual knowledgeo Fluid = novel problem solving- Sternberg’s Triarchic theoryMultifaceted non-hierarchical (pg. 371-372) Emphasis on cognitive strategies or processes Analytical, creative, and practical intelligence- Howard Gardner: Multiple Intelligences 8 distinct intelligences with no “g” (pg. 370) Describes his theory as “more of an art than science.” – interpersonal intelligence- The neuroscience approach (pg. 376 – 377) Efficiency = PET scan and fMRI studies – lower blood flow for higher IQ b/c more efficient neurobio Speed = response time studies- Emotional intelligence (EQ; pg. 374-375) Nuts and Bolts: The WISC-IV- The Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) 15 subtests and 5 summary scores (i.e., full-scale, verbal comprehension, perception reasoning, working memory, & processing speed) Average = 100 +/- 15 pts (85 for blacks, midway for Hispanics, over 100 for Asians) 68% of children score 85-115 96% of children score 70-130 Emphasis on profile strength Cultural Bias- Culture is an umbrella term that subsumes multiple individual difference variables(pg. 395) Age Gender Race Ethnicity Language Sexual orientation Disability status Class status Education Religious affiliation Geographical location, and…- Def: the tendency of items on a test of intelligence to require specific cultural experience or knowledge- Documented ethnic differences- Nature (or heritability)? Behavioral genetics studies (pg. 389-391)- Nurture variabiles Flynn Effect (pg. 381) ---why Each new generation is ‘smarter’ than the last, have to reset the bell curve to accommodate not every genius Poverty and schooling (pg. 397) Language and customs Reactions to testing (pg. 398-399)- (pg. 387) Intellectual disability – read on own: IQ <70CHAPTER 12 – EMOTIONS (pg. 460-486 only) 13 questionsDefinitional issuesBasic emotions and modelsJames-Lange: arousal precedes emotionCannon-Bard: bodily responses @ same time as emotionSchachter and Singer: cognition influences emotionSajonc, LeDoux, Lazarus: cognition not influenced by emotionCloser look: frearfulnessSocialization of conscience Two kinds of peopleYou have been working at a new job for a few weeks and feel like you are making a good impression.One morning, you come into work in a pleasant mood but notice that your workmates are on edge. You sense a problem, but you quickly get to work. Your email chimes, and you see a message from your boss…Emotional responses: behavioral, cognitively, emotionally. Definitional issues- Emotion = 1. A reaction pattern that includes “…a mix of bodily arousal…expressive behaviors… and conscious experience, including thoughts… and feelings.” (pg. 460) 2. An expression of readiness to establish, maintain, or change ones relation to the environ,ent on a matter of personal importance- Questions Where come from? (origin and triggers) Positive Why have them? (fxn) – biological protection What made of? (biology and beyond) CONTENT VALENCE How modify? (therapy) Relationship btw feelings, arousal, and cognition? Low High - Basic emotions (diagram, pg. 476) AROUSAL 6+ including happiness, fear, sadness, anger, surprise, disgust (pg. 475) Universal facial language (pg. 473) SADNESS FEAR- Models (pg. 476) Negative James-Lange = physiology feeling Cannon-Bard = physiology and feeling Schachter-Singer = cognitive appraisal- “arousal fuels emotion; cognition channels it” - TBF triangle: Thoughts (I’m doomed), behaviors (racing heart), feelings
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