Showing posts with label intelligence. Show all posts
Showing posts with label intelligence. Show all posts

Sunday, September 24, 2023

Flynn effect in psychology




The Flynn effect refers to observations that intelligence test scores regularly increased in the 1900s. The effect was named for James Flynn.

A quote from Flynn's article:

"Demonstrates that every Stanford-Binet Intelligence Scale, WISC, WAIS, WISC-R, WAIS-R, and WPPSI standardization sample from 1932 to 1978 established norms of a higher standard than its predecessor. "

Flynn (1984, page 29)

Cite this post

Sutton, G. W. (2023, September 24) . Flynn effect in psychology. Psychology Concepts and Theories. Retrieved from https://suttonpsychology.blogspot.com/2023/09/flynn-effect-in-psychology.html


Reference

Flynn, J. R. (1984). The mean IQ of Americans: Massive gains 1932 to 1978. Psychological Bulletin, 95(1), 29–51. https://doi.org/10.1037/0033-2909.95.1.29




Geoffrey W. Sutton, PhD is Emeritus Professor of Psychology. He retired from a clinical practice and was credentialed in clinical neuropsychology and psychopharmacology. His website is  www.suttong.com

 

See Geoffrey Sutton’s books on   AMAZON       or  GOOGLE STORE

Follow on    FACEBOOK   Geoff W. Sutton    

   TWITTER  @Geoff.W.Sutton    


You can read many published articles at no charge:

  Academia   Geoff W Sutton     ResearchGate   Geoffrey W Sutton 

 

Dr. Sutton’s posts are for educational purposes only. See a licensed mental health provider for diagnoses, treatment, and consultation.





Wednesday, February 8, 2023

SCOPES Model of Human Functioning


The SCOPES model organizes information about human functioning in six domains commonly discussed in psychological research and clinical practice. The SCOPES model also helps researchers and clinicians organize tests or questionnaires that measure different dimensions of functioning.

When clinicians organize patient information using the SCOPES model, or a similar holistic model, they may be able to help patients select treatment strategies that address multiple areas related to the primary concern or diagnosis. 

For example, clinicians know that depression  may affect many areas of functioning. The SCOPES model is one way to consider the impact of depression on multiple areas of functioning such as distressing thoughts (C), feelings (E), behavior patterns (O: e.g., avoidance of engaging activities), physiological symptoms (P: e.g., appetite, sleep, sex), and Social Context (S: e.g., relationships that may help or worsen symptoms). Finally, clinicians and patients may consider core effects on the self (S) where self-esteem and self-identity may be negatively affected by depression. When applicable, treatments may include Cognitive-Behavioral Therapy, physical activity, increasing social connections, and medication.

Focusing on only one dimension of human functioning can lead to unrealistic views if we forget that each dimension of functioning interacts with the others. For example, our memories of important people from childhood are part of cognition but affect our emotions, behavior, and even our physiological reactions. Memories are part of our self-identity and may affect our spirituality too. Finally, our memories can be triggered by events in our social context like a photograph, a trip to our home town, or a movie.

                                 THE SIX COMPONENTS OF THE SCOPES MODEL


S   SELF-IDENTITY

Self-identity is a composite of several broad core features (see COPE below) that we recognize as who we are. We usually have more than one identity based on our roles in life (e.g., spouse/partner, parent, child, supervisor), personal characteristics (e.g., degree of fitness, health, intelligence, attractiveness, age), and groups (e.g., political, interest, sports fan, religious). One or a few identities stand out as highly important such as spiritual identity (see below), gender identity, or identities linked to subjectively important life roles (e.g., parent, doctor, grandparent, spouse).

We project ourselves to others through our core dimensions of expressed thoughts (cognition), feelings (emotion), observable behaviors (personality traits), and observed physical attributes. We may express our selves differently in different social contexts.

One multidimensional model that organizes several features of the self is the tetrapartite model (Cheek & Cheek, 2018). The model organizes over 40 potential aspects of identity into four categories of self-identity: personal, relational, collective, public. 

One of my research interests is in the psychology of religion and spirituality so let me give an example of  the spiritual aspect of identity. Spirituality includes religious and other ways people find meaning in life. Most organized religious faiths include a set of specific beliefs and prescribed practices but these are integrated with each person’s spiritual experience. For example, a person’s dreams and visions, and culture influence how they pray and what they identify as right and wrong. Atheists and those with nontraditional spirituality may describe meaningful experiences in the beauty of nature and music. For some, the spiritual dimension is so vital to their identity that it dominates their clothing choices, communicated beliefs, daily practices like prayer, interactions with others, music they enjoy, and what they eat or refuse to eat.

