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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
Intelligence tests can lead to...?
- false expectations about individual (high and low) | - other factors also affect success
26
"Decisions that have a major impact on a student should not be made on the basis of a single test score"
-standards for education and psychological testing
27
Gardner's Theory of Multiple Intelligences
...
28
Verbal (I)
linguistic- think in words and use language | ex/ author, journalist, speaker
29
Mathematical (II)
think in numbers and equations/formulas | ex/ scientists, engineers, accountants
30
Visual- Spatial (III)
ability to think 3-Dimensionally | ex/architects, artists
31
Bodily- Kinesthetic (IV)
ability to manipulate objects and be physically adept | ex/ surgeons, dancers, athletes, craftsman
32
Musical Skills (V)
sensitivity to pitch, melody, rythm and tone | ex/composer, musicians
33
Interpersonal (VI)
ability to understand and effectively interact with others | ex/ teachers, mental health professionals, sale and marketing
34
Intrapersonal (VII)
ability to understand self | ex/ psychologists, theologicans, philospohers
35
Naturalist (VIII)
ability to observe patterns in nature and human-made systems | ex/ farmers, landscapers, ecologists, botanists
36
Garner's Theory of Multiple Intelligences
- verbal - matematical - spatial - bodily-kin
37
Robert Sternberg Triarchic Theory of Intelligence
three main types - analytical - creative - practical
38
Analytic
ability favored in conventional schools
39
creative
students may be reprimanded or marked down for nonconformist answers (einstein- creative most important, science)
40
practical
students may do better outside school
41
tiarchic theory of intelligence
intelligence consists of three aspects of info processing: - componential elements, experimential, contextual
42
Creativity
ability to think in novel and unusual ways to develop unique solutions
43
Convergent thinking
produces ONE correct answer; characteristic of kind of thinking tested by standardized intelligence tests
44
divergent thinking
produces MANY answers to the same question and is characteristic of creativity
45
characteristics of creative thinkers
- flexibility and playful thinking - inner motivation - willingness to take risks - objective evaluation of work
46
Goleman's Emotional Intelligence
- perceive and express emotions accurately and adaptively - use feelings to facilitate thought - manage emotion in oneself and others
47
Case (UVA forensice research)
lack of emotional control = trouble
48
Culture and Intelligence
cross cultural comparisons problematic | -cultures define intelligence differently
49
Culture bias in testing
culture-fair-tests: intelligence tests intended to not be culturally biased
50
The Chitling Test (formally the Dove counterbalance General Intelligence Test)
designed by adrian dove, AA sociologist (eliminate cultural bias)
51
Tests of Infant Intelligence
used to distinguish normal from abnormal infants
52
Gesell Test
used to distinguish normal from abnormal infants
53
gesell test and four categories of behavior?
-motor -language -adaptive -personal social (combine overall score=DQ(developmental quotient)
54
Bayley Scales of Infant Development (2 to 42 months)
widely used in assessment of infant development
55
three components of Bayley Scale
- mental scale - motor scale - infant behavior profile
56
Do Infant tests correlate with later IQ scores?
- no relationship | - strong relationship in IQ scores at age 6,8 and 9 and scores at age 10
57
age 8 and 10 correlation
.88
58
age 9 and 10 correlation
.90
59
age 10 and 18 correlation
.7
60
Stability and Change in Intelligence
- intelligence test scores can fluctuate dramatically across the early childhood years (not very stable) - children change and adapt
61
What IQ tests dont tell us (J.Horn)
...
62
crystallized intelligence
accumulated information and verbal skills, which increase with age
63
fluid intelligence
ability to reason abstractly, which steadily declines from middle adulthood on
64
Wisdom
expert knowledge about practical aspects of like that permits excellent judgement about important matters
65
Facts about Wisdom
- high levels rare - emerges late adolescence and early adulthood - factors other than age are critical - personality related factors better predictors of wisdom
66
Giftedness
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
Mental Retardation
-condition of limited mental ability
68
Must have all 3 characteristics to be diagnosed with MR
- low IQ on traditional test of intelligence (below 70) - difficulty adapting to everyday life - onset of characteristics by age 18
69
cross-modal transference
ability to identify, using another sense, a stimulus that has previously been experienced only through one sense
70
least restrictive environment
setting most similar to that of children without special needs
71
mainstreaming
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
full inclusion
integration of all students, even those with the most severe disabilities, into regular classes and all other aspects of school and community life
73
mild retardation
50 0r 55 to 70
74
moderate retardation
35 to 40 to 50 or 55
75
sever retardation
20 or 25 to 35 or 40
76
profound retardation
IQ below 20 or 25
77
acceleration
provision of special programs that allow GT to move ahead at their own pace, even if this means skipping to higher grade levels
78
enrichment
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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