-Hereditarian<\/p>\n
-Unitary Models<\/p>\n
-Multifaceted Models<\/p>\n
-Domain-Specific Models<\/p>\n
Hereditarian Theory of Intelligence <\/u>-2 claims:<\/p>\n
1) intelligence is unitary<\/strong> Pa reflection of an all-purpose system of process that permeates all intellectual activity) and generic<\/strong> Pintelligence is measurable using tests that are meaningfully converted into numbers that reflect the amount of intelligence a person possesses) 2) intelligence is genetically determined<\/strong> Pintelligence is found in the genes people inherit)<\/p>\n -claims that people may display superior talent or skill in one intellectual domain without necessarily being superior in other domains<\/p>\n -there are many different and relatively autonomous domains of intelligence<\/p>\n -Darwin\u2019s cousin and a founder of the intelligence testing movement<\/p>\n -The first to suggest that fingerprints be used for personal identification<\/p>\n -With Pearson, they developed the formula for correlation<\/strong><\/p>\n -a measure of the degree to which two measurements are linearly related<\/p>\n -correlations range between +1 and -1<\/p>\n -just because two measures are correlated does NOT mean they have a causal relationship Pbut when there is a causal relationship, they absolutely have a correlational relationship)<\/p>\n -indicates that when scores increase, scores on the other measure tend to increase as well -ex: height and weight are positively correlated<\/p>\n -indicates that when scores on one measure increase, scores on the other measure tend to decrease<\/p>\n -ex: smoking and longevity are negatively correlated<\/p>\n -when scores on one end increase, scores on the other measure neither increase nor decrease<\/p>\n -ex: the last digit of a social security number and one\u2019s annual income are not correlated<\/p>\n -proposed that intelligence is primarily a reflection of energy and the perceptual acuteness of the senses<\/strong><\/p>\n -in his study, he showed that mentally retarded people did not discriminate heat, cold and pain as well as \u201cnormal\u201d people<\/p>\n -Galton\u2019s findings were taken up by James Cattell who started to use them on college students<\/p>\n -one of the founders of experimental psychology<\/p>\n -conducted research on hypnotism, cognitive development, memory and creativity<\/p>\n -proposed that for children with disabilities, more complex tests should be given<\/strong><\/p>\n -to determine intelligence, the age associated with the most difficult tasks that the child could perform was his mental age, which was then compared with the child\u2019s chronological age -Binet did not believe that IQ score was a measure of intelligence<\/strong> Pintelligence is too complex to render it with a simple number)<\/p>\n -Proposed that mental age should be divided by chronological age and then multiplied by 100<\/strong> to produce the familiar IQ score<\/p>\n IQ Tests Since the 1900s:<\/u><\/p>\n -Stanford-Binet<\/strong> Pmodification of Binet\u2019s original test)<\/p>\n -Wechsler Scales for Children<\/strong> PWISC \u2013 verbal and performance IQ)<\/p>\n -Wechsler Scales for Adults<\/strong> PWAIS \u2013 verbal and performance IQ)<\/p>\n -The Raven\u2019s Matrices<\/strong> Pnon-verbal test) –SAT<\/strong> Pcollege entrance IQ tests)<\/p>\n Charles Spearman:<\/u><\/p>\n -People who do well on any subtest of the IQ test tend to do well on any other subtest.<\/p>\n -The various subtests are positive correlated.<\/p>\n -He labeled this idea \u201cg\u201d to stand for the general factor that underlies all intellectual activity<\/p>\n -general component that reflects some genetically determined biological aspect -i.e. problem solving strategies<\/p>\n -specialized components that reflect various learned skills<\/p>\n -i.e. knowledge from prior experience<\/p>\n -measuring the speed and efficiency with which people can carry out any component of cognitive processing<\/p>\n -Subjects are given two parallel vertical lines joined at the top by a horizontal line<\/p>\n -One vertical line is longer than the other<\/p>\n -Over time, the image is shifted from left to right and the subjects have to guess which line is longer.<\/p>\n -Inspection time refers to how long the stimulus is exposed to the subject<\/p>\n -People whose inspection times are short tend to score higher on IQ tests<\/p>\n -not every researcher finds a correlation between speed and IQ performance<\/p>\n -relies too much on establishing correlations between measures of information processing and IQ scores<\/p>\n **what is lacking are demonstrations that measures of information can predict performance on real life tasks better than conventional tasks<\/p>\n -researchers speculate that more intelligent people have more synapses among neurons, easily reconfigure connections among neurons, and more efficiently metabolize energy<\/p>\n Are Smart Brains Metabolically Efficient?