PSYCHOLOGY chapter 1
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PSYCHOLOGY chapter 1 - Leaderboard
PSYCHOLOGY chapter 1 - Details
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| 🇬🇧 | 🇬🇧 |
| Individual Differences | Distinctiveness and variations among people’s circumstances and behaviour patterns |
| Situationism | The situationist perspective views human behaviour relatively more as a result of influence of external factors. |
| Assessment | Assessment refers to the measurement of psychological attributes of individuals and their evaluation. |
| Some Domains of Psychological Attributes(5) | Intelligence Aptitude Interest Personality Values |
| Assessment Methods(5) | Psychological test Interview Case study Observation Self-report |
| Oxford Dictionary definition of intelligence | Intelligence is the power of perceiving, learning, understanding and knowing |
| Alfred Binet definition of intelligence | Intelligence is the ability to judge well, understand well and reason well. |
| Wechsler definition of intelligence | Intelligence is the global and aggregate capacity of an individual to think rationally, act purposefully, and to deal effectively with her/his environment. |
| Gardner and Sternberg definition of intelligence | An intelligent individual not only adapts to the environment, but also actively modifies or shapes it. |
| The Psychometric Approach (2 points) | Intelligence as an aggregate of abilities Expresses individual’s performance in terms of a single index of cognitive abilities |
| The Information-processing Approach (3 points) | Describes processes used in intellectual reasoning and problem solving Focus is on how an intelligent person acts Instead of focussing on structure or dimensions of intelligence, it focusses on cognitive functions underlying intelligent behaviour |
| Psychometric Approach Theories (5) | Uni/One Factor Theory (Alfred Binet) Two-factor Theory (Charles Spearman) (1927) Theory of Primary Mental Abilities (Louis Thurstone) Hierarchical Model of Intelligence (Arthur Jensen) Structure-of-Intellect Model (JP Guilford) |
| Information-processing Approach Theories (3) | Theory of Multiple Intelligence (Howard Gardner) Triarchic Theory of Intelligence (Robert Sternberg) (1985) PASS Model of Intelligence (JP Das, Jack Naglieri and Kirby) (1994) |
| Uni/One Factor Theory WHO? | (Alfred Binet) |
| Two-factor Theory WHO? | (Charles Spearman) (1927) |
| Theory of Primary Mental Abilities WHO? | (Louis Thurstone) |
| Hierarchical Model of Intelligence WHO? | (Arthur Jensen) |
| Structure-of-Intellect Model WHO? | (JP Guilford) |
| Theory of Multiple Intelligence WHO? | (Howard Gardner) |
| Triarchic Theory of Intelligence WHO? | (Robert Sternberg) (1985) |
| PASS Model of Intelligence WHO? | (JP Das, Jack Naglieri and Kirby) (1994) |
| Uni/One Factor Theory (Alfred Binet) | First psychologist to formalise intelligence in terms of mental operations, instead of philosophical treatises Interest in differentiating more from less intelligent individuals Intelligence as consisting of one similar set of abilities used for solving any or every problem in an environment Disputed when psychologists started analysing his data |
| Two-factor Theory (Charles Spearman) (1927) | Employs statistical method called factor analysis Intelligence consisted of: G-factor: mental operations which are primary and common to all performances S-factor: specific abilities |
| Theory of Primary Mental Abilities (Louis Thurstone) | Intelligence consists of 7 independent primary abilities: 1 Verbal Comprehension 2 Numerical Abilities 3 Spatial Relations 4 Perceptual Speed 5 Word Fluency 6 Memory 7 Inductive Reasoning |
| Hierarchical Model of Intelligence (Arthur Jensen) | Level I: Associative learning, output is more or less similar to input Level II: Cognitive competence, higher-order skills transfer input to effective output |
| Structure-of-Intellect Model (JP Guilford) | Operations Contents Products |
| Structure-of-Intellect Model (JP Guilford) Operations | Operations are what the respondent does. Cognition Memory recording Memory retention Divergent production Convergent production Evaluation |
| Structure-of-Intellect Model (JP Guilford) Contents | Contents refer to the nature of materials or information on which intellectual operations are performed. Visual Auditory Symbolic Semantic Behavioural |
| Structure-of-Intellect Model (JP Guilford) Products | Products refer to the form in which information is processed by the respondent. Units Classes Relations Systems Transformations Implications |
| Theory of Multiple Intelligence (Howard Gardner) | Linguistic Logical-Mathematical Spatial Musical Bodily-Kinaesthetic Interpersonal Intrapersonal Naturalistic |
| Triarchic Theory of Intelligence (Robert Sternberg) (1985) | Intelligence is the ability to adapt, to shape and select an environment to accomplish one's goals and those of one’s society and culture. Componential (Analytical) Intelligence Experiential (Creative) Intelligence Contextual (Practical) Intelligence |
| Triarchic Theory of Intelligence (Robert Sternberg) (1985) Componential (Analytical) Intelligence: | Analysis of information to solve problems 3 Components: Knowledge acquisition component Meta/higher order component (planning what and how to do) Performance component Persons high on this think analytically and critically and do well at school |
| Triarchic Theory of Intelligence (Robert Sternberg) (1985) Experiential (Creative) Intelligence: | Using past experiences creatively to solve novel problems Reflected in creative performance Persons high on this integrate different experiences in an original way to make new discoveries and inventions, by finding what information is crucial quickly |