Following is an illustration of the SCOPES model where the primary self-identity is spiritual and they have a particular religious or spiritual worldview.




Examples of Test Related to the Self Domain
 
 Self-concept scales
 Self-esteem scales
 Self-efficacy scales
 Spirituality and religiosity scales
 Gender Identity scales



C   COGNITION

It doesn’t take long to form an impression of a person’s general intelligence. Sometimes we are awed and sometimes—not so much. But there’s more to cognition than solving problems on intelligence tests. We can include many neuropsychological processes such as memory, attention and concentration, language skills, and visual-spatial skills as well as cognitive biases and prejudices. 

Some aspects of cognition have a huge impact on identity such as extreme deficits in attention span, incredible ability to solve complex problems, or persistent declines in memory for self and others.

Examples of Test Related to the Cognitive Domain

  Tests of intelligence
  Tests of achievement
  Tests of language and verbal skills
  Tests of creativity
  Tests of memory
   Mental status exams

O   OBSERVABLE BEHAVIOR PATTERNS OR PERSONALITY

I used the letter O so it works with the acrostic. Essentially, people may be described in terms of a few or many durable traits like the famous Big Five listed below. 
Openness: intelligent, imaginative, insightful
Conscientious: organized, thorough, planners
Extraversion: talkative, outgoing, energetic, assertive; contrasted with introversion
Agreeable: forgiving, sympathetic, kind, affectionate
Neuroticism (v. stability) tense, moody, anxious

There are other traits or characteristics that may be added like dominance and psychopathy. People are different. We usually act in fairly predictable ways--habit patterns and traits that are part of who we are. For example, we may be known to ourselves and others as agreeable or shy.

Examples of Test Related to the Observable Behavior or Personality Domain

  Tests of personality e.g.,   Big Five,    HEXACO,    16PF

 
  Behavioral observations
  
 Tests of various traits e.g., leadership, narcissism, psychopathology

P   PHYSIOLOGY OR BIOLOGY

We all come with bodies and many of us with less than culturally desirable bodies protest that we are more than mere bodies. We want to be known for what’s "inside". Nevertheless, our physiology is a critical part of who we are. Drives for hunger, thirst, sleep, and sex vary from person to person and those biological factors vary for each of us during a day, week, or year. Measures of biological status can change and influence other aspects of who we are- height, weight, blood pressure, and more. Biology shapes our identity and we influence our biology and that of others.

We know that despite protests, people think of others in terms of a biological factors like blindness or deafness or another challenge. I am deaf in my left ear, but I did not think of myself as hearing impaired until I began to have difficulty hearing with my right ear. Now I wear a hearing aid. Some have a mental health diagnosis and are referred to by that diagnosis such as alcoholics or Schizophrenics. Some are known by a disease they have or survived such as cancer. One aspect of our entire personal identity can be a physiological status that is defining or confining. We know that we and others are more than a biological fact but somehow, we often fail to think beyond the “P” dimension. Physiology is a powerful part of self-identity.

Examples of Test Related to biopsychology

  Tests of motor functioning e.g., grip strength, finger tapping
  Tests of brain functioning e.g., MRI, EEG
  Various lab tests (e.g., blood, urine) detecting factors affecting the other domains
  Tests of stress that include biopsychological symptoms
  Questionnaires about sexual functioning
  Questionnaires about alcohol and other drugs
  Questionnaires about sleep, diet, and other health habits affecting other domains

E   EMOTIONS or feelings

Our emotions influence our identity and our judgments about others. There are many ways to show our emotions. Psychological scientists disagree on what may constitute core emotions. As a psychologist, I was tuned in to sadness, anxiety, and anger as well as joy and a sense of calm. More common emotions include fear, worry, hate, guilt, and that complex we call love. Feelings are critical to understanding who we are and why people do what they do. In some cases, our feelings can represent an important part of our identity as in I am a happy person despite times of sadness. And sometimes an "emotional identity" is less desirable.

Examples of Tests Related to the Emotional Domain

  Positive and Negative Affect Schedule (PANAS)
  Depression Anxiety Stress Scales (DASS)


S   SOCIAL:  OUR SPACE-TIME CONTEXT

The people in our lives and where we live out our day-to-day existence influences who we are even as we influence others. Our personal timeline is a factor too. We and others see common threads of who we are since childhood but we also see changes. Looking back, we may see events, people, or places that resulted in major changes in who we are today. Like many immigrants, the move from one country to another was a big deal for me and my parents. 

