Lecture 6 (DN) almost done! Flashcards Preview

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1
Q

Group IQ scores are stable over time, does that mean that Individual’s IQ within that group are also stable?

A

No

2
Q

What could group stability of IQ scores over time be telling us?

A
  • could suggest good predictive validity of IQ tests

or

  • could in fact be indicative of stability of environment over time
    • e.g., low SES when 4 likely to be low SES at 14
  • regardless of the reason for group stability of IQ stores - the IQ tests are in fact tapping into it
3
Q

In what way may children be affected by

Family structure, Poor home conditions, Change in parents SES, Adoption, Severe illness

and/or

Therapeutic, remedial, educational/counselling programmes

A
  • These factors may positively or negatively impact children’s intellectual development
  • IMPT - absolutely at the Group Level
    • does not mean all children are impacted in the same way
  • e.g., Californian Guidance Study (n = 222)
    • 9% children increased by >30 IQ points
4
Q

What kind of evidence exists for Instability of Individual IQ Scores within groups over time?

A
  • Group test-retest - high correlation
  • but huge individual differences
    • 9% in IQ >30 points
    • 37% inc IQ > 20 points
    • 50% inc IQ > 15 points
    • California Guidance Study (n=222)

9:09

5
Q

Why is it helpful to look at studies such as the California Guidance Study?

A
  • These findings enable us to look at why individuals increase IQ
    • e.g., enriched schooling
  • Then apply this knowledge to help others to do the same

10:00

6
Q

If the correlation between a group of 2001 & 2011 IQ scores was high; r = .76,

does this mean an individual’s IQ score in 2001 was predictive of the 2011 IQ score?

A
  • No
  • High group correlation from 2001 to 2011 is a very different concept to an individual with the same scores (in 2001 & 2011)
  • The correlation only tells you that the variance in the group reamined the same
    • e.g., all of the group may go up so the variance (correlation) will be the same.

11:35

7
Q

What kind of studies have demonstrated a difference between IQ of low compared to high socioeconomic groups?

What is this difference?

A
  • Longitudinal
  • Over time
    • low SES IQ’s decline
    • high SES IQ’s increase

14:40

8
Q

What did Capron & Duyme do in their 1989 study to demonstrate instability/stability in Individual’s IQ?

A
  • Looked at impact of enriched environments on children’s IQ over time
  • 2 x 2 design
  • compared high/low SES
    • biological with
    • adopted
  • FOUND
    • high SES increased IQ for both groups
9
Q

Which study looked at the risk factors of a child having a decrease in IQ?

What were the 10 risk factors?

A
  • Rochester Longitudinal Study
    • Sameroff et al., (1987, 1993).
  1. Mother - history of mental illness
  2. Mother - did not go to high school
  3. Mother - severe anxiety
  4. Mother - rigid attitudes
  5. Few mother-child interactions
  6. Head of household in a semi-skilled job
  7. > 4 siblings (greater)
  8. Father not living at home
  9. Child belongs to a minority group
  10. Family had > 20 stressful events in child’s 1st 4 years (greater)

15:00

10
Q

How many of the 10 risk factors indicated a child was at risk for decreased IQ?

A

four

11
Q

What was an assumption of the Rochester Longitudinal Study?

A
  • The greater the number of risk factors present would lead to a greater negative impact on IQ
  • 4 risk factors at age 4 reflected decrease IQ and same pattern at follow up age 13
  • consider Nature vs Nurture here

15:40

12
Q

What is the main danger with relation to Group & Individual Differences in IQ measurement?

A
  • The way the data is interpreted
13
Q

Who is given an IQ score of 100 on the WAIS?

A

those falling in the 50th percentile

14
Q

How is the deviation IQ standardised?

A

according to norms as a funcrtion of age group?

in nine age groups from 16-64 on adult scales

  • Mean = 100 / SD = 15
  • 1SD above = 115
  • 1SD below = 85
15
Q

What proportion of people will fall within 15 points above or below 100 (i.e., 1SD above or below)?

