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intro to intelligence - Coggle Diagram

- - - - telman 1916: deviation ratio is iq score / average group score for adults
      - 2 sd of iq away from the mean is the limit for exceptional above/below iq scores. 100 iq is the average
  - - - alpha beta test: for the illiterate: time limited, 7 subtests- coplete a maze task, complete a construction task, read x-o graphic displays, digit symbols, number symbols, complete cube analysis, complete a picture
      - test 17500000 soldiers during the war
    - - consequential behaviour such as school and academic work, jobs, success in and outside of work, is reliable for measuring intel but takes ages
      - responses such as iq test scores and reaction times are correlated w consequential behaviour, they take a short amount of time to gather, help operationalise the hypothetical
    - - wais: measured verbal and performance tests: arithmetic, comprehension, digit span, information, vocabulary, similarities in comparison of items, verbal tests - block design, digit symbol tests, object assembly, picture arrangement, picture completion, performance tasks
      - designed to assess ppl of all ages w a variety of subtests and difficulties that are standardised across partics, and focusses on devation iq as it was standardised to 2000 partics first
    - - emotional intel - being able to sense and evaluate own and other's emotions - important for good social skills ferris et al 2001. mayer et al 1999: multifactorial emotional scale - identifying emotions, using emotions to make thoughts/actions easier, understanding reasoning about emotions, regulate emotions in own and others. emotions are hard to measure tho, so hard to measure emotional intel
      - creativity - artistic/scientific ingenuity to make something novel and useful. duncker candle problem - partics were presented w a box of matches, some drawing pins, a candle and a cardboard wall and told to make the candle stand up and burn against the wall - need to think outside the box and use the box for the matches to hold up the candle like a shelf - a creative solution is one inconsistent w preexisting associations and expectations
        
        kim 2005 found r=.17 correlation betwen creativity and iq. threshold effect by krawowski and gralewski 2013 - theres a link between iq and creativity until a threhold where the level of iq doesnt matter anymore - perhaps a link between fluid intel and creativity
      - wisdom: life skills and good common sense, hindsight before the event - similar to practical intel - hard to measure, both old and young ppl have wisdom baltes et al 1995 but teenagers arent great at it pasupathi et al 2013
  - - - crystallised intel: acquired knowledge and skills, cultural knowledge, stored info, knowledge of vocab comprehension general knowledge, increases thru life - measured by WAIS
      - fluid intel: primary reasoning ability, ability to solve abstract relational problems, free from culture, preseent from childhood but stabilises in adulthood, measured thru ravens
    - - bottom up take irl info and then form theories from those but restricted to intel tests
      - top down can cover places that intel tests ignore: sternberg 1999 made 3 middle level abilities - analytical intel, creative intel, practical intel
- - - - 140 experts were asked to do the same thing and came up w verbal ability, problem solving ability and practical intel
    - - seigler and richards 1982: asked us adults to describe intel across age groups: 6mo able to recognise animals, objects motor coordination, show levels of awareness and some verbalisations - 2 yo verbal abilities, ability to learn, awareness of environment, motor coordination, curiosity - 10 yo verbal ability, problem solving, learning, reasoning, creativity - adults problem solving, verbal abilities, reasoning, creativity
      - berg and sternberg 1982: asked 30yo, 50 yo and 70 yo what theyd describe intels across adult age groups looks like. average intel across age groups of adults is ability to deal w novel situations, everyday competence and verbal competence. exceptional intel for - young adults, dealing w novelty - middle age and elderly everyday and verbal competences
      - sternberg 1985: asked 200 experts in fields of arts, business, philosophy and physics what intel looked like. arts, knowledge, abilitiy to use knowledge, weigh up options, using analogies. business, logical thinking, prioritising aspects of problems, follow arguments and see where they lead. philosophy, critial and logical thinking, ability to follow complex arguments, find errors and make new arguments. physics, maths thinking, understand laws of nature, apply physic phenomena to physic laws
- - - - iq scores stabilise about 8 yo, w iq scores 3-40 r=.20, 8-40yo c. r=.70
      - flynn effect: the general average score of iq testing rises year on year; flynn 1981 found that average iq in 1947/48 was 100 iq but in 1972 was 108 iq. flynn 1987 did a meta analysis of 73 studies and found a general rise in iq points that differed across countries - highest gains were 5.9 points per decade in fluid intel and lowest 3.7 points per decade in verbal intel
        
        maybe generations are getting more intelligent: unlikely because the onset is too rapid for genetic changes
        
        length of schooling, maybe for stuff like crystallised intel but verbal intel would also be affected
        
        test taking sophistication in partics, where theyre taking more tests and therefore familiar w the layout and how to solve them - but theres a diff between verbal and non verbal iq test taking
        
        child rearing practises are changing and vary across countries but education has little lasting effects on long term iq
        
        cognitive simulation hypothesis, becoming more smarter w the exposure to technology, mayhaps but theres little evidence
        
        nutrition, theres easier access to needed nutrition for brain growth - correlation r=.55-.90, need slow acting food rather than fast food from the golden arches, hard to investigate cause and effect tho and not really ethical to do
- - - - plomin et al 2008 - mz twins r=.85, dz twins r=.60, first degree relations r=.45, second degree r=.30 third degree r=.15 - iq correlations increase w relatedness
    - - plomin et al 2008: adoptive parent- offspring r=.19, adoptive siblings r=.32, separates parent offspring and separated siblings r=.24