| Triarchic Theory of Intelligence (Robert Sternberg) (1985) Contextual (Practical) Intelligence: | Dealing with environmental demands encountered on a daily basis ‘Street smartness’ or ‘business sense’ Persons high on this adapt, select or modify their environment easily, so they turn out successful |
| PASS Model of Intelligence (JP Das, Jack Naglieri and Kirby) (1994) | Planning Attention-arousal Simultaneous-Successive Interdependent functioning of three neurological systems called the functional units of the brain: Arousal/Attention Simultaneous and Successive Processing Planning |
| PASS Model of Intelligence (JP Das, Jack Naglieri and Kirby) Arousal/attention | State of arousal helps us to attend to stimuli and to enable us to process information Optimal level focusses our attention to relevant aspects Too much or too little interferes with attention E.g.: teacher telling you about a test |
| PASS Model of Intelligence (JP Das, Jack Naglieri and Kirby) Simultaneous and Successive Processing: | Simultaneous: when you perceive relations among concepts and integrate them into a meaningful pattern for comprehension. E.g.: Raven’s Progressive Matrices test Successive: when you remember information serially so recall of one leads to the other. E.g.: learning digits, alphabets, tables |
| PASS Model of Intelligence (JP Das, Jack Naglieri and Kirby) Planning | Allows us to think of possible courses of action, implement them, and evaluate their effectiveness If a plan doesn’t work, it is modified E.g.: studying for a test |
| Cognitive Assessment system | Das and Naglieri have developed the Cognitive Assessment System (CAS), a battery of tests to measure basic cognitive functions independent of schooling for persons aged between 5-18. |
| Nature: (regarding children) | Identical twins’ intelligence together correlate 0.90 Identical twins’ reared separately correlate 0.72 Fraternal twins’ together 0.60 Fraternal twins’ separately 0.50 Siblings reared apart 0.25 Adopted children’s intelligence is more similar to biological rather than adoptive parents |
| Nurture: (regarding children) | As adopted children grow, their intelligence comes closer to adoptive parents Children adopted from disadvantaged into higher socio-economic status homes show large increase in intelligence Deprivation lowers while good nutrition, family and school increase intelligence |
| Mental and Chronological Age | (Alfred Binet and Theodore Simon) (1908) |
| Mental Age: | Measure of person’s intellectual development relative to age group |
| Chronological Age: | Biological Age from birth |
| Intelligence Quotient | (Willian Stern) (1912) IQ = MA/CA 100 |
| Normal Curve | Most scores fall in middle range, only few have very high or very low scores The frequency distribution makes a bell-shaped curve, called the normal curve 100 – Mean IQ score 90-110 – Normal Intelligence <70 – Intellectually Disabled >130 – Intellectually Gifted |
| AAMD definition | American Association on Mental Deficiency |
| Intellectual disability | Significantly subaverage general intellectual functioning existing concurrently with deficits in adaptive behaviour and manifested during the developmental period”. |
| Classification of people based on IQ | 55 to 70 – Mild: can function independently 35-40 to 50-55 – Moderate: lag behind in language and motor skills, need moderate degree of supervision 20-25 to 35-40 – Severe Below 20-25 – Profound: incapable of managing their lives and need constant care |
| Intellectual Giftedness - person and year | Lewis Terman (1925) |
| Giftedness and talent | Giftedness refers to exceptional general ability and superior performance in wide variety of areas Talent is a narrower term, refers to remarkable ability in a specific field, highly talented are prodigies |
| Important characteristics of giftedness (7) | Advanced logical thinking, questioning, problem solving High speed in processing information Superior generalisation and discrimination ability Advanced original and creative thinking High intrinsic motivation and self-esteem Independent and non-conformist thinking Preference for solitary academic activities for long periods |
| Individual or Group intelligence tests | Individual: one person, sensitive to feelings, verbal, non-verbal or performance Group: many people, no sensitivity, generally written |
| Verbal, Non-verbal or Performance intelligence tests | Verbal: oral or written, only for literate Non-verbal: pictures or illustrations, E.g.: RPM Performance: manipulation of objects. E.g.: Koh’s Block Design Test |
| Culture-fair or Culture-biased intelligence tests | Many tests show bias to culture. American or European tests represent urban, middle-class cultural ethos, not for Africans or Asians Nearly impossible, but non-verbal and performance tests help reduce culture bias |
| SM Mohsin | Made an intelligence test in Hindi |
| CH Rice | Standardised Binet’s test in Urdu and Punjabi |
| Mahalanobis | Standardised Binet’s test in Bengali |
| Long and Mehta | Prepared the Mental Measurement Handbook listing 103 tests |
| (NLEPT) | The National Library of Educational and Psychological Tests |
| NCERT | National Council of Educational Research and Training |
| Bhatia | Battery of Performance Tests |
| Indian researchers developed Indian norms for which intelligence tests | RPM, WAIS (Wechsler’s Adult Intelligence Scale), Alexander’s Passalong, Cube Construction, Kohs’ Block Design |