Our relationships matter. Relationships affect our spiritual faith, thoughts, feelings, behavior patterns and even our health. A recently divorced cantankerous fifty-year old man with a history of alcohol abuse may feel anger, distress, and worry. A 35 year-old woman may feel happy and enjoy a sense of freedom as she boards a cruise with a friend. People are different in their relationships. Some feel liberated by divorce whilst others feel devastated. Some worry about finding a mate whilst others intentionally live a single life. Some prefer frequent interaction with friends whilst others require large periods of aloneness.

The people we identify as "my people" or "my family" and places (e.g., my hometown, my country) and epochs of time (I grew up in the 50s and 60s) may also be a part of our identity.

Examples of Tests Related to the Social Domain

  Tests of relationships at home, work, places of worship, and other social settings

  Tests of organizational relationships e.g., climate, trust, etc.
  
  Tests measuring relational concepts such as forgiveness and reconciliation


SCOPES and HUMAN NATURE

The SCOPES model is a way of organizing information about ourselves and others. It is a way of recognizing we are complex beings who change in many ways. We respond to others and our environments in ways that change us. And we have an effect on others and our environment. At any given point, a few dimensions may be more important than others such as when we feel depressed at the loss of a loved one or joyful when we celebrate a birthday.

We should also be aware that activity in one or two dimensions affects the other dimensions even when we are not aware of the effects. A loud noise like a gunshot can produce fear, thoughts of safety, memories of past terror, crouching behavior, increased heart rate and even a cry for divine intervention.

SCOPES in CONTEXT

As the core self-concept within the SCOPES model interacts with the social dimension, a person develops their worldview, which is their major organizing schema for interacting with the people, objects, and other entities within their social context.


Read More

I have included specific names of more tests in the research text, Creating Surveys used in universities and by individuals.

I have applied the SCOPES model to analyzing moral-social judgments in A House Divided: Sexuality, Morality, and Christian Cultures 


The SCOPES model also forms a basis for organizing research in the text:  Counseling and Psychotherapy with Pentecostal and Charismatic Christians.

The science behind the SCOPES model. 
Those familiar with psychology will recognize the common Cognitive-Affective-Behavior constructs in Cognitive-Behavioral-Therapy and attitude theory, which involved the COE dimensions. Most clinicians have coursework in the biological basis of behavior hence, the P dimension. The Social dimension includes a recognition of social contexts and time contexts, which draw upon studies in social psychology and developmental psychology-- an S dimension. Finally, the other S is for the Self, which is our way of integrating all the dimensions of ourselves into a few key identities.

Many will also recognize the importance of the environment, which I include in the Social dimension. I have also been influenced by the BASIC-ID of Arnold Lazarus—a part of his work in Multimodal Therapy and Kurt Levin’s field theory or concept of lifespace.

Cite this post (APA)

Sutton, G. W. (2022, August 24). SCOPES model of human functioning. Psychology concepts and theories. Retrieved from https://suttonpsychology.blogspot.com/2021/07/scopes-model-of-human-functioning.html

Cite this book reference for the SCOPES Model.

Sutton, G. W. (2021). Creating surveys: Second Edition| How to create and administer surveys, evaluate workshops & seminars, interpret and present results. Springfield, MO: Sunflower.   AMAZON   Paperback ISBN-13:  9798712780327     website



Test Resources



You can read about tests and survey items to measure the SCOPES dimensions in my 2017 book, Creating Surveys. Available on AMAZON    and Google














The SCOPES model was applied to understanding morality in Christian cultures in A House Divided.

Sutton, Geoffrey W. A House Divided: Sexuality, Morality, and Christian Cultures. Eugene, ORPickwick. Also available on AMAZON.














Counseling and Psychotherapy with Pentecostal and Charismatic Christians Available from Amazon and Google













Connectionwww.suttong.com

This post updated February 8, 2023

Publications referring to the SCOPES model.

