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PSYCH 2010 > Chapter 8 // Intelligence and Psychological Testing > Flashcards

Chapter 8 // Intelligence and Psychological Testing Flashcards

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1
Q

Measures general mental ability.

A

Intelligence Tests

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2
Q

Measure specific types of mental abilities (Examples: verbal reasoning, perceptual speed, accuracy, etc.).

A

Aptitude Tests

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3
Q

Measure a person’s mastery and knowledge of various subjects (Example: reading English, history, etc.).

A

Achievement Tests

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4
Q

Measure various aspects of personality (Examples: motives, interests, values, and attitude tests).

A

Personality Tests

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5
Q

Louis Thurstone’s Seven Clusters of Mental Abilities

A
  1. Verbal Comprehension
  2. Word Fluency
  3. Number Facility
  4. Spatial Visualization-
  5. Associative Memory
  6. Perceptual Speed
  7. Reasoning
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6
Q

Uniform procedures used in the administration and scoring of a test; provide information abut where a score on a psychological test ranks in relation to other scores on that test (indicates the percentage of people who score at or below the score one has obtained).

A

Standardization/Norms

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7
Q

Measurement of consistency of a test or to other kinds of measurement techniques. Correlation Coefficient: a numerical index of the degree of relationship between two variables (closer to +1.00 the more reliable the test is).

A

Reliability

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8
Q

Ability of a test to measure what it was designed to measure- refers to accuracy of inferences or decisions based on test.

A

Validity

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9
Q

The degree to which the content of a test is representative of the domain it’s supposed to cover.

A

Content Validity

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10
Q

Estimated by correlating subjects’ scores on a test with their scores on an independent criterion (another measure) of the trait assessed by the test).

A

Criterion-Related Validity

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11
Q

The extent to which evidence shows that a test measures a particular hypothetical construct.

A

Construct Validity

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12
Q
  • Intelligence is governed by heredity (nature)
  • Success runs in families
  • Coined phrase “Nature vs. Nurture”
  • Wrote “Hereditary Genius” (1869)
A

Galton—Hereditary Genius

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13
Q
  • First mental intelligence test (1905)
  • Designed tests for schools in France for students
  • Mental Age: indicated that he/she displays the mental ability typical of a child of that age
  • Intelligence increased with development (Nurture)
A

Binet—Mental Age

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14
Q
  • Revised Binet tests (1916)
  • Intelligence quotient (IQ): a child’s mental age divided by chronological age, multiplied by 100
  • Makes it possible to compare children of different ages
A

Terman—Standford-Binet Lamp; IQ

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15
Q
  • Improved IQ tests for adults

- Idealized verbal and nonverbal IQ’s

A

Wechsler—WAIS

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16
Q

Information, comprehension, arithmetic, similarities, digit span, vocabulary.

A

Verbal Scale

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17
Q

Digit symbol, picture completion, block design, picture arrangement, object assembly

A

Performance Scale

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18
Q

Know how to compute an IQ score if you are the mental age and chronological age of a child. Table 9.1.

A

A child’s mental age DIVIDED by chronological age MULTIPLIED by 100.

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19
Q

Know the importance of the normal distribution and its effect on the classification of intelligence and retardation levels (Figure 9.7)

A

Many characteristics are distributed in a pattern represented by this bell-shaped curve. The horizontal axis shows how far above or below the mean a score is (measured in plus or minus standard deviations).
The vertical axis is used to graph the number of cases obtaining each score. In a normal distribution the cases are distributed in a fixed pattern (68.2% ball between +1 and -1 standard deviations)
Modern IQ scores indicate where a person’s measured intelligence falls in the normal distribution
- Make the test scores easier to compare
- 3 SD below the mean is retarded
- 2 SD below the mean is borderline
- 2 SD above the mean is superior
- 3 SD above the mean is gifted

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20
Q

Education Possible: sixth grade (maximum) by late teens; special education helpful.
Life Adaptation Possible: can be self- supporting in nearly normal fashion if environment is stable and supportive; may need help with stress

A

Mild Retardation: Mild

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21
Q

Education Possible: second to fourth grade by late teens; special education necessary. Life Adaptation Possible: can be semi-independent in sheltered environment; needs help with even mild stress

A

Mild Retardation: Moderate

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22
Q

Education Possible: limited speech, toilet habits, and so forth with systematic training. Life Adaptation Possible: can help contribute to self-support under total supervision

A

Mild Retardation: Severe

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23
Q

Education Possible: little or no speech; not toilet-trained; relatively unresponsive to training.
Life Adaptation Possible: requires total care.

