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GPSYC 160 > Chapter 8 Intellligence > Flashcards

Chapter 8 Intellligence Flashcards

1
Q

intelligence

A
  • ability to solve problems
  • ability to adapt to and learn everyday experiences
  • includes creativity and interpersonal skills
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2
Q

Mental Ability Tests

A

…

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3
Q

Intelligence (IQ) tests

A
  • takes into account students mental and chronological age

- intellectual potential/ general mental ability (WAIS, WISC, Standard-Binet)

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4
Q

IQ SCORE

A

MA X 100 / CA

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5
Q

Aptitude Tests

A

talent for specific areas of learning (ACT, SAT, GRE)

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6
Q

acheivement

A

previous learning knowledge and mastery of specific subjects (classroom tests)

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7
Q

Standardization

A

uniform of procedures used in the administrations and scoring of a test (instructions, time limits, tables)

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8
Q

norms

A

show where a score ranks in relation to other scores on that particular test

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9
Q

percentiles

A

indicate the percentage of individuals who score below the score you obtained (top score 99th percentile)

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10
Q

Reliability

A

A test’s consistence. A reliable test is one that yields similar results upon repetition of the test (scale- weight- reweigh)

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11
Q

validity

A

ability of a test to measure what is was designed to measure

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12
Q

Sir Francis Galton (late 1800’s)

A
  • believed heredity was basis of intelligence

- father of mental tests

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13
Q

Eugenics (Well-born)

A

-efforts to control reproduction to gradually improve hereditary characteristics of the population!
-upper class have more children and lower no children
(darwin theory of evolution)

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14
Q

Alfred Binet (early 1900)

A
  • devised tests to identify “mentally subnormal children “mentally subnormal children”
  • tried to determine which students would benefit from schooling (schools not free)
  • coined the term “Mental Age (MA)” (individuals level of mental development relative to others
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15
Q

Lewis Terman (stanford) Early 1900’s

A
  • expanded upon Binet’s test
  • stanford binet test (age 2-adult)
  • developed extensive norms
  • normally distributed
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16
Q

Normal Curve and Stanford-Binet IQ Scales

A

mean is 100 with 68.3% of all people falling within 15 points

  • 95% within 30
  • fewer than 3% score below 55 or above 145
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17
Q

David Wechsler (1939)

A

-improved measurement of intelligence in adults

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18
Q

Wechsler Scales

A

WAIS-adult intell scale (17+)
WISC-intell scale for children (6-16)
WPPSI-preschool and primary scale of intell (4-6.5 yrs)
-one “tool” for discovering learning disabilities

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19
Q

Thw Wechsler Scales Test?

A
  • Overall IQ
  • Verbal IQ (6 verbal subscales)
  • Performance IQ (5 performance subscales)
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20
Q

Kaufman Assessment Battery for Children (KABC-II)

A

a childrens intelligence test permitting unusual flexibility in its administration

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21
Q

Group Tests

A

more convenient and economical than individual tests

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22
Q

group tests cannot…?

A
  • establish rapport (relation, connection)

- determine level of anxiety

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23
Q

Uses of Standardized Testing

A
  • provide external indicators against which schools can rate their performance (SOL’s)standard of learning
  • measure students performance against a FIXED goal
  • comparison of actual and expected student performance
  • track growth over time
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24
Q

What Intelligence Tests show?

A
  • substantial correlation with school performance

- moderate to low correlation with work performance (real world)

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25
Q

Intelligence tests can lead to…?

A
  • false expectations about individual (high and low)

- other factors also affect success

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26
Q

“Decisions that have a major impact on a student should not be made on the basis of a single test score”

A

-standards for education and psychological testing

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27
Q

Gardner’s Theory of Multiple Intelligences

A

…

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28
Q

Verbal (I)

A

linguistic- think in words and use language

ex/ author, journalist, speaker

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29
Q

Mathematical (II)

A

think in numbers and equations/formulas

ex/ scientists, engineers, accountants

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30
Q

Visual- Spatial (III)

A

ability to think 3-Dimensionally

ex/architects, artists

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31
Q

Bodily- Kinesthetic (IV)

A

ability to manipulate objects and be physically adept

ex/ surgeons, dancers, athletes, craftsman

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32
Q

Musical Skills (V)

A

sensitivity to pitch, melody, rythm and tone

ex/composer, musicians

33
Q

Interpersonal (VI)

A

ability to understand and effectively interact with others

ex/ teachers, mental health professionals, sale and marketing

34
Q

Intrapersonal (VII)

A

ability to understand self

ex/ psychologists, theologicans, philospohers

35
Q

Naturalist (VIII)

