Individual Differences notes. Week 1

Transcription

1 Individual Differences ntes Week 1 Crnbach (1957) Lab experiments (Experimental methd): cntrl, tests f hyptheses, statements abut causatin perceptin, learning, cgnitin. IDs are an annyance (errr term), study variance amng treatments Differential studies (Crrelatinal psychlgy): field data - studies what we have nt learned t cntrl r can never hpe t cntrl. We bserve and rganise the infrmatin develpmental, scial, persnality and differential psychlgists. Study variance amng individuals. Differential Psychlgy Imprtance f crrelatinal design (Sir Francis Galtn) Factr analysis and the trait therists Lndn Schl Eysenck, Matthews, Deary

2 Cper (2008) Structure hw peple differ frm each ther Prcess why, where and when peple differ Clinical appreciatin (insight and psychtherapy) Armchair speculatin (philsphy, literature) Case study and life histry Quantitative measures f thinking, feeling and ding Individual Differences Different peple respnd in different ways Learning styles David Klb (1984) experiential learning thery Tell me and I will frget. Shw me and I may remember. Invlve me, and I will understand Cnfucius Learning cycle: Feel - Cncrete experience Watch - Reflective bservatin Think - Abstract cnceptualisatin D - Active experimentatin Experiencing Imagining Reflecting Analysing Thinking Deciding Acting Initiating Balancing -> learning flexibility Week 3 Hernstein and Murray (1994) Intelligence is substantially heritable Pverty, unemplyment and crime caused by peple with lw IQ. Mre breeding amng lw IQ grups is pushing dwn IQ. Slve scial prblems by shifting t supprt high intelligent grups. Supprting lw IQ grups is a waste. Abuse and Misuse f Intelligence Tests The Science f Racism Eugenics mvement (Galtn being intellectually fit, selectin f the fittest) Henry Gddard The menace f the feeble minded - mrns. Many criminals, mst alchlics and prstitutes. Need t cntrl the sexual urges f the feeble-minded -> institutinalisatin

3 Gddard (1912) Ellis Island tests shwed the fllwing, exaggerated weaknesses f pr immigrants: Race/Religin % Deemed Mentally Deficient Jewish 83 Hungarian 80 Italian 79 Russian 87 Eugenics in Australia (Wyndham, 1996) Early 20 th century declining birth rate; each State had its wn Eugenics rganisatin. NSW: Racial Impr Sciety -> Racial Hygiene Assc -> FPA Immig. Restr. Act White Australia Plicy, ablished Chief Prtectr f Abrigines in WA est.; legal pwers f guardianship ver Abriginal children pund child birth allwance (white mthers nly);gv t cntrl ver marriage f Abriginal peple 1915 Chief Prtectr f Abrigines remves WA children f mixed race frm their Abriginal parents Excl. Abriginal peple frm Family Endwment 1936 WA Abrigines Act amended: Abrigines can be taken int custdy withut trial r appeal; prevented frm entering prescribed twns withut a permit 1937 assimilatin plicy, breeding ut Abrigines thrugh intermarriage, remve children t aid assimilatin (t 1970) 1962 Abriginal peple given the right t vte, and Chief Prtectr s pwers were repealed 1967 Abriginal peple included in the Census 1984 Equal Opprtunity Act s50(d), need fr persn frm particular racial grup t undertake specific rle 1996 One Natin under Pauline Hansn campaigns against Abriginal special treatment 1997 First Natinal Srry Day 2007 NT Interventin; Australia vtes against UN Declaratin f the Rights f Indigenus Peples (tgether with Canada, US and NZ), supprted Srry Day, PM Kevin Rudd -> Clsing the Gap 2015 Discussin f change t Australian Cnstitutin Intelligence and Culture Intelligence cannt be meaningfully understd utside its cultural cntext (Sternberg, 2004) The general factr f intelligence may have mre t d with ur western culture, and hw schlastic ability is linked with ur ntin f practical intelligence We need culture-relevant rather than culture free tests Implicit vs. Psychmetric views f intelligence Implicit lay peple s everyday ideas Psychmetric measurement (IQ), statistical analysis

4 Mtivatinal Effects n IQ Perfrmance (Carr & Dweck, 2011) Our implicit theries f intelligence impact n ur academic and IQ test perfrmance. Fixed vs. Malleable view f intelligence: Fixed = perfrmance gal rientatin, validated by test perfrmance negative feedback, fear f failure Malleable = learning gal rientatin, tests as an pprtunity t learn new skills (tend t perfrm better in IQ tests (Curry et al., 2006) Life Span Studies Children with learning disabilities - Imprtance f belief in the changing nature f intelligence when cmbined with a learning gal. Mastery gals are imprtant. Yunger students use mre psitive strategies (Bernstein, 2006) Sex differences in math tasks fr year 4, 5 and 6, under high threat cnditins girls perfrmed wrse than bys; under lw threat cnditins girls utperfrmed bys (Gd, 2001) Teachers primary teachers emphasise scial variables in early childhd; secndary teachers emphasis verbal intelligence; tertiary teachers value reasning ability, brad knwledge, lgical thinking (Fry, 1984) Pineers in Intelligence Testing Galtn the intelligence f children is influenced by the intelligence f the parents; imprtance f sensry discriminatin; the intelligence distributin and statistics Binet - Identifying at risk students in the classrm, mental levels f children, develped tests in memry, imaginatin, attentin, cmprehensin and suggestibility Birth f IQ and Standardised Testing Terman - ppularized the Stanfrd-Binet test (Terman, 1916); IQ Verbal, Nn-Verbal scales

