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Summary (iPad) Introductory Psychology I - Individual Differences
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  • Course
  • Introductory Psychology I (PSYU911)
  • Institution
  • The University Of Stirling (UoS)
  • Book
  • Psychology

iPad notes of the topic of Individual Differences from the Introductory Psychology I module. Given by Dr. Elaine Cameron at The University of Stirling in the autumn semester of 2020. Based on the lectures, the book, and the seminars. Written by Bea Lume Nunes. Note: I passed with a first using thes...

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  • No
  • 13 to 15
  • October 16, 2021
  • 7
  • 2020/2021
  • Summary

Subjects

  • individual differences
  • psychology
  • intelligence
  • personality

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, THE PSYCHOLOGY OF INDIVIDUAL DIFFERENCES

WHAT ARE INDIVIDUAL DIFFERENCES INTRODUCTION TO INTELLIGENCE
.
•
the assessment and evaluation of individual psychological abilities Francis Galton was very Interested in here
Ability and intelligence

general mental ability
→
intelligence
psychological differences and similarities
' between individuals as a




shared and those that → be lived Intelligence to be a genetic heritable trait
'
understanding the psychological characteristics by people vary


→ believed fell within a normal distribution
intelligence




THE MEASUREMENT OF INTELLIGENCE
THE STUDY OF MENTAL ABILITY DIFFERENCES BEGINS
BINET AND THE FIRST INTELLIGENCE TEST
G- ALTON AND SPEARMAN
and
intelligence test that
•
Francis Galton was very interested in heretibi
.
Alfred Binet and theodore Simon set out to develop an objective
itty


general mental ability would provide unbiased measure of child 's natural
→
intelligence as a an a intelligence


→ be lived intelligence to be a genetic heritable trait → measure a child 's aptitude for learning in dependant of the child 's



→ believed
intelligence fell within a normal distribution prior educational achievement



generated by general cognitive factor ( g ) and specific factors ( S )
'
factor theory intelligence
' '
two
'
: is a
involving
.
includes tasks problem solving , memory tasks etc
-
-




→
(g) know as
general intelligence → used to calculate the average performance of an age group

→ (s ) prone to individual differences .
Lewis Terman ( 1916) formalized this comparison with ratio IQ


- charles spearman also invented factor analysis
→ does not make sense
logically

THE GROWTH OF AN INDUSTRY
'
deviation IQ but does not allow comparisons between
age
:




'
tests have been used to rationalize predujice → so
they created ratio IQ for adults and for children
intelligence a




and national '+Y
and
legitimate discrimination
against race / religion
THE LOGIC OF INTELLIGENCE TESTING

THE CONSEQUENCES OF INTELLIGENCE TESTING -
intelligence along with other factors could influence a child 's performance

-
intelligence tests predict school performance (r=o 5) .
.
an intelligence test elicits responses which are correlated with consequential

•
best predictor of the number of years of education their occupation status and ,
income behaviours presumably because the hypothetical property called intelligence

•
epidemiology : diseases are linked to social class and education which relates to Intel licence causes the responses and the consequentialist behaviours -
correlation ,
not causation




THE NATURE OF INTELLIGENCE
THE MIDDLE LEVEL ABILITIES
THE ARCHITECTURE OF INTELLIGENCE

THE BOTTOM UP APPROACH -



(1938 ) argued that there is no such '
but stable and
thing as
'
- Louis Thurstone g ,

•
identifying these middle abilities from data
gathered in
intelligence testing
independent mental abilities called primary mental abilities
. there are two middle level abilities :
physical coordination and academic skill
\
-




→ not as and not as s
general as
g as specific
• John Carroll ( 1993 ) suggested the existence of 8 independent middle -
level abilities

-
some approaches fall to record middle abilities
→
including fluid and crystallized intelligence
which are not obvious from IQ tests
general
-




→ fluid : ability to think abstractly ,
solve problems identify patterns
,




THE TOP DOWN APPROACH -
crystallized ability to use skills and reliant on retrieval from LTM
→ :
knowledge -




falls identify abilities not measured
intelligence testing (e. g. creativity)
i to in



-
Robert
WHAT INTELLIGENCE TESTS OMIT
Sternberg suggests 3 kinds of
Intelligence :

→ Analytical : identify problems and find strategies for solving them
. Howard Gardner believes that standard intelligence tests fail to measure important human abilities

→ creative :
generate novel solutions
→ that few abilities measured standard tests because
argues only a are in
they are most valued

→ practical : apply and implement solutions to everyday settings
by Western culture but other cultures may conceive of intelligence differently
•
everyday intelligence requires tacit
knowledge

CREATIVITY
GARDNERS THEORY
- creative
thinking involves the realization of a problem , determining the
-
prodigies and savants would not be identified through IQ tests


cause of the problem , formulating a plan to address it and
executing
→
podigies : normal
intelligence and an extraordinary ability
the correct solution
→ savants :
people with low intelligence and an
extraordinary ability
-
Hans Eysenk (1995 ) : creative individuals posses personality traits that promote novel behaviour
he identified 8 distinct types intelligence (bottom up)
.
of -




•
threshold effect hypothesis :
intelligence represents a necessary precondition of creativity that is
→ kinesthetic
linguistic , visual spatial
-

,
logical
-
mathematical , body -

,




musical , naturalistic intra personal and
relevant up to a cer tain level , further intelligence becomes less important
, interpersonal

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