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Psych 260, Week 6 Notes

by: Alexandra Notetaker

Psych 260, Week 6 Notes PSY 260

Marketplace > University of Miami > Psychology (PSYC) > PSY 260 > Psych 260 Week 6 Notes
Alexandra Notetaker

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About this Document

These notes cover the beginning of Chapter 6. The rest of Chapter 6 will be posted later in the week, or early next week.
Personality Psychology
Dr. Jill Kaplan
Class Notes
Psychology, personality, mental, ability
25 ?




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This 3 page Class Notes was uploaded by Alexandra Notetaker on Wednesday October 12, 2016. The Class Notes belongs to PSY 260 at University of Miami taught by Dr. Jill Kaplan in Fall 2016. Since its upload, it has received 3 views. For similar materials see Personality Psychology in Psychology (PSYC) at University of Miami.


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Date Created: 10/12/16
▯ CHAPTER 6: What is a Mental Ability?  A mental ability is defined as the capacity to carry out a mental task- to arrive at the desired sort of work with information to obtain a desired answer…  Intelligence is one type of mental ability ▯ The Paradox of Measuring Mental Abilities  Favoring the Elites o Society can reward and promote those w inherited abilities  Favoring a democratic impulse o Society can identify those who can learn, independent of inherited wealth ▯ Marilyn vos Savant  IQ=228, average adult in U.S.=100  Highly successful  Married inventor of artifiical heart (Jarvik)  Still writes, authored numerous books, succeeded in numerous financial pursuits ▯ Defining intelligence  Most important: the capacity to carry out abstract reasoning (similarities, differences, accurate generalizations)  Adaption and adjustment o Stem: the general capacity of an individual to adjust  Learning: capacity for knowledge and knowledge possessed (ex: Hennon)  Neural approaches: modifiability of the nervous system (ex: Pinter) ▯ Verbal Intelligence as a Mental Ability (and Alfred binet)  Rejected sensory-motor approaches – concentrated on mental functions  Binet examined what students did in school o Memory, imagery, imagination, etc. ▯ Developemnt of the IQ score – Binet and the increase of cognitive intelligence until age 20  Binet noticed his older daughter solved problems better than younger one  No one had realized intelligence developed w age before  His test was age-graded  Year 5: compare 2 boxes of different weights, repeat sentence of 10 syllables, count 4 pennies  Year 12: repeat 7 figures, find 3 rhymes, repeat 26 syllable sentences, interpret the meaning of pictures ▯ Development and IQ  The IQ was proposed by Louis Stern  Mental age 10? Arent the same if youre a 5 year old and a 20 year old  Mental age divided by chronological age  Problems with the rate IQ led to the Introduction of the Deviation IQ  Developed by David Wechsler  Measures deviation from average within a given age-range ▯ Major Inteligences  Verbal IQ o Comprehension: if you find a letter with an address on it but no stamp, what should you do? o Picture completion o Arithmetic: how many hours will it take 2 people to do a 4 hour job? o Similarities: how are a computer and a car alike? o Digit Span: repeat after me..  Performance IQ o Block design: arrange blocks to form an abstract pattern o Coding: learn to copy an abstract symbol next to another abstract symbol o Picture arrangement: complete a puzzle  Some others: o Spatial intelligence o “Hot” intelligences o calling every mental ability an intelligence (ex: creativity) ▯ what are “hot” intelligences?  Verbal, perceptual, spatial are ‘cool’ intelligences  “hot” information is motivational, emotional, or social information of direct importance or concern to the individual  hot mental abilities are abilities to process and cope with such personally meaningful and important information ▯ Additional Intelligences  emotional: ability to reason with emotions, and of emotions to enhance thought  social: intelligence concerned with understanding social relations  personal: a proposed intelligence that involves accurate understanding of oneself  practical: intelligence involving the capacity to understand problems in everyday life that are often left undefined or poorly defined


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