Sutton, G. W. (2021). Counseling and psychotherapy with Pentecostal and Charismatic Christians: Culture & Research | Assessment & Practice. Springfield, MO: Sunflower.  ISBN-13 : 979-8681036524     

Sutton, G. W. (2017). Creating surveys: Evaluating programs and reading research. Springfield, MO: Sunflower.   AMAZON   Paperback ISBN-10: 1522012729  ISBN-13:  9781522012726     website

Sutton, G. W. (2016). A House Divided: Sexuality, morality, and Christian cultures. Eugene, OR: Pickwick. ISBN: 9781498224888

Sutton, G. W. & Mittelstadt, M. W. (2012). Loving God and loving others: Learning about love from psychological science and Pentecostal perspectives. Journal of Christianity and Psychology, 31, 157-166.  Academia Link    Research Gate Link

Sutton, G.W. & Schmidly, B. (eds.) (2016). Christian morality: An interdisciplinary framework for thinking about contemporary moral issues. Eugene, OR: Pickwick. ISBN: 9781498204767

Sutton, G.W., & Thomas, E. K. (2005). Can derailed pastors be restored? Effects of offense and age on restoration. Pastoral Psychology, 53, 583-599.

Worthington, E. L. (2020). How to Discuss Controversial Sexual Issues with Christians Who Don’t (and Do) Agree with You. Journal of Psychology and Theology, 48(3), 229–233. https://doi.org/10.1177/0091647120908017


Geoffrey W. Sutton, PhD is Emeritus Professor of Psychology. He retired from a clinical practice and was credentialed in clinical neuropsychology and psychopharmacology. His website is  www.suttong.com

 

See Geoffrey Sutton’s books on   AMAZON       or  GOOGLE STORE

Follow on    FACEBOOK   Geoff W. Sutton    

   TWITTER  @Geoff.W.Sutton    


You can read many published articles at no charge:

  Academia   Geoff W Sutton     ResearchGate   Geoffrey W Sutton 

 

Dr. Sutton’s posts are for educational purposes only. See a licensed mental health provider for diagnoses, treatment, and consultation.









Wednesday, October 5, 2022

IQ Intelligence Quotient



IQ is an initialism for Intelligence Quotient, which is a score on a general intelligence test. An Intelligence Quotient is a standard score. On most tests, an average or mean IQ = 100 and a common standard deviation is either 15 or 16 points depending on the test.

The IQ score represents a person's standing compared to other test-takers of a similar age and culture. IQ is one indicator of how well a person can learn.

Over the years, words associated with different scores have changed. The labels for low scores became insults and the labels for high scores became badges of pride for parents of high scoring children.

Very high scores above 130 are often part of the requirements to enter special programs for advanced learners. Teacher reports and rating scales may be included along with measures of achievement.

Scores below 70 are often part of the requirements to obtain special assistance in educational settings. A common additional requirement is a measure of adaptive behavior.

IQ scores should not be used alone to determine ability because other factors like achievement, personality, and various behavioral skills are also important to learning. 

Read more about Intelligence and Types of Intelligence here.


Reference

Sutton, G. W. (2022, October 5). IQ: Intelligence Quotient. Sutton Psychology. Retrieved from https://suttonpsychology.blogspot.com/2022/10/iq-intelligence-quotient.html


Intelligence, Types of Intelligence


Intelligence is a broad concept sometimes called General Mental Ability and refers to the ability to learn or general learning ability.

Intelligence is the general concept and it is not equivalent to IQ. IQ is an initialism for Intelligence Quotient, which is a score on a test of intelligence.

In the United States, most IQ scores have a mean of 100.

Psychological scientists have studied intelligence for decades. In addition to the concept of general intelligence, people have other clusters of ability. These clusters of ability are sometimes called intelligences or types of intelligence.

Multiple Intelligences MI

Harvard psychologist Howard Gardner proposed a theory of multiple intelligences. He proposed eight types, which are listed below:

visual-spatial

linguistic-verbal

interpersonal

intrapersonal

logical-mathematical

musical

bodily-kinesthetic

naturalistic

He also suggested a ninth type, "existential intelligence."

Gardner's ideas have been criticized because the abilities are not really different intelligences but rather different abilities that contribute to a person's general intelligence.

*****

Emotional Intelligence known as EI refers to the ability to recognize, manage, and evaluate emotions. EI may be measured on tests, which yield an EQ or Emotional intelligence Quotient. Emotional intelligence involves the Self and Emotional dimensions in the SCOPES model of human functioning.

Read more about Emotional Intelligence here.


Social Intelligence known as SI refers to the ability to interact wisely and skilfully with other people especially in complex social settings. SI may be measured on tests, which yield an SQ or Social intelligence Quotient. Social intelligence involves the Self, Cognitive, and Social dimensions in the SCOPES model of human functioning.


