Chapter 10 - Intelligence

Question 1

intelligence

Answer 1

the mental potential to learn from experience, solve problems and us knowledge to adapt to new situations

Question 2

general intelligence (g)

Answer 2

a factor that, according to Spearman and others, underlies specific mental abilities and is therefore measured by every task on an intelligence test, this belief stemmed from his work in factor analysis

Question 3

factor analysis

Answer 3

a statistical procedure identifies clusters of related terms

Question 4

evolutionary familiar situations

Answer 4

marrying and parenting, forming close friendships, and navigating without maps

Question 5

gardner’s multiple intelligences

Answer 5

linguistic, logical, mathematical, musical, spatial (art), bodily-kinaesthetic, intrapersonal (self), interpersonal (others), naturalist, (existential - 9th proposed - ponder large questions about life and death)

Question 6

savant syndrome

Answer 6

a condition in which a person has limited mental ability but is exceptional in a specific skill, such as computation or drawing. 4 in 5 people with this are males and may also have autism

Question 7

sternberg’s three intelligences

Answer 7

analytical (academic problem solving), creative, and practical

Question 8

analytical (academic problem solving) intelligence

Answer 8

intelligence tests that have well-defined problems and a single right answer. this predicts school grades well.

Question 9

creative intelligence

Answer 9

the ability to generate novel ideas

Question 10

practical intelligence

Answer 10

required for everyday tasks that could have many solutions

Question 11

Sternberg + Gardner agree that….

Answer 11

multiple abilities can contribute to life success and differing varieties of giftedness, add spice to life and challenges for education

Question 12

10 year rule

Answer 12

a common ingredient of expert performance in chess, dancing, sports, computer programming, music and medicine is ‘about 10 years of intense, daily practice’. gift of nature with a whole lot of nurture.

Question 13

emotional intelligence

Answer 13

the ability to perceive, understand, manage, and use emotions. these people are socially aware and self aware

Question 14

intelligence tests

Answer 14

assess peoples mental abilities and compares them with others, usually using numerical scores

Question 15

achievement test

Answer 15

to reflect on what you have learned. for example: exams

Question 16

aptitude test

Answer 16

intended to predict your ability to learn a new skill. aptitude is the capacity to learn. for example, an entrance exam

Question 17

mental age

Answer 17

a measure of intelligence test performance devised by Binet; the chronological age that most typically corresponds to a given level of performance

Question 18

Stanford-Binet

Answer 18

the widely used American revision (by Terman at Stanford University) of Binets original intelligence test

Question 19

intelligence quotient (IQ)

Answer 19

a person’s mental age divided by chronological age and multiplied by 100 to get rid of the decimal point. if mental and chronological age is the same their IQ is 100

Question 20

Wechsler Adult Intelligence Scale (WAIS)

Answer 20

and its companion versions for children are the most widely used intelligence tests; contain verbal and performance (nonverbal) subtests. the latest edition has 15 subtests including similarities, vocabulary, block design and letter-number sequencing

Question 21

standardization

Answer 21

defining uniform testing procedures and meaningful scores by comparison with performance of a pretested group

Question 22

normal curve

Answer 22

bell shaped curve that describes the distribution of many physical and psychological attributes. most scores fall near the average.

Question 23

reliability

Answer 23

the extent to which a test yields consistent results, as assessed by the consistency of scores on two halves of the test, on alternative forms of the test or on retesting.

Question 24

validity

Answer 24

the extent to which a test measures or predicts what it promises

Question 25

content validity

Answer 25

the extent to which a test samples the behaviour that is of interest

Question 26

predictive validity

Answer 26

the success with which a test predicts the behaviour it is designed to predict; it is assessed by computing the correlation between test scores and the criteria on behaviour

Question 27

cohort

Answer 27

a group of people sharing a common characteristic, such as from a given time period

Question 28

crystallized intelligence

Answer 28

our accumulated knowledge as reflected in vocabulary and analogies tests- increases up to old age.

Question 29

fluid intelligence

Answer 29

our ability to reason speedily and abstractly, as when solving novel logic problems - decreases during late adulthood

Question 30

intellectual disability (mental retardation)

Answer 30

a condition of limited mental ability, indicated by an intelligence test score of 70 or below and difficulty adapting to the demand of life. people with this have difficulty with conceptual skills, social skills, and practical skills

Question 31

conceptual skills

Answer 31

language, literacy, and concepts of money, time and numbers.

Question 32

social skills

Answer 32

interpersonal skills, social responsibility, and the ability to follow basic rules and laws to avoid being victimized

Question 33

practical skills

Answer 33

daily personal care, occupational skill, travel and health care

Question 34

down syndrome

Answer 34

a condition of mild to severe intellectual disability and associated physical disorders caused by an extra copy of chromosome 21

Question 35

heritability

Answer 35

the proportion of variation among individuals that we can attribute to genes. the heritability of a trait may vary, depending on the range of populations and environments studied

Question 36

bias

Answer 36

a tests validity - on whether it predicts future behaviour only for some groups of test takers

Question 37

stereotype threat

Answer 37

a self-confirming concern that one will be evaluated based on a negative stereotype. this can cause people to be distracted and to perform lower. the target doesn’t t have to believe that they are the stereotype themselves they just have to be aware of the stereotype

Question 38

entity theorists

Answer 38

tend to think that traits are fixed

Question 39

incremental theorists

Answer 39

tend to think that traits are changeable