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Intelligence - Coggle Diagram
Intelligence
Test bias
Mean score differences
- Not bias - groups could be different
Predictive ability
- e.g. college admission
- Grouping could help lower groups
Differential item functioning (DIF)
- Item functions diff. for diff. groups
- Do males/females with same total score find one item harder?
- e.g. test verbal in one group, but not another because of culture/background
Factoring structures
- Items grouped in diff. factors for diff. groups
- e.g. capital France should relate to capital Italy for all groups
Unequal consequences of test use - unfairness
- Moral, unsolvable by science
Aboriginal / TSI impact
- Assessment dictates treatment -> disadvantaged
- Not developed with appropriate norms
- Less access to education
Best practice
- Design culturally appropriate tests
- Use caution interpreting tests
- Only test when necessary
Misuse
Examples
- Eugenics - used to marginalise & exclude
- Sterilisation in US - mental disability by IQ test
Current
- Less verbal: fluid less biased than crystallised
- More culturally appropriate - impossible to be culture-free
Reliability
- No test accurate all times, for all people
- Influenced by test consistency, environment, feeling on day
Problems
- Studies flawed: weak data, undiversified samples, incorrectly analysed
- Culturally biased
Definitions & Models
Definition
- Evolving: changes over time
- Biological: genetic basis
- Adaptation: better cope with environment
to outside world
-
CHC model
- Cattell, Horn, Carroll
- Based on factor analysis
- Pro: easy to measure, highly researched/validated
- Con: only covers cognitive/thinking skills
Gf: fluid - solve novel problems (more innate)
Gc: crystallised - apply learnt knowledge (more education)
Gv: visual processing
Ga: auditory processing
Gq: quantitative
Grw: reading & writing
Gs: speed of processing
Gsm: short term memory
Glr: long term storage & retrieval
G = general (common component to all)
Measurement
IQ = intelligence quotientHistory
- Binet-Simon: first measure
- Terman: translated -> Stanford-Binet
- Ratio IQ: mental age / chronological age * 100
- Deviation IQ: compare against age-controlled norm / standardisation sample
Current tests
- Stanford-Binet 5th edition (age 2-85, based on CHC)
- WAIS-IV (Weschler)
- Mean of 100, SD of 15
- Based on standardisation sample / norm group
(range of age, culture, education)
- Individual & group tests
Measure
Narrow range of cognitive abilities
- Verbal: crystallised (general knowledge, word meaning, social convention - sensitive to education)
- Non-verbal / visuospatial: fluid
- Working memory / attention (reading, behaviour, decision making)
- Processing speed (cognitive efficiency - take on new info)
Strengths
- Designed by experts (validated)
- Standardised (against large, representative norms)
- Secure (so can't study for it)
=> only bought & administered by registered psych
- Help understand strengths & weaknesses
Good for
- Education: extremes (dev delay or gifted)
- Career: general strengths & weaknesses (e.g. verbal vs non-verbal)
- Clinical: functions after stroke
Cons
- Measure narrow skillset (cognitive functioning)
- Not consistent
Online tests
- Unknown accuracy
- Strengths not guaranteed
Animals
Tool use
- Inherited & socially transmitted
- Could be intelligent - use something else if rock not available, use diff techniques in diff situations
- Not all instinctive / reflexive, e.g. dolphins using marine sponges to forage
- Not directly related to brain size, e.g. crows displacing water
Cost of intelligence
- Slow growth: high brain growth <-> slow physical growth
- Fewer, more dependent offspring
- e.g. guppies: larger brain <-> smaller gut, less offspring