Reference

Sutton, G. W. (2022, October 5). Intelligence, Types of Intelligence. Sutton Psychology. Retrieved from https://suttonpsychology.blogspot.com/2022/10/intelligence-and-iq.html



Resources


Please check out my website   www.suttong.com

   and see my books on   AMAZON       or  GOOGLE STORE

Also, consider connecting with me on    FACEBOOK   Geoff W. Sutton    

   TWITTER  @Geoff.W.Sutton    

You can read many published articles at no charge:

  Academia   Geoff W Sutton     ResearchGate   Geoffrey W Sutton 

 

 




Friday, September 2, 2022

grit in psychology

 


Grit is a person's capacity to passionately persevere in the pursuit of long-term goals especially when there are detours and obstacles.

Researchers know that general intelligence is highly important to achievement but grit is highly valuable especially when dealing with complex tasks that can result in failures, reversals, and limited progress.


More recently, psychologist Angela Duckworth has been recognized as a leading expert on grit.

See Duckworth's Ted Talk for more about grit.



Features of grit

1. Identify something you are passionate about. Think back to interests and hobbies as a teen --a time before we became too busy with work and relationships to pursue our interests

2. See frustrations and difficulties as a normal part of reaching goals. How we view setbacks and mistakes can make a difference. Sometimes highly intelligent people catch on quickly and do well at school with little effort. This history of easiness can interfere with complex problem-solving if they lack grit.

3. Look for ways to make work more meaningful. Even small changes can improve grittiness.

4. Believe you can change and grow. To improve an old saying, "Old dogs can learn new tricks." My mother had an interest in art in school. In her 60s she began to paint. As the years went by, her work became considerably better.


GRIT is an acronym for Graduated and Reciprocated Initiatives in Tension reduction, which was an approach to managing conflict derived from the work of Charles E.  Osgood (1962).

Note
Grit, as a personality trait, fits in the "O" Observable Behavior dimension of the SCOPES model of human functioning.


Reference

Grit by Angela Duckworth

Duckworth, A. (2018) Grit: The power of passion and perseverance. New York: Scribner.


I write about psychology- please see my website https://suttong.com

See my books on Amazon




GMA General Mental Ability


GMA or general mental ability refers to a set of cognitive abilities usually included in broad spectrum aptitude tests and measures of general intelligence. Scores on the tests are generally useful predictors of academic achievement and some employment situations.

The terms general intelligence, g, and general mental ability are equivalent concepts.

Some use the term GMA as a substitute for the older term IQ, which actually refers to a score on an intelligence test. IQ is a quotient or score and not the same thing as the construct, general mental ability. In the US, an average score on an intelligence test is 100.

GMA or mental ability is one of the concepts in the Cognitive dimension of the SCOPES model of human functioning.


Read more about intelligence here.


Read more about IQ and the Intelligence Quotient here.

Reference

Sutton, G. W. (2022, September 2). GMA: General Mental Ability. SuttonPsychology. Retrieved from https://suttonpsychology.blogspot.com/2022/09/gma-general-mental-ability.html


Resources

Please check out my website   www.suttong.com

   and see my books on   AMAZON       or  GOOGLE STORE

Also, consider connecting with me on    FACEBOOK   Geoff W. Sutton    

   TWITTER  @Geoff.W.Sutton    

You can read many published articles at no charge:

  Academia   Geoff W Sutton     ResearchGate   Geoffrey W Sutton 

 

 


Thursday, July 8, 2021

Emotional Intelligence EI (aka EQ)

 





Emotional intelligence is the ability to perceive emotional information and apply the information to evaluating, understanding, expressing, and regulating emotions in oneself and others. 

There were four abilities in the 1997 model developed by psychologists John D. Mayer and Peter Salovey:

1.to perceive and appraise emotions accurately

2. to access and evoke emotions when they facilitate cognition

3. to comprehend emotional language and use emotional information

4. to regulate one's own and others emotions to promote growth and well being

Psychologist Daniel J. Goleman expanded this work in a popular book

References

Goleman, D. (2005). Emotional intelligence: Why it can matter more than IQ. New York: Bantam.

Mayer, J.D., Salovey, P. & Caruso, D.R. (2004). Emotional Intelligence: Theory, Findings, and Implications, Psychological Inquiry, 15:3, 197-215, DOI: 10.1207/s15327965pli1503_02

Measuring Emotional Intelligence