Ch 10 - Intelligence

Question 1

bioecological model of intelligence

Answer 1

Ceci’s theory that intelligence is a function of the interactions among innate potential abilities, environmental context, and internal motivation.

Question 2

content validity

Answer 2

the degree to which the content of a test accurately represents what the test is intended to measure.

Question 3

creativity

Answer 3

the ability to produce ideas that are both original and valuable.

Question 4

Down syndrome

Answer 4

an inherited disorder, usually caused by the presence of extra chromosomal material on the twenty-first chromosome, that results in intellectual disability.

Question 5

emotional intelligence

Answer 5

an individual’s ability to perceive, express, assimilate, and regulate emotion.

Question 6

factor analysis

Answer 6

a statistical method for determining whether certain items on a test correlate highly, thus forming a unified set, or cluster, of items.

Question 7

Flynn effect

Answer 7

an observed rise in average IQ scores throughout the world over time.

Question 8

g factor

Answer 8

a theoretical general factor of intelligence underlying all distinct clusters of mental ability; part of Spearman’s two-factor theory of intelligence.

Question 9

heritability

Answer 9

the overall extent to which differences among people are attributable to genes.

Question 10

intellectual disability

Answer 10

term describing individuals who display general intellectual functioning that is well below average and, at the same time, poor adaptive behaviour.

Question 11

intelligence

Answer 11

the ability to learn, to meet the demands of the environment effectively, and to understand and control one’s mental activities.

Question 12

intelligence quotient (IQ)

Answer 12

Terman’s measure of intelligence; the ratio of a child’s mental age to her chronological age, multiplied by 100.

Question 13

mean

Answer 13

the average score in a distribution.

Question 14

median

Answer 14

the score exactly in the middle of a distribution.

Question 15

median age

Answer 15

the intellectual age at which a person is functioning, as opposed to chronological age.

Question 16

metacognition

Answer 16

the ability to understand and control one’s mental activities.

Question 17

mode

Answer 17

the score that occurs most frequently in a distribution.

Question 18

nerve conduction velocity (NCV)

Answer 18

the speed with which electrical impulses are transmitted along nerve fibres and across synapses.

Question 19

Normal distribution

Answer 19

a symmetrical, bell-shaped distribution in which most scores are in the middle, with smaller groups of equal size at either end.

Question 20

predictive validity

Answer 20

the extent to which scores on a particular test successfully predict the things it is supposed to predict.

Question 21

primary mental abilities

Answer 21

seven distinct mental abilities identified by Thurstone as the basic components of intelligence.

Question 22

psychometric approach

Answer 22

an approach to defining intelligence that attempts to measure intelligence with carefully constructed psychological tests.

Question 23

reaction range

Answer 23

the upper and lower level of intelligence or other outcomes made possible by a child’s genetic nature.

Question 24

reliability

Answer 24

the degree to which a test produces the same scores over time.

Question 25

s factor

Answer 25

a theoretical specific factor uniquely tied to a distinct mental ability or area of functioning; part of Spearman’s two-factor theory of intelligence.

Question 26

standardization

Answer 26

the use of uniform procedures in administering and scoring a test.

Question 27

stereotype vulnerability or threat

Answer 27

a phenomenon in which people in a particular group perform poorly because they fear that their performance will conform to a negative stereotype associated with that group.

Question 28

theory of multiple intelligences

Answer 28

theory that there is no single, unified intelligence, but instead several independent intelligences arising from different portions of the brain.

Question 29

triarchic theory of intelligence

Answer 29

Sternberg’s theory that intelligence is made up of three interacting components: internal, external, and experiential components.

Question 30

validity

Answer 30

the extent to which a test accurately measures or predicts what it is supposed to measure or predict.

Question 31

validity coefficient

Answer 31

a correlation coefficient that measures validity by correlating a test score with some external criterion.

Question 32

“Mozart effect”

Answer 32

showed that it wasn’t necessarily the music that was responsible for enhancing the performance on the spatial task, but short-term increases in alertness.

Question 33

Fluid intelligence

Answer 33

involves reasoning, memory and information processing skills and crystallized intelligence comprises the ability to apply knowledge and problem-solving.

Question 34

Thurstone’s “primary mental abilities”

Answer 34

(word fluency, verbal comprehension, perceptual speed, math, reasoning and memory)

Question 35

Gardner’s 8 intelligences

Answer 35

music, spatial, body, interpersonal, and intrapersonal intelligence.

Question 36

Emotional intelligence

Answer 36

(the ability to perceive, express and process emotion) has gained popularity, especially in businesses.

Question 37

Sternberg’s model: three facets

Answer 37

1. Analytic
2. creative
3. practical

Question 38

analytic

Answer 38

abstract reasoning, evaluation and judgement.

Question 39

creative

Answer 39

ability to generate new ideas (Think Steve Jobs!)

Question 40

practical

Answer 40

ability to deal with the hassles of life.

Question 41

Binet-Simon’s mental age

Answer 41

• the ability of a child associated with a particular age
  
  • Binet’s goal was to help children who needed more help at school and as such, needed to measure whether children were performing at the level that was commensurate with their chronological age.

Question 42

Terman’s intelligence quotient (IQ)

Answer 42

• incorporated the concept of mental age, but expanded on it, creating a new IQ measure with this formula: MA/CA x 100.
  
  • refers to mental age divided by chronological age times 100
  • allowed us to compare children of different ages
  • flawed when measuring adult IQ, because adult IQ tends to be stable, but their chronological age keeps increasing
    Terman’s IQ, an aging adult appears to get less intelligent as they age

Question 43

Wechsler

Answer 43

• improved upon this by developing a scoring system whereby IQ is converted into standard deviation scores within a normal distribution
  
  • This means that the average intelligence score is considered to be 100, with a standard deviation of 15.In other words, most IQ scores fall between 85 and 115.

Question 44

Cultural bias in IQ

Answer 44

• most IQ tests are framed from a Western, middle class perspective
  
  • the process of taking timed IQ tests has been considered culturally biased against cultures who don’t practise linear time.

Question 45

heritability coefficient

Answer 45

provides a numeric estimate of how much of a particular trait is due to genetics.

Question 46

Environmental deprivation

Answer 46

(food, safety, love, school opportunities) decreases IQ, but reinstating those needs increases IQ, suggesting environment can impact IQ