Chapter 11

Question 0

Reifiction

Answer 0

viewing an abstract, immaterial concept as if it were a concrete thing. (“She has an IQ of 120,” reifying IQ as a thing someone has)

Question 1

Intelligence

Answer 1

mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations

Question 2

Factor analysis

Answer 2

a statistical procedure that identifies clusters of related items (called factors) on a test; used to identify different dimensions of performance that underlie one’s total score

Question 3

Charles spearman

Answer 3

helped develop factor analysis, believed there is also a general intelligence, or g factor that underlies the various clusters

Question 4

General intelligence

Answer 4

a general intelligence factor that according to Spearman and others underlies specific mental abilities and is therefore measured by every task on an intelligence test

Question 5

L.L. Thurstone

Answer 5

rejected g-factor. Didn’t rank his subjects on a single scale of general aptitude. Argued that factor analysis revealed seven independent mental abilities

Question 6

Howard Gardner

Answer 6

stated that people have specific intellectual potentials, or “intelligences,” each involving a set of problem-solving skills. (Linguistic, Logical-mathematical, Musical, Spatial, Bodily-kinesthetic, Intrapersonal (self), Interpersonal (other people), Naturalist)

Question 7

Savant syndrome

Answer 7

a condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing

Question 8

Robert sternburg

Answer 8

triarchic theory distinguishes three intelligences: analytical (academic problem-solving) intelligence, creative intelligence, and practical intelligence

Question 9

Emotional intelligence

Answer 9

the ability to perceive, understand, manage, and use emotions

Question 10

Creativity

Answer 10

the ability to produce novel and valuable ideas

Question 11

Intelligence tests

Answer 11

​: a method for assessing an individual’s mental aptitudes and comparing them with those of
others, using numerical scores.

Question 12

Alfred Binet

Answer 12

started the modern intelligence-testing movement by developing questions that helped predict children’s future progress in the Paris school system. (determining which students needed to be placed in Special Education classrooms)

Question 13

Mental age

Answer 13

: a measure of intelligence test performance devised by Binet; the chronological age that most typically corresponds to a given level of performance. Thus, a child who does as well as the average 9-year-old is said to have a mental age of 8.

Question 14

Lewis turman

Answer 14

a Stanford University Professor, Terman revised Binet’s original IQ test by establishing new age norms and extending the upper end of the test’s range from teenagers to “superior adults.” Supported the Nature side of the debate

Question 15

Standford-binet

Answer 15

The widely used American revision (by Terman at Stanford University) of Binet’s original intelligence test.

Question 16

Intelligence quotient

Answer 16

defined originally as the ration of mental age (ma) to chronological age (ca) multiplied by 100 (thus, IQ = ma/ca x 100). On contemporary intelligence tests, the average performance for a given age is assigned a score of 100.

Question 17

Aptitude test

Answer 17

a test designed to predict a person’s future performance; aptitude is the capacity to learn.

Question 18

Achievement test

Answer 18

a test designed to assess what a person has learned.

Question 19

Wechsler Adult Intelligence Scale (WAIS)

Answer 19

the WAIS is the most widely used intelligence test; contains verbal and performance (nonverbal)

Question 20

Standardization

Answer 20

defining meaningful scores by comparison with the performance of a pretested standardization group.

Question 21

The flynn effect

Answer 21

intelligence test performance has been improving.

Question 22

Normal curve

Answer 22

the symmetrical bell-shaped curve that describes the distribution of many physical and psychological attributes. Most scores fall near the average, and fewer and fewer scores lie near the extremes

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 alternate forms of the test, or on retesting

Question 24

Validity

Answer 24

the extent to which a test measures or predicts what it is supposed to

Question 25

Content validity

Answer 25

the extent to which a test samples the behavior that is of interest (such as a driving test that samples driving tasks)

Question 26

Criterion

Answer 26

the behavior (such as future college grades) that a test (such as the SAT) is designed to predict; thus, the measure used in defining whether the test has predictive validity

Question 27

Predictive validity

Answer 27

: the success with which a test predicts the behavior it is designed to predict; it is assessed by computing the correlation between test scores and the criterion behavior. (Also called criterion-related validity.)

Question 28

Mental retardation

Answer 28

a condition of limited mental ability, indicated by an intelligence score of 70 or below and difficulty in adapting to the demands of life; varies from mild to profound.

Question 29

Down syndrome

Answer 29

a condition of retardation and associated physical disorders caused by an extra chromosome in one’s genetic makeup.

Question 30

Stereotype threat

Answer 30

a self-confirming concern that one will be evaluated based on a negative stereotype.