Chapter 9 - Intelligence and Its Measurement

Question 1

Alerting Response

Answer 1

a

Question 2

Assimilation

Answer 2

In Piagetian theory, one of two basic mental operations through which humans learn, this one involving the active organization of new information into what is already perceived, known, and thought; contrast with accomodation.

Question 3

Ceiling Effect

Answer 3

Diminished utility of a tool of assessment in distinguishing testtakers at the high end of the ability, trait, or other attribute being measured.

Question 4

CHC model

Answer 4

a

Question 5

Cross-Battery Assessment

Answer 5

Evaluation that employs tests from different test batteries and entails interpretation of data from specified tests to provide a comprehensive assessment.

Question 6

Crystallized Intelligence

Answer 6

In Cattell’s two-factor theory of intelligence, acquired skills and knowledge that are highly dependent on formal and informal education; contrast with fluid intelligence.

Question 7

Culture-Fair Intelligence Test

Answer 7

A test or assessment process designed to minimize the influence of culture on various aspects of the evaluation procedures, such as the administration instructions, the item content, the responses required of the testtaker, and the interpretations made from the resulting data.

Question 8

Culture-Free Intelligence Test

Answer 8

In psychometrics, the ideal of a test that is devoid of the influence of any particular culture and therefore does not favor people from any culture.

Question 9

Culture Loading

Answer 9

An index of the magnitude to which a test incorporates the vocabulary, concepts, traditions, knowledge, and feelings associated with a particular culture.

Question 10

Emotional