A

ability to observe patterns in nature and human-made systems

ex/ farmers, landscapers, ecologists, botanists

36
Q

Garner’s Theory of Multiple Intelligences

A
  • verbal
  • matematical
  • spatial
  • bodily-kin
37
Q

Robert Sternberg Triarchic Theory of Intelligence

A

three main types

  • analytical
  • creative
  • practical
38
Q

Analytic

A

ability favored in conventional schools

39
Q

creative

A

students may be reprimanded or marked down for nonconformist answers (einstein- creative most important, science)

40
Q

practical

A

students may do better outside school

41
Q

tiarchic theory of intelligence

A

intelligence consists of three aspects of info processing: - componential elements, experimential, contextual

42
Q

Creativity

A

ability to think in novel and unusual ways to develop unique solutions

43
Q

Convergent thinking

A

produces ONE correct answer; characteristic of kind of thinking tested by standardized intelligence tests

44
Q

divergent thinking

A

produces MANY answers to the same question and is characteristic of creativity

45
Q

characteristics of creative thinkers

A
  • flexibility and playful thinking
  • inner motivation
  • willingness to take risks
  • objective evaluation of work
46
Q

Goleman’s Emotional Intelligence

A
  • perceive and express emotions accurately and adaptively
  • use feelings to facilitate thought
  • manage emotion in oneself and others
47
Q

Case (UVA forensice research)

A

lack of emotional control = trouble

48
Q

Culture and Intelligence

A

cross cultural comparisons problematic

-cultures define intelligence differently

49
Q

Culture bias in testing

A

culture-fair-tests: intelligence tests intended to not be culturally biased

50
Q

The Chitling Test (formally the Dove counterbalance General Intelligence Test)

A

designed by adrian dove, AA sociologist (eliminate cultural bias)

51
Q

Tests of Infant Intelligence

A

used to distinguish normal from abnormal infants

52
Q

Gesell Test

A

used to distinguish normal from abnormal infants

53
Q

gesell test and four categories of behavior?

A

-motor
-language
-adaptive
-personal social
(combine overall score=DQ(developmental quotient)

54
Q

Bayley Scales of Infant Development (2 to 42 months)

A

widely used in assessment of infant development

55
Q

three components of Bayley Scale

A
  • mental scale
  • motor scale
  • infant behavior profile
56
Q

Do Infant tests correlate with later IQ scores?

A
  • no relationship

- strong relationship in IQ scores at age 6,8 and 9 and scores at age 10

57
Q

age 8 and 10 correlation

A

.88

58
Q

age 9 and 10 correlation

A

.90

59
Q

age 10 and 18 correlation

A

.7

60
Q

Stability and Change in Intelligence

A
  • intelligence test scores can fluctuate dramatically across the early childhood years (not very stable)
  • children change and adapt
61
Q

What IQ tests dont tell us (J.Horn)

A

…

62
Q

crystallized intelligence

A

accumulated information and verbal skills, which increase with age

63
Q

fluid intelligence

A

ability to reason abstractly, which steadily declines from middle adulthood on

64
Q

Wisdom

A

expert knowledge about practical aspects of like that permits excellent judgement about important matters

65
Q

Facts about Wisdom

A
  • high levels rare
  • emerges late adolescence and early adulthood
  • factors other than age are critical
  • personality related factors better predictors of wisdom
66
Q

Giftedness

A

above average intelligence (IQ of 130 or higher), or superior talent in a specific area

  • precocity (master an area before peers)
  • march to their own drummer
  • passion to master (driven)
67
Q

Mental Retardation

A

-condition of limited mental ability

68
Q

Must have all 3 characteristics to be diagnosed with MR

A
  • low IQ on traditional test of intelligence (below 70)
  • difficulty adapting to everyday life
  • onset of characteristics by age 18
69
Q

cross-modal transference

A

ability to identify, using another sense, a stimulus that has previously been experienced only through one sense

70
Q

least restrictive environment

A

setting most similar to that of children without special needs

71
Q

mainstreaming

A

educational approach in which exceptional children are integrated as much as possible into the traditional educational system and are provided with a broad range of educational alternatives

72
Q

full inclusion

A

integration of all students, even those with the most severe disabilities, into regular classes and all other aspects of school and community life

73
Q

mild retardation

A

50 0r 55 to 70

74
Q

moderate retardation

A

35 to 40 to 50 or 55

75
Q

sever retardation

A

20 or 25 to 35 or 40

76
Q

profound retardation

A

IQ below 20 or 25

77
Q

acceleration

A

provision of special programs that allow GT to move ahead at their own pace, even if this means skipping to higher grade levels

78
Q

enrichment

A

approach whereby GT students kept in grade level but enrolled in special programs and given individual activities to allow greater depth of study

GPSYC 160 (10 decks)

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