A

Mild Retardation: Profound

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24
Q

Be able to define giftedness and understand its implications.

A
  • Rarer giftedness makes lasting contributions to the world
  • Depends on 3 factors in the individual (high intelligence, high creativity, high motivation)
  • Drudge Theory of Exceptional Achievement (eminence primarily or partially relies up dogged determination/endless practice/outstanding mentoring and training)
  • Quality training, monumental effort and perseverance are crucial factors in greatness
  • Children who fall in the top 2-3% of the IQ scale
  • Above average in height, weight, social maturity
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25
Q

Can determine only whether genetic influence on a trait is plausible, not whether it is certain.

A

Family Studies

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26
Q

The rationale for twin studies is that both identical and fraternal twins normally develop under similar environmental conditions. Identical twins are closer related in intelligence than fraternal twins (supports idea intelligence is inherited)

A

Twin Studies

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27
Q

If adopted children resemble their biological parents in intelligence even though they were not reared by these parents, this finding supports the genetic hypothesis.

A

Adoption Studies

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28
Q

An estimate of the proportion of trait variability in a population that is determined by variations in genetic inheritance. A heritability estimate is a group statistic based on studies of trait variability within a specific group. A heritability estimate cannot be applied meaningfully to individuals. A specific trait’s heritability may vary from one group to another depending on a variety of factors.

A

Heritability Estimates/Heritability Ratio

29
Q

Research with adopted children provides useful evidence about the impact of experience. Example: adopted children show some resemblance to their foster parents in IQ, this similarity is usually attributed to the fact that their poster parents shape their environment.

A

Adoption Studies

30
Q

If environment affects intelligence, child who are raised in substandard circumstances should experience a gradual decline in IQ as they grow older. This cumulative deprivation hypothesis was tested and researchers studied children consigned to understaffed orphanages and child raised in poverty- investigators did find that environmental deprivation led to the predicted erosion in IQ scores.

A

Deprived and Enriched Environment

31
Q

People taken out of disadvantaged neighbourhoods and put in nice places have seen an increase in IQ score.

A

Home and Schooling Effects

32
Q

IQ performance has been rising steadily all over the industrialized world since 1930s.

A

Generational change—know the Flynn Effect

33
Q

Understand the nature of the interaction between heredity and the environment.

A

o Genetic endowments influence the experiences that people are exposed to
o Environments influence the degree to which genetic predispositions are realized
o The two react together to influence IQ

34
Q

Know how the reaction range fits into this explanation.

A

Genetically determined limits on IQ depending on genetics and environment.

35
Q

Know the personal application “Understanding Creativity”.

A
  • Intelligence is not the only type of mental ability that psychologists have studied such as creativity (one of the most interesting among them).
  • Creativity: involves the generation of ideas that are original, novel and useful
  • Divergent thinking: thinking that goes off in different directions
  • Convergent thinking: one tries to narrow down a list of alternatives to converge on a single correct answer
  • Divergent thinking: one tries to expand the range of alternatives by generating many possible solutions
36
Q

Know how Howard Gardner tried to expand intelligence into nonacademic areas. Know his 8 types of intelligence.

A
  1. Logical/Mathematical; End-States: scientist, mathematician. Core Components: sensitivity to, and capacity to discern, logical or numerical patterns; ability to handle long chains of reasoning
  2. Linguistic; End-States: poet, journalist. Core Components: sensitivity to the sounds, rhythms, and meanings of words; sensitivity to the different functions of language
  3. Musical; End-States: composer, violinist. Core Components: abilities to produce and appreciate rhythm, pitch, and timbre; appreciation of the forms of musical expressiveness
  4. Spatial; End-States: navigator, sculptor. Core Components: capacities to perceive the visual-spatial world accurately and to perform transformations on one’s initial position
  5. Bodily/Kinesthetic; End-States: dancer, athlete. Core Components: abilities to control one’s body movements and to handle objects skillfully
  6. Interpersonal; End-States: therapist, salesperson. Core Components: capacities to discern and respond appropriately to the moods, temperaments, motivations, and desires of other people
  7. Intrapersonal; End-States: person with detailed, accurate self-knowledge. Core Components: access to one’s own feelings and the ability to discriminate among them and draw upon them to guide behavior; knowledge of one’s own strengths, weaknesses, desires and intelligences
  8. Naturalist; End-States: biologist, naturalist. Core Components: abilities to recognize and categorize object and processes in nature
37
Q
  1. Awareness and control of our own emotions
  2. Good at reading the emotions of others
  3. Good interactive and conflict resolution skills
  4. Ability to delay gratification
  5. Good personal advice
A

Salovey and Mayer’s

38
Q

Know Sternberg’s Three Factors of Intelligence

A

1) Pratical Intelligence
2) Analytical Intelligence
3) Creative Intelligence

39
Q

Dealing with everyday situations- ability to deal effectively with kinds of problems people deal with in everyday life.

