Chapter 12

Question 1

Intelligence (Binet and Simon’s 1905 definition)

Answer 1

A fundamental faculty, the alteration or lack of which is of the upmost importance for practical life.

Question 2

Factor analysis

Answer 2

A statistical procedure that derives a number of underlying factors that may explain the structure of a set of correlations. Led to general and specific intelligence.

Question 3

General intelligence (g)

Answer 3

The part of intelligence that is common to all abilities.

Question 4

Crystallized intelligence

Answer 4

The body of what someone has learned; may continue to increase throughout life.

Question 5

Fluid intelligence

Answer 5

The ability to think flexibly; may increase in youth but levels off as we mature.

Question 6

Education (Spearman)

Answer 6

Literally, drawing out. General intelligence may be the ability to draw out the relationships that apply in a novel situation.

Question 7

Raven Progressive Matrices

Answer 7

A set of problems that constitutes the most widely accepted test of g.

Question 8

Working memory capacity

Answer 8

The theory that working memory capacity and g are closely related.

Question 9

Neural plasticity

Answer 9

Changes in neuronal circuitry often associated with maturation, environmental adaptation, and modulation by experience which may lead to learning and behavioural modification.

Question 10

Dedicated intelligence

Answer 10

Intelligence associated with domain-specific modules that would have evolved to solve recurring problems.

Question 11

Improvisational intelligence

Answer 11

Flexible intelligence that would have evolved to deal with relatively unique, unpredictable problems.

Question 12

Flynn effect

Answer 12

An increase in IQ scores over historical time. May have to do with the fact that the environment is now enriched which enables potential g to become actual g.

Question 13

Intellectual components (Sternberg)

Answer 13

Elementary information processes that operate on internal representations of objects or symbols. (Metacomponents, performance components, knowledge acquisition components).

Question 14

Metacomponents (Sternberg)

Answer 14

Executive processes used in planning, monitoring, and decision-making in task performance.

Question 15

Performance components (Sternberg)

Answer 15

The processes that are used in the execution of a task.

Question 16

Knowledge acquisition components (Sternberg)

Answer 16

Processes concerned with learning and storing new information.

Question 17

Triarchic theory of intelligence

Answer 17

Sternberg’s theory consisting of analytic, practical, and creative intelligence. People aren’t usually high in all three intelligence categories in the Triarchic Theory of Intelligence, but one or two. Many people are higher in different areas of intelligence, some that differ from the norm but they still are intelligent!

Question 18

Analytical intelligence

Answer 18

The ability to solve relatively straightforward problems; considered to be general intelligence.

Question 19

Creative intelligence

Answer 19

The ability to reason using novel concepts and non-entrenched concepts.

Question 20

Entrenched vs. non-entrenched concepts

Answer 20

Entrenched concepts strike us as natural and easy to reason with; whereas non-entrenched concepts strike us as unnatural and difficult to reason with.

Question 21

Practical intelligence

Answer 21

The ability to find problem solutions in real-world, everyday solutions.

Question 22

Multiple intelligences (Gardner)

Answer 22

The hypothesis that intelligence consists not of one underlying ability but of many different abilities. Evidence includes prodigies in certain disciplines but not others, the development of experts in certain fields, and different symbol systems used for representing intelligence.

Question 23

Symbol systems

Answer 23

Different forms of representation, such as drawing, music, and mathematics, that express different forms of intelligence.

Question 24

U-shaped development

Answer 24

The hypothesis that the development of many symbolic forms initially is delightfully pre-conventional, then descends to the merely conventional, but ultimately may achieve the integration of the post-conventional. Think drawing.

Question 25

Ur-song

Answer 25

The hypothetical first song that all children would spontaneously sing.

Question 26

Mid-life crisis of musicians (Bamberger)

Answer 26

As music students become adolescents, they may feel a tension between their increasingly explicit understanding of music and the spontaneous love of music they had as children, leading them to quit.

Question 27

10-year rule

Answer 27

The hypothesis that roughly 10 years of intense practice is necessary in order to become an expert in a domain.

Question 28

Creativity

Answer 28

The production of novel, socially valued products.

Question 29

Problem-finding (Getzels)

Answer 29

The ability to discover new problems, their methods and solutions. A form of creativity.

Question 30

Blind variation (Campbell)

Answer 30

The generation of alternative problem solutions without foresight. We solve problems by just coming up with random solutions and as they evolve, random variations in our solutions occur and they eventually help
us solve the problem we are working on.

Question 31

Chance permutations

Answer 31

Different combinations of mental elements produced according to no set rule.

Question 32

Alternate uses test (Barron)

Answer 32

A test that asks people to list uncommon uses for common objects.

Question 33

Associative hierarchy

Answer 33

The idea that the associations used for problem-solving are arranged in a hierarchy, and that creative people not only have more associations than most, but have them arranged in “flatter” hierarchies; thus they are more likely than most to recognize alternative possibilities.

Question 34

Remote associations test (RAT; Mednick)

Answer 34

A test that asks the participants to come up with a single association to link three apparently unrelated words.