Chapter 11

Question 0

A statistical procedure that identifies clusters of related items on a test, used to identify different dimensions of performance that underlie one’s total score

Answer 0

Factor analysis

Question 1

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

Answer 1

Intelligence

Question 2

According to spearman and other underlies specific mental abilities and is therefore measured by every task on an intelligence test

Answer 2

General intelligence

Question 3

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

Answer 3

Reification

Question 4

helped develop factor analysis, believed there is also a general intelligence, or g factor that underlies the various clusters. (The factor approach)

Answer 4

Charles Spearman

Question 5

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

Answer 5

Savant Syndrome

Question 6

rejected g-factor. Didn’t rank his subjects on a single scale of general aptitude. Argued that factor analysis revealed seven independent mental abilities. 7 mental abilities

Answer 6

L.L. Thurstone

Question 7

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)

Answer 7

Howard Gardner

Question 8

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

Answer 8

Robert Sternberg

Question 9

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

Answer 9

Emotional Intelligence

Question 10

​the ability to produce novel and valuable ideas.

Answer 10

Creativity

Question 11

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

Answer 11

Intelligence Tests

Question 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)

Answer 12

Alfred Binet

Question 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.

Answer 13

Mental age

Question 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.

Answer 14

Lewis Terman

Question 15

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

Answer 15

Stanford-Binet

Question 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.

Answer 16

IQ

Question 17

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

Answer 17

Aptitude Tests

Question 18

a test designed to assess what a person has learned

Answer 18

Achievement test

Question 19

most widely used intelligence test; contains verbal and performance (nonverbal) subtests.

Answer 19

Wechsler Adult Intelligence Scale (WAIS)

Question 20

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

Answer 20

Standardization

Question 21

intelligence test performance has been improving

Answer 21

The Flynn effect

Question 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.

Answer 22

Normal Curve

Question 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.

Answer 23

Reliability

Question 24

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

Answer 24

Validity

Question 25

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

Answer 25

Content Validity

Question 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

Answer 26

Criterion

Question 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.)

Answer 27

Predictive Validity

Question 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.

Answer 28

Mental Retardation

Question 29

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

Answer 29

Down Syndrome

Question 30

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

Answer 30

Stereotype Threat