7.03 Intelligence Flashcards
the ability to learn from experience, acquire knowledge, and use resources effectively to adapt to new situations and solve problems
intelligence
he theorized that intelligence could be either general or specific; coined the term “g factor”
Charles Spearman
he is a leader in the field of multiple intelligences; argued that intelligence in one aspect does not predict intelligence in others
Howard Gardner
he developed the triarchic theory of intelligence
Robert Sternberg
Robert Sternberg’s three kinds of intelligence
analytical, creative, practical
the ability to break down problems, analyze, problem solve; measured by intelligence tests and academic achievement tests; “book smarts”
Sternberg’s analytical ingelligence
the ability to solve problems in new ways, handle new information, process information automatically
Sternberg’s creative intelligence
the ability to use information in everyday life, be tactful, manipulate situations, apply outside knowledge to one’s benefit; “street smart
Sternberg’s practical intelligence
the first researcher to apply statistical methods to study intelligence, and the first to use surveys and questionnaires to gather data; a support of eugenics
Sir Francis Galton
along with Theodore Simon, he was the first to design an intelligence test to identify students who might need remedial help
Alfred Binet
he developed an intelligence quotient for children, which allowed children to compare intelligence levels of children in different ages
William Stern
he created the Stanford-Binet IQ test for children (as we’ll see later, he also conducted a famous “genius” study)
Lewis Terman
he developed a series of IQ tests for various age groups, including the WAIS-IV for adults
David Wechsler
three requirements for a good IQ test
reliability, validity, standardization
for a test to have __, the scores that it yields must accurately reflect intelligence in real-life situations
validity
ensuring that an intelligence test is the same for a large group of individuals
standardization
for a test to have __, it must produce consistent results each time it is administered to the same individual or group of people
reliability
two ways to ensure an intelligence test is standardized
- ensure consistent administration
- compare test scores to a large, randomly selected sample group’s
average IQ; standard deviation
100; 15
percent of test takers with an IQ between 85 and 115
68%
percent of test takers with an IQ between 70 and 130
95%
type of intelligence that accumulates as we age
crystallized intelligence
type of intelligence that includes our ability to problem solve, learn new skills, and reason abstractly, and which tends to diminish as we age
fluid intelligence
the possibly unavoidable problem whereby
IQ tests tend to reflect, in language, dialect, and content, the culture of those who design them
cultural bias