5 Aspects such as Knwledge, Visual-Spatial Reasning, Wrking Memry Measurement f ptential ability categrisatin and predictin Grup Tests: Yerkes (1917) need fr rapid classificatin in the US Army, develpment f the grup test and intrductin f multiple chice items. The Army Alpha Test general rutine testing The Army Beta Test nn-language test fr illiterates and freign-brn recruits Week 4 Heritability f Intelligence Extent that intelligence is passed frm parents t children thrugh their genes Methds fr assessing genetic heritability f intelligence Twin studies (identical and fraternal) Adptin studies Estimates range frm 40-80%, BUT there is an interactin between genes and envirnment: What are the different types f envirnmental triggers that result in a gene being expressed? Envirnmental Influences Bilgical variables and maternal effects Nutritin (breastfeeding), lead, prenatal factrs (eg. alchl). Family envirnment - Shared and nn-shared envirnments (eg. different schls), within and utside family factrs (eg. Scial grups), Sci-ecnmic status, birth rder and family size Schl and educatin, culture Western scieties depend upn decntextualisatin, quantificatin. General Intelligence g g principal cmpnent frm factr analysis

6 General ability Specific abilities Raymnd Cattell Fluid intelligence (Gf) primary reasning ability, present frm birth Crystallised intelligence (Gc) acquired knwledge and skills, increases thrughut life Hrn added 7 mre brad abilities. N G. Multifactr Appraches Thurstne (1947) grup factrs became primary mental abilities thrugh a rtated factr slutin Assciative memry: learning thrugh repetitin Number: d mathematical peratins Perceptual speed: perceive visual stimuli Reasning: lgical reasning Space (spatial visualisatins): transfrm spatial stimuli Verbal cmprehensin: reading, cmprehensin, verbal analgies Wrd fluency: generate and use wrds/letters Vernn (1950) there are majr and minr grup factrs between g and s, and levels ranging frm general t mre specific abilities (hierarchical apprach). The Hierarchical Apprach Carrll (1993) review f the factr analysis research, pled 461 data sets, and reanalysed them using explratry methds. Hierarchical mdel based n three levels: s, 8 brad factrs, and g; merged Spearman g and s, Cattell Gc and Gf, Thurstne primary mental abilities, and Vernn s hierarchy. Cattell, Hrn and Carrll (CHC) 9 Brad Abilities: Fluid reasning (Gf): Reasning with nvel prblems Quantitative knwledge (Gq): Depth f mathematical knwledge gained (thrugh educatin) Crystalized intelligence (Gc): Stres f cultural knwledge. Reading and Writing (Grw): reading and writing skills/knwledge

7 Shrt-term Memry (Gsm): encding and awareness Prcessing Speed (Gs): Prefrm autmatically/fluently Visual Prcessing (Gv): Transfrm visual images Auditry Prcessing (Ga): hearing Lng Term Retrieval (Glr): Stre infrmatin in LTM Decisin and Reactin Time/Speed (Gt): Reactin time A Nrmal Distributin Curve f Intelligence Scres What makes a gd psychmetric test? Well written items: eg. Understandable, unambiguus. Need pilting f items t ensure that peple understand them. Nte that bth statement and respnse are imprtant. Reliability: Cnsistency f a test measure. Measured by the reliability cefficient (Pearsn prduct-mment crrelatin); test-retest; internal cnsistency (Crnbach alpha) Validity: Des the test measure what it claims t measure Interpreting Reliability Cefficients Usefulness f a Test 0.90 = excellent reliability = gd reliability = fair

8 = T Lw Grth-Marnet (2009) suggests that reliability cefficients shuld be arund 0.90 fr clinical decisin making is acceptable fr research purpses. Wechsler Tests Measuring g. The Wechsler tests the verall capacity f an individual t understand and cpe with the wrld arund him (Wechsler, 1958) Wechsler Adult Intelligence Scale (WAIS) Wechsler Intelligence Scale fr Children (WISC) Wechsler Preschl and Primary Scale f Intelligence (WPPSI) Scring Brad and Narrw Abilities Cluster scring: Nrm based (and is therefre interpretable n a clinical basis). Cmparing the clients perfrmance t ther children their age Usually tw tests, and nrm scred Instead f just having nrms fr the verall IQ, there are nrms fr each f the tests f cgnitive ability. Ipsative scring: Deviatin frm the standard scre acrss different subscales. Cmparing clients ability in ne area, t their ability in anther nt cmparing t ther children. Have a subtest scre, and yu cmpare it in terms f hw much it deviates frm G. Eg. Cmpare subtest perfrmance t deviatin frm G (FSIQ). Eg. Vcabulary ability is a standard deviatin higher than FSIQ. Main difference: ipsative scring lks at a clients persnal strengths and weaknesses, rather than their nrmative strengths and weaknesses (hw they cmpare t ther children). Referral Reasns in the Schl Setting Pr r lw achievement Behaviural prblems, scial and emtinal difficulties Verbal language acquisitin r delay Reading prblems Learning difficulties Lw attentin span Link between IQ and Academic Skill Develpment Lexical knwledge, phnetic cding, naming, wrking memry and perceptual speed are significantly related t basic reading skills. Educatinal achievement at 16 years may be predicted frm IQ test at 11 years in ver 70,000 English children (explained 59% f variance in Math, 48% in English t 18% in Art & Design; Deary et al.,2007)