Chapter 8

Question 0

Factor analysis

Answer 0

Which identifies sets of test items that cluster together, meaning that test-takers who do well on one item in a cluster tend to do well on the others.

Question 1

Psychometric approach

Answer 1

To cognitive development is the basis for the wide variety of intelligence tests available for assessing children’s mental abilities

Question 2

General intelligence

Answer 2

He found that all test items he examined correlated with one another

Question 3

Specific intelligence

Answer 3

The test items were not perfectly correlated

Question 4

Crystallized intelligence

Answer 4

Refers to the skills that depend on accumulated knowledge and experience, good judgement, and mastery of social customs

Question 5

Fluid intelligence

Answer 5

Depends more heavily on basic information-processing skills-the ability to detect relationships among stimuli, the speed with which the individual can analyze information, and the capacity for working memory.

Question 6

Three-stratum theory of intelligence

Answer 6

That elaborates the models represented the structure of intelligence as having three theirs

Question 7

Componential analyses

Answer 7

Of children’s test scores, looking for relationships between aspects of information processing and children’s intelligence test performance

Question 8

Theory of multiple intelligences

Answer 8

Defines intelligence in terms of distinct sets of processing operations that permit individuals to solve problems, create products, and discover new knowledge in a wide range of culturally valued activities.

Question 9

Wechsler intelligence scale for children-iv

Answer 9

Is the fourth edition of a widely used test for 6-through 16-year olds

Question 10

Aptitude tests

Answer 10

Assess an individual’s potential to learn a specialized activity

Question 11

Achievement tests

Answer 11

Aim to assess actual knowledge and skill attainment

Question 12

Developmental quotients

Answer 12

What are used because most infant scores do not tap the same dimension of intelligence assessed in older children

Question 13

Intelligence quotient

Answer 13

Which indicates the extent to which the raw score deviates from the typical performance of same-age individuals

Question 14

Standardization

Answer 14

Giving the test to a large, representative sample and using the results as the standard for interpreting scores

Question 15

Environmental cumulative deficit hypothesis

Answer 15

The negative effects of underprivileged rearing conditions increase the longer children remain in those conditions. As a result, early cognitive deficits lead to more deficits, which become harder to overcome

Question 16

Practical intelligence

Answer 16

Mental abilities apparent in the real world but not in testing situations

Question 17

Stereotype threat

Answer 17

The fear of being judged on the basis of a negative stereotype-can trigger anxiety that interferes with performance

Question 18

Dynamic assessment

Answer 18

An innovation consistent with vygotsky’s zone of proximal development, the adult introduces purposeful teaching into the testing situation to find out what the child can attain with the social support

Question 19

Shared environmental influences

Answer 19

Pervade the general atmosphere of the home and therefore similarly affect siblings living in it

Question 20

Nonshared environmental influences

Answer 20

Make siblings different from one another

Question 21

Creativity

Answer 21

Is the ability to produce work that is original yet appropriate-something that others have not thought of but that is useful in some way

Question 22

Divergent thinking

Answer 22

The generation of multiple and unusual possibilities when faced with a task or problem. Divergent thinking contrasts with convergent thinking

Question 23

Convergent thinking

Answer 23

Which involves arriving at a single correct answer and is emphasized on intelligence tests