PSYC350 Study Guide - Midterm Guide: Romanian Orphans, American Middle Class, Twin
25 May 2018
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PSYC 350 Exam 2
• Intelligence
o Measuring Intelligence
▪ Wechsler Scales (most common)
• WISC: 6-16 years
• WPPSI: 3-8 years
• Research and clinical
• Individually administered
• Many sub-tests
o Half measure verbal skills
o Other half non-verbal
o Receive verbal IQ score and performance IQ score, and a total
IQ
• Validit oes, eause the test a’t easue eethig (soial
skills, cultural competency, real world skills, level of experience—
poverty may lead to a lack of real world experience)
• Geared toward American middle class
▪ Newer approaches
• Attempts to create entirely nonverbal tests, because verbal tests tend
to be biased
• Tests trying to measure your ability to learn, rather than what you
actually have learned
▪ Distribution of IQ scores
• Normal curve
• Most common score: 100
• 95% of people are between 70 and 130
o Stability of IQ
▪ Predicting childhood IQ from infant behavior
• 4-8 m.o.
o 3 variables predict IQ
▪ Visual reaction time: when you show a baby something
new, how fast do they look at it? The faster, the higher
the IQ.
▪ Habituation: how quickly do babies habituate to
repetitive stimuli? The faster, the higher the IQ.
▪ Preference for novel stimuli over familiar: the more
babies prefer novel things over familiar things, the
higher the IQ as children.
o Predict with correlation of .45
▪ Longitudinal stability for groups but fluctuations for individuals
• The closer together two time points are, or the older kids are, the more
accurate predictions are
• Some kids are very stable, but others fluctuate much more widely
find more resources at oneclass.com
find more resources at oneclass.com
• Over half of kids fluctuate over 20 points from one measuring point to
another
• IQ is a measure of intellectual performance at one point in time
o Genetic Influences on IQ
▪ Bouhad’s eie of adoptio ad ti studies
▪ Genetic influence increases with age
• Over time, from age 3 to 15, identical twins remain fairly similar (around
80% correlation) on IQ. Fraternal twins begin fairly similar (80%
correlation) to much less similar (50% correlation). This huge gap
suggests over time, genetics become even more important.
•
find more resources at oneclass.com
find more resources at oneclass.com
o Environmental Influences on IQ
▪ Look agai at Bouhad’s hat
• For example, unrelated siblings (no genetics) still have a 34%
correlation, and for almost everyone, correlations are stronger when
reared together
▪ O’Coo’s stud of Roaia adoptees
• UK adopted babies between 0-6 months
• Quasi-experimental
• 3 groups of Romanian adopted babies (age at adoption), 0-6 months, 6-
24 months, 24-42 months
• Babies were previously living in Romanian orphanages, in extreme
deprivation, staying in cribs and not developing properly, and
udestaffed so the did’t get uh iteatio
• Avg IQ at age 6: UK 117, Rom0-6 114, Rom6-24 99, Rom24-42 90
• Statistically significant
• Suggests that deprivation led to lower IQ at age 6
• Group x Age Interaction
o Row 1: UK
o Row 2: Rom 0-6
o Row 3: Rom 6-24
Age 4 Age 6
o 110
o 117
o 106
o 113
o 92
o 101
o NO group x age interaction
▪ Even though kids improved their IQ over time, lines
never crossed (rom 0-6 never surpassed uk, rom 6-24
never surpassed rom 0-6); never catch up
▪ “aeoff’s stud of hoe isk factors
• To determine what factors placed children at risk for having low IQ
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Intelligence: measuring intelligence, wechsler scales (most common, wisc: 6-16 years, wppsi: 3-8 years, research and clinical, many sub-tests. Individually administered: half measure verbal skills, other half non-verbal, receive verbal iq score and performance iq score, and a total. The faster, the higher the iq: preference for novel stimuli over familiar: the more babies prefer novel things over familiar things, the higher the iq as children, predict with correlation of . 45. Fraternal twins begin fairly similar (80% correlation) to much less similar (50% correlation). This huge gap suggests over time, genetics become even more important: environmental influences on iq. Parental involvement, age appropriate play materials, variety in daily stimulation: subscales for preschoolers, ex. Parental warmth, stimulation of language and academic behaviors. Interactive: responds, turns, mlu distance, quality, repeats, questions, prohibitions, status, gender, birth order, family size, ses, child iq, racial and ethnic differences in iq.