A
  • 68%
  • remember this is stratified for age group
16
Q

What proportion of people will fall within 30 points above or below 100 (i.e., 2SD’s above or below)?

A
  • 96%
17
Q

What do cross-sectional studies of age-related changes of IQ enable us to do?

A
  • it enables us to look at age as a continous scale
  • even though IQ is standardised by age
  • keeping in mind that age related differences may reflect cohort differences
18
Q

What could age related changes in a cross-sectional analysis reflect?

A
  • fluid vs. crystallised intelligence
  • Fluid
    • matrices mid 30’s drop off
  • Crystalised
    • vocabulary mid 60’s drop off
  • e.g., Wang & Kaufman, 1993
19
Q

Why do IQ scores look worse (i.e., take a huge decline with age) when looking at Cross-Sectional compared to Longitudinal Findings?

A
  • Huge cohort effects
  • confounded by environment
    • not fair to compare a 70 year old with a 20 year old now
    • One generation ago there were many changes
    • accessibility of information, university, laptops etc
    • Clare toddled off to the library & took 4 hours to find one piece of information!!!

26:00

20
Q

Do the findings of Wang & Kaufman (1993) suggest that age results in a decreased IQ?

A
  • No
  • because IQ scores are standardised
  • IQ should be relatively stable as it is a refelction of the age group
  • there may be a decrease in Intellectual Ability but not IQ

24:30

21
Q

What does a Cross-Sequential design enable us to do?

A
  • remove variance due to cohort
  • & just look at actual differences in IQ ability
22
Q

Which cognitive ability takes the biggest hit as a function of age?

A
  • Perceptual processing speed
  • which also negatively impacts speeded tests
23
Q

What do cross-sectional studies overestimate?

A
  • overestimate decline in intellectual ability prior to age 60
  • e.g., Seattle Longitudinal Study showed this

41:15

24
Q

What individual differences are protective factors against age related decline, as shown in the Seattle Longitudinal Study

A
  • (a) absence of cardiovascular disease
  • (b) favorable environment/High SES
  • (c) intellectually stimulating environment
  • (d) flexible personality
  • (e) high cognitive status of spouse
  • (f) maintenance of high processing speeds

Cognitive training - 2/3 sample improved intellectual ability

25
Q

What is The Flynn Effect?

A
  • Looks at the change in IQ as a function of time
  • IQ increases by 3 points every decade
    • cohort effects (environmental changes)
    • can’t compare 20yr old today with 20 year old years ago
  • need to constantly re-norm scores
26
Q

What ar the main psychometric issue of the Bell Curve Controversy?

A
  • took finding within group & then used it to argue a point between groups
  • environments differed between groups
  • thus conclusions problematic
  • issue was in the interpretation of the data

Jensen (1969) - said Black population had fewer high IQ genes (spinners!!!)

1:19:40

27
Q

Name a population at-risk for low IQ & legal complications?

What are some implications?

A
  • Indigenous populations
  • Intellectually disabled

Implications

  • Low IQ - significant factor for criminal offending & reoffending
28
Q

Why is it difficult to assess IQ for indigenous versus non- indigenous populations?

A

Conceptual and methodological issues

  • no control for
    • health, education,
29
Q

When does intellectual disability typically originate?

A
  • Typically before 18 yrs
  • Caused by any condition that impairs development of the brain before birth or in childhood years
30
Q

What is a major concern regarding the use of IQ tests in Indigenous & Intellectually Disabled populations?

A
  • classifying people
  • Using a test that has biases
  • not normed on those populations
  • these classifications have real life implications
31
Q

Which population is over-represented in the criminal justice system?

What does this tell you?

A
  • Intellectually disabled (10%)
  • when only 3% exist in total population!

What does this tell you

  • people with low IQ may be led to please authorities with responses
  • poor comprehension of causality (73% didn’t understand)
  • easily led
  • exaggerated willingness to talk
  • of false convicted (22% were ID)
32
Q

Why would someone fake an IQ test?

A

To gain advantage in some area.

  • Access to social benefits
  • Educational Financing
  • Schooling and cognitive intervention
  • Death penalty
  • Military service
  • Health Status