PSYC1002 Study Guide - Final Guide: Carol Dweck, Lewis Terman, Intelligence Quotient
15 May 2018
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Mental abilities:
Capacity to perform higher mental processes of reasoning,
remembering, understanding and problem solving.
Describe the difference between implicit and explicit theories of intelligence
Implicit: people's informal conceptions of intelligence
• In social and developmental psychology, an individual's implicit theory of intelligence refers
to his or her fundamental underlying beliefs regarding whether or not intelligence or
abilities can change, developed by Carol Dweck and colleagues.
• Entity theorists (believed abilities are fixed)
• Incremental theorists (believed abilities are changeable)
The belief that intelligence is malleable (incremental theory) predicted an upward trajectory in
grades over the two years of high school, while a belief that intelligence is fixed (entity theory)
predicted a flat trajectory. A incremental theory led to more effort and a more positive
response to failure
3 factors of implicit theory
1. Verbal intelligence: good vocabulary, converses easily on lots of subjects
2. Problem solving: makes good decision, poses problem in optimal way, plans ahead
3. Practical intelligence: sizes up situation well, determines how to achieve goals, displays an
interest in the world at large
Intelligence = success in cognitively demanding tasks
Explicit: expert's formal conceptions of intelligence
• Explicit theories use data collected from people performing tasks that require intelligent
cognition
• Theories dot alays oer all of itelligee. Istead they defie the sope of the
psychological construct they deal with either whole domain (intelligence), or useful
subsets (e.g. verbal performance)
• Theories are supported by (mostly indirect) evidence Internal consistency of the measure
i.e., ithi‐easure
◦ Correlate with other behaviour measures (note: measures)
find more resources at oneclass.com
find more resources at oneclass.com
Explain how Binet’s sale worked and desrie his goals and stipulations
Alfred binet
• Commissioned to develop techniques for identifying those children whose lack of success in
normal classrooms suggested the need for some form of special education
• Used a series of reasoning tasks related to everyday problems of life but involving basic
reasoning processes
• learned skills like reading were not tested explicitly
• His goals:
◦ Identification and Education – the scale was devised only to identify students in
need of remedial education (i.e., to help and improve
◦ Intelligence in any meaningful sense of the word, can be augmented by good
education; it is not a fixed and inborn quantity
• The scores are a practical device, it is a rough scale and low scores should not be used to
mark children as innately incapable (mental age)
Describe the contributions of H.H Goddard and Terman
--> HOWEVER, when HH. Goddard introduced Binet's test to USA:
• Used this test to prevent immigration and propagation of 'morons'
LEWIS TERMAN
• Revised and published Binet's test as the Stanford-Binet
• Developed and published intelligence testing as measurement
• --> average white american mental age is 16
Calculate mental age, ratio IQ, and deviation IQ
Issues with mental age
• Difficult to compare whether 13 y/o with mental age of 15 or 8 y/o with mental age of 10 is
smarter
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find more resources at oneclass.com
Issues with Ratio IQ
• Ratio IQ only works if mental age increases proportionally with chronological age. Difficult to
say anything substantive about ad
Deviation IQ
• Have different percentile ranking for each group, thus diff. psychological interpretations
◦ E.g. reading test (verbal intelligence)
• IQ 70 = 2 SD below average (100 is average)
Describe the difference between manifest and latent variables
Intelligence as a construct
1. Observable (manifest) variables - what we see e.g. behaviour, test scores, responses
2. Unobservable (latent) variables - what we infer / constructs e.g. abilities, traits states
Constructs
• Theoretical terms which cannot be directly observed, but are assumed to exist because they
give rise to measurable phenomena
• Defined by:
◦ Empirical indicators
◦ Relationships to other constructs
◦ Network of constructs (nomological network = theory)
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Capacity to perform higher mental processes of reasoning, remembering, understanding and problem solving. Describe the difference between implicit and explicit theories of intelligence. The belief that intelligence is malleable (incremental theory) predicted an upward trajectory in grades over the two years of high school, while a belief that intelligence is fixed (entity theory) predicted a flat trajectory. A incremental theory led to more effort and a more positive response to failure. Explain how binet"s s(cid:272)ale worked and des(cid:272)ri(cid:271)e his goals and stipulations. Identification and education the scale was devised only to identify students in need of remedial education (i. e. , to help and improve. Describe the contributions of h. h goddard and terman. Goddard introduced binet"s test to usa: used this test to prevent immigration and propagation of "morons" Lewis terman: revised and published binet"s test as the stanford-binet, developed and published intelligence testing as measurement, --> average white american mental age is 16. Calculate mental age, ratio iq, and deviation iq.