<\/u><\/p>\n -Using PET scans, studies have shown that those who score high on IQ tests<\/strong> or are familiar with specific games, tend to use less cortical metabolic rates and use less energy<\/strong><\/p>\n -People who score higher on IQ tests may have a higher rate of neural conduction -Shorter latencies imply faster neural conduction<\/p>\n -the main point is that if we expand our sense of intellect, we will find that people are not equally skilled in all areas<\/p>\n -these skills are not normally emphasized in school<\/p>\n -most IQ tests have no measure of creativity<\/p>\n -hard to measure objectively<\/p>\n -creativity bears little relationship to scores on IQ tests<\/p>\n -it is a different kind of intelligence<\/p>\n -hard to measure objectively<\/p>\n -weakly related to IQ tests<\/p>\n -has to do with the actual attainment of goals that are valued<\/p>\n -known as tacit knowledge<\/strong> and \u201cstreet smarts\u201d -essentially unrelated to standard IQ tests<\/p>\n -verbal<\/p>\n -logical<\/p>\n -musical<\/p>\n -spatial<\/p>\n -bodily-kinesthetic<\/p>\n -social-emotional<\/p>\n **intellectual skill in one category is unrelated to intellectual skill in any other category<\/p>\n -He uses brain damage, isolated talents, anthropological evidence and the nature of mental operations to support his theory<\/p>\n -Brain damage: damage can interfere with one intellectual competency but leave others intact -Isolated talents: people who are unusually talented in one realm, like music or art, but are unremarkable in other areas<\/p>\n -Because all of these intelligences are different, it suggests qualitative differences among categories of intellectual skill<\/p>\n IQ Industry and Academia Claim:<\/u><\/p>\n -reasoning and language skills are of the utmost importance<\/p>\n -Gardner\u2019s theory fails to explain the positive correlations among subtests of IQ tests<\/p>\n -It seems to divide human intellect into categories in an arbitrary way<\/p>\n -Gardner leaves out other categories that might be considered types of intelligence<\/p>\n Guenther\u2019s View of Intelligence<\/u><\/p>\n -it is multifaceted<\/p>\n -Familial IQ Correlations:<\/strong> as seen by measuring identical twins reared apart, genes are a primary determinant of intelligence, at least measured by IQ tests.<\/p>\n -Identical twins reared apart are almost as correlated as identical twins reared together.<\/p>\n -the environment can cause a huge difference in IQ and intelligence<\/p>\n -some infants placed in different environments may have had prenatal problems and this might be the reason for their low IQ scores<\/p>\n -similar people living together tend to have correlated IQ scores<\/p>\n -when looking at twins reared apart, it does not identify which genes produce the high correlations<\/p>\n The Role of Environmental Factors in Intellectual Differences:<\/u><\/p>\n -Garber\u2019s Study: he placed a group of mentally retarded children in an extensive home enrichment program and by age 6, the children scored 30 points higher than did a control group -Carolina Abecedarian Project: placed low-income children in enriched environments and they scored higher on tests of intelligence even 7 years later<\/p>\n Parents who Reared Intellectually Competent Children Do 3 Things:<\/u><\/p>\n Generational Environmental Changes: IQ Scores Are Rising:<\/u><\/p>\n -The average gain is 3 IQ points per decade<\/p>\n -Most IQ tests have to be restandardized in order to keep the mean equal to 100.<\/p>\n -People who score 100 on an IQ test today would have scored 115 in the year 1947.<\/p>\n -Possibilities why IQ scores are rising: television, urbanization, prolonged schooling, nutritional improvements, increases in height, etc.<\/p>\n -Hence, it must be something in the environment that is changing the IQ scores over decades.<\/p>\n -Primarily due to environmental and cultural factors<\/p>\n -Most stereotyped things: Asians are super smart, minorities aren\u2019t as smart, Europeans have more intellect, etc.<\/p>\n Heath\u2019s Cultural Differences Study:<\/u><\/p>\n -African-American children from low-income families<\/strong>: skilled at responding to novel situations, defending themselves against a verbal insult and telling creative stories<\/p>\n -European-American children from middle-income families<\/strong>: good at responding to requests, responding quickly when timed and answering \u201cwhy\u201d questions<\/p>\n ***poverty or a lack of formal education does not necessarily depress intellectual development Cole, Gay, Glick and Sharp\u2019s Study on Kpelle Tribespeople:<\/u><\/p>\n -The Kpelle sorted objects into functional groups, i.e. knife with orange<\/p>\n -Westerners sorted objects into taxonomic groups, i.e. knife with fork<\/p>\n ***The Kpelle valued functional things more than the typical taxonomic grouping.<\/p>\n Males:<\/strong> tend to do better in mathematical-spatial abilities<\/p>\n Females<\/strong>: tend to do better in tests of verbal and perceptual abilities<\/p>\n *men and women do not differ in IQ scores, vocabulary tests or reasoning tasks<\/p>\n -Boys are more likely to be encouraged to pursue careers in science, engineering, mechanics Pwhere math and spatial skills are required)<\/p>\n -Girls are more likely to be encouraged to pursue careers in teaching and in child rearing Pwhere communication skills are important)<\/p>\n -Sex hormones such as testosterone are known to influence the organization of the mammalian brain during critical periods in prenatal development<\/p>\n -Women exposed to prenatal androgens in utero \uf0e0 better at spatial tasks<\/p>\n -Levels of progesterone and estrogen are higher during the midluteal, late menstrual phase, and this is when women do worse on cognitive tasks that favor men Plike spatial rotation) -Men do better at tasks that favor women during the spring when their testosterone levels are relatively low<\/p>\n How do hormones affect our cognitive functioning?<\/u><\/p>\n -May affect how the cerebral hemispheres distribute their function Pi.e. left hemisphere = language, right hemisphere = spatial processing)<\/p>\n -The organization of functions within the left hemisphere differs between the sexes<\/p>\n -Women make use of language in the anterior left region whereas men use the posterior left hemisphere<\/p>\n -Aphasia occurs more in women when the damage is near the front of the left hemisphere, but more often in men when the damage is in the posterior area of the left hemisphere<\/p>\n -There is a possibility that sex differences in cognition are due mostly to environmental factors<\/p>\n -In many studies, males and females performed on average about the same<\/p>\n -Male and female brains learn, reason and process information similarly<\/p>\n -There is a bias today of excluding women from the sciences even though they may have the same amount of intelligence in that field as men<\/p>\n -Not genetics or environment alone, but together Pnature + nurture)<\/p>\n -IQ tests are known to be moderately correlated with grades in school, occupational status, and success in an occupation<\/p>\n -Given that controlled experiments are ethically and biologically impossible, we may never completely understand the precise contributions that genes and environmental factors make to individual intellectual differences<\/p>\n","protected":false},"excerpt":{"rendered":" Perspectives on Individual Differences in Intelligence -Hereditarian -Unitary Models -Multifaceted Models -Domain-Specific Models Hereditarian Theory of Intelligence -2 claims: 1) intelligence is unitary Pa reflection of an all-purpose system… Continue Reading Individual Differences in Cognition<\/span><\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[113],"tags":[],"_links":{"self":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4492"}],"collection":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/comments?post=4492"}],"version-history":[{"count":0,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4492\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/media?parent=4492"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/categories?post=4492"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/tags?post=4492"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}Multifaceted View<\/h2>\n
Four Developments of the Hereditarian Theory of Intelligence<\/h2>\n
\n
Francis Galton<\/h2>\n
Correlation<\/h2>\n
Positive Correlation<\/h2>\n
Negative Correlation<\/h2>\n
Lack of Correlation<\/h2>\n
Galton\u2019s Findings on Correlation<\/h2>\n
Alfred Binet<\/h2>\n
William Stern<\/h2>\n
Fluid Intelligence<\/h2>\n
Crystalized Intelligence<\/h2>\n
Information Processing<\/h2>\n
Inspection Time Task<\/h2>\n
Problems with the Information Processing Perspective on Intellectual Differences<\/h2>\n
Physiological Basis of Intelligence<\/h2>\n
Neural Conduction Rate and Smart Brains<\/h2>\n
Creativity, Social Skill and Practical Intelligence<\/h2>\n
Creativity<\/h2>\n
Social Skill<\/h2>\n
Practical Intelligence<\/h2>\n
Gardner\u2019s Six Distinct Categories of Intelligence<\/h2>\n
Evidence for Gardner\u2019s Frames of Intelligence<\/h2>\n
Criticisms of Gardner\u2019s Frames<\/h2>\n
Evidence for a Genetic Basis for Intelligence<\/h2>\n
Problems with the Evidence Supporting a Genetic Basis for Intelligence<\/h2>\n
\n
Ethnic Differences in IQ Performance<\/h2>\n
Evidence Against a Genetic Basis for Ethnic IQ Differences -Environment can drastically affect group differences<\/h2>\n
Sex Differences in Intellectual Competencies<\/h2>\n
Genetic Basis of Sex Differences in Cognition<\/h2>\n
Kimura\u2019s Suggestion<\/h2>\n
Environmental Explanations of Sex Differences in Cognition<\/h2>\n
Carol Tavris\u2019 Opinion<\/h2>\n
Summary and Conclusions<\/h2>\n