Textbook Notes (380,763)
CA (168,208)
UTSC (19,296)
Psychology (10,044)
PSYA02H3 (984)
John Bassili (149)
Chapter 11

Chapter 11 Notes

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Department
Psychology
Course Code
PSYA02H3
Professor
John Bassili

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Chapter 11 Notes
intelligence: ability to learn and remember information, recognize concepts and their
relations, and to apply this information to one!s own behavior in an adaptive way
-depends on cultural judgements and what is valued in different cultures
differential approach to intelligence: measures differences in aptitude abilities of
people (tests taken, etc)
developmental approach to intelligence: ways in which children learn, manipulate, and
perceive the world (Jean Piaget)
information processing approach to intelligence: types of skills people use to solve
problems
-intelligence cannot be based on a singe IQ score because there are different aspects
that combine to form some one!s intelligence
-people have different intellectual abilities and can be good at one thing but bad at
another
Charles Spearman!s two factor theory: intellectual ability is determined by the g factor
(general factor) and s factor (specific to test)
-g factor deals with principals of cognition:
1. apprehension of experience- perceiving and understanding what you experience
2. eduction of relations- finding the relationship between two things
3. eduction of correlates- implying a rule from one case to another case
-test success depends on s factor, or the person!s specific ability, and the g factor, or
the general abilities of principals of cognition
-most tests are intercorrelated and range from 0.3-0.7 and there are not many that are
perfectly correlated (1) or perfectly uncorrelated (0)
factor analysis: procedure that determines common factors in use when taking
different tests (WAIS scale- wechsler adult intelligence scale)
-factor loadings (eg- 0.5) express how related a factor is to a certain test
-all tests make some contribution to the factors (general intelligence)
-variety of tests in factor analysis is important in ensuring a variety of factors are
accounted for
finding a common intellectual factor (g factor) within factor analysis may exist when
analyzing second order factors:
-fluid intelligence: culture-free tasks such as viewing relations or patterns in things
-crystalized intelligence: acquired information from cultures and that learned in school
(*vocabulary)
-cattell: fluid intelligence is learning potential and crystalized intelligence is what has
been learned (crystalized depends on fluid)
-horn: fluid intelligence is casual learning and crystalized intelligence is school-type
learning (learned and based on heredity)
-high amount of fluid intelligence (usually leads to high crystalized intelligence) -must
be exposed to many experiences
sternberg!s triarchic theory: based on strengths and weaknesses
-successful intelligence: analyzing strengths and weaknesses, making use of
strengths, minimizing impact of weaknesses
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Description
Chapter 11 Notes intelligence: ability to learn and remember information, recognize concepts and their relations, and to apply this information to ones own behavior in an adaptive way -depends on cultural judgements and what is valued in different cultures differential approach to intelligence: measures differences in aptitude abilities of people (tests taken, etc) developmental approach to intelligence: ways in which children learn, manipulate, and perceive the world (Jean Piaget) information processing approach to intelligence: types of skills people use to solve problems -intelligence cannot be based on a singe IQ score because there are different aspects that combine to form some ones intelligence -people have different intellectual abilities and can be good at one thing but bad at another Charles Spearmans two factor theory: intellectual ability is determined by the g factor (general factor) and s factor (specic to test) -g factor deals with principals of cognition: 1. apprehension of experience- perceiving and understanding what you experience 2. eduction of relations- nding the relationship between two things 3. eduction of correlates- implying a rule from one case to another case -test success depends on s factor, or the persons specic ability, and the g factor, or the general abilities of principals of cognition -most tests are intercorrelated and range from 0.3-0.7 and there are not many that are perfectly correlated (1) or perfectly uncorrelated (0) factor analysis: procedure that determines common factors in use when taking different tests (WAIS scale- wechsler adult intelligence scale) -factor loadings (eg- 0.5) express how related a factor is to a certain test -all tests make some contribution to the factors (general intelligence) -variety of tests in factor analysis is important in ensuring a variety of factors are accounted for nding a common intellectual factor (g factor) within factor analysis may exist when analyzing second order factors: -uid intelligence: culture-free tasks such as viewing relations or patterns in things -crystalized intelligence: acquired information from cultures and that learned in school (*vocabulary) -cattell: uid intelligence is learning potential and crystalized intelligence is what has been learned (crystalized depends on uid) -horn: uid intelligence is casual learning and crystalized intelligence is school-type learning (learned and based on heredity) -high amount of uid intelligence (usually leads to high crystalized intelligence) -must be exposed to many experiences sternbergs triarchic theory: based on strengths and weaknesses -successful intelligence: analyzing strengths and weaknesses, making use of strengths, minimizing impact of weaknesses www.notesolution.com
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