Chapter 11- Intelligence

Question 0

Reification

Answer 0

Viewing an abstract, immaterial concept as if it were a concrete thing. (She has an IQ of 120. Referring to an IQ as something 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 ones 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 (g)

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, etc.)

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 Sternberg

Answer 8

Triarchic theory distinguishes and 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. (Tells us which kids need Special Ed)

Question 13

Mental age

Answer 13

A measure of intelligence test performance devised by Binet; the chronological age that most typically correspond to a given level of performance. (9 year olds have a mental age of 8)

Question 14

Lewis Terman

Answer 14

A Stanford university professor, Terman revised bidet’s original IQ test by establishing new age norms and extending the upper end of the tests range from teenagers to “superior adults”. Supports the nature side of the debate.

Question 15

Stanford-Binet

Answer 15

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

Question 16

Intelligence Quotient (IQ)

Answer 16

Defined originally as the ration of a mental age (ma) to chronological age (ca) multiplied by 100 (IQ=ma/ca*100). On contemporary intelligence tests, average score is 100.

Question 17

Aptitude Tests

Answer 17

A test designed to predict a persons future performance; aptitude is the capacity to learn.

Question 18

Achievement Tests

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) sub tests.

Question 20

Standardization

Answer 20

Defining meaningful scores by comparison with the performance of a pretext we 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 are average and few are extreme.

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 (SAT) is designed to predict; 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 the test scores and the criterion behavior.

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 ones genetic makeup.

Question 30

Stereotype Threat

Answer 30

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