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3006 PSY Final Exam With Correct Answers.
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3006 PSY Final Exam With Correct Answers.
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3006 PSY Final Exam With CorrectAnswers.
Intelligence defined by lay public - ANSWER- Most psychological definitions came from
experts on human intelligence but people have their own notions of what constitutes
intelligence. (Lay or implicit theories)
Reasons logically and well, reads widely, displays common sense, keeps an open mind,
writes without difficulty, is sensitive to other people's needs and desires. - Intelligent
traits
Differences between lay and expert defintions of intelligence - ANSWER- • Motivation &
narrower (experts)
• Interpersonal aspects and broader (lay people)
Developmental psychology students listed behaviours associated with intelligence in
infancy, childhood and adulthood (Seigler & Richards, 1980)
Taiwanese Chinese conceptions of intelligence (Yang & Steinberg, 1997) - ANSWER- i.
General cognitive factor
ii. Interpersonal intelligence
iii. Intrapersonal intelligence
iv. Intellectual self-assertion (knowing when to show you are intelligent)
v. Intellectual self-effacement (knowing when to hide your intelligence)
Galton definition of intelligence - ANSWER- more intelligent = higher sensory abilities
Believed intelligence was hereditary rather than being learned. Developed many
sensorimotor and perception-related tests by which he attempted to measure his
definition of intelligence.
Binet definition of intelligence - ANSWER- did not define explicitly but described various
components of intelligence, including reasoning, judgement, memory and abstraction.
Weschler definition of intelligence - ANSWER- conceptualised intelligence as "the
aggregate capacity of the individual to act purposefully, to think rationally, and to deal
effectively with his environment. It is composed of elements or abilities which are
qualitatively differentiable"
Weschler IQ test - ANSWER- Measure two qualitvely differentiable abilties, which are
verbal or performance based in nature. Provides verbal and performance IQ.
, Spearman definition of intelligence - ANSWER- believed that across all of the various
specific cognitive tasks that were used in intelligence tests there was a substantial
overlap. A commonality that he called a general intellectual ability factor represented by
italic lower case g
Gardner definition of intelligence - ANSWER- argued that traditional IQ tests were
limited and only covered a subset of human intelligence. Citing lay defiinitions
emphasizing social competence, emotional insight and socially valued human abilities
such as musical and artisti expression, proposed a theory of multiple intelligences.
Intially seven (since expanded)
Gardner original seven multiple intelligences - ANSWER- Includes Bodily-kinesthetic
• Musical intelligence
• Interpersonal intelligence
• Intrapersonal intelligence
• Philosophical/spiritual intelligence
• Naturalistic intelligence
Interactionalism - ANSWER- Complex concept by which heredity and environment are
presumed to interact and influence the development of intelligence. Majoy theme in
theories of Binet, Wechler and Piaget.
Dictionary definition of intelligence - ANSWER- A multifaceted capacity that includes the
abilities to: Acquire and apply knowledge. REaosn logically, plan effectively and infer
perceptively. Grasp and visualise concepts. Find the right words and thoughts with
facility. Cope with and adjust to novel situations.
factor analysis - ANSWER- Family of statistical techniques used to examine correlations
among variables (items or tests)
Used in theory validation, used in test construction and validation
Invented by pearson in 1901, spearman further developed in 1904
Reason for factor analysis use - ANSWER- Simple theory is generally better than a
complicated theory. Factor analysis helps us discover the smallest number of
psychological dimensions that can account for various behaviours, symptoms and test
scores we observe.
Exploratory Factor analysis - ANSWER- Identifies underlying
dimensions/clusters/factors/components in data used for theory development (e.g.
structure of personality) and test construction/validation.
summarises large amount of items or information into fewer scores. Based on
correlations among items, identifies clusters of highly correlated items. Common
variance among items might reflect central underlying theme.
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