A

Pratical Intelligence

40
Q

What intelligence tests now measure- abstract reasoning, evaluation and judgment.

A

Analytical Intelligence

41
Q

Reacting adaptively to new situations; generating useful novel ideas- ability to generate new ideas and be inventive with new problems.

A

Creative Intelligence

42
Q

When a hypothetical, abstract concept is given a name and then treated as if it is a concrete object.

A

Reification

43
Q

Argued that children learn language the same way they learn everything else: through imitation, reinforcement, and other established principles of conditioning.

A

B.F. Skinner’s Behavioural Theory

44
Q

Pointed out that their are infinite number of sentences in a language.

A

Noam Chomsky’s Nativist Theory and the LAD

45
Q

Argue that the language acquisition device concept is awfully vague.

A

Interactionist Theories

46
Q

The acquisition of two languages that use different speech sounds, vocabulary, and grammatical rules.

A

Bilingualism

47
Q

Bilingualism Advantages

A
  • Bilingualism individuals tend to score moderately higher than monolinguals on measures of attention control, working memory capacity, abstract reasoning, and certain types of problem solving.
48
Q

Bilingualism Disadvantages

A
  • Billinguals appear to have a slight handicap in terms of raw language processing speed and verbal fluency
49
Q

Benjamin Whorf’s Linguistic Relativity Hypothesis

A

One’s language determines the nature of one’s thoughts. Different languages lead people to see the world differently.

50
Q

The person must discover the relations among the parts of the problem. The series completion problems and the analogy problems are examples of problems of inducing structure.

A

Problems of Inducing Structure

51
Q

The person must arrange the parts in a way that satisfies some criterion. The parts can usually be arranged in many ways. However, only one or a few of the arrangements form a solution. The string problem and the anagrams fit this category.

A

Problems of Arrangements

52
Q

The person must carry out a sequence of transformations in order to reach a specific goal.

A

Problems of Transformation

53
Q

Information not needed that is a barrier to problem solving.

A

Irrelevant Information (Barrier to Problem Solving)

54
Q

The tendency to perceive an item only in terms of its most common use.

A

Functional Fixedness (Barrier to Problem Solving)

55
Q

Exists when people persist in using problem solving strategies that have worked in the past.

A

Mental Set (Barrier to Problem Solving)

56
Q

Specifying all constraints governing a problem without assuming any constraints that don’t exist.

A

Unnecessary Constraints (Barrier to Problem Solving)

57
Q

Involves trying possible solutions sequentially and discarding those that are in error until one works.

A

Trial and Error (Approaches to Problem Solving)

58
Q

Intermediate steps towards a solution.

A

Forming Subgoals (Approaches to Problem Solving)

59
Q

Use them to make major contributions to effective thinking.

A

Searching for Analogies (Approaches t o Problem Solving)

60
Q

How you solve a problem depends on how you envision it.

A

Changing the Representation of the Problem (Approaches to Problem Solving)

61
Q

Occurs when new solutions surface for a previously unsolved problem after a period of not consciously thinking about the problem.

A

Taking a Break: Incubation Effect (Approaches to Problem Solving)

62
Q

A guiding principle or “rule of thumb” used in solving problems or making decisions.

A

Heuristic

63
Q

Involves making choices under conditions of uncertainty.

A

Risky Decision Making (Heuristics in Judging Probabilities)

64
Q

Involves basing the estimated probability of an event on the ease with which relevant instances come to mind.

A

Availability Heuristic (Heuristics in Judging Probabilities)

65
Q

Involves basing the estimated probability of an event on how similar it is to typical prototype of that event.

A

Representative Heuristic (Heuristics in Judging Probabilities)

66
Q

Thinking to highly of oneself and going with the norms.

A

The Tendency to Ignore Base Rates (Heuristics in Judging Probabilities)

67
Q

Occurs when people estimate that the odds of two uncertain events happening together are greater than the odds of either event happening alone.

A

The Conjunction Fallacy (Heuristics in Judging Probabilities)

68
Q

Treat all Snakes as if they are poisonous.

A

Fast and Frugal Heuristic (Heuristics in Judging Probabilities)

PSYCH 2010 (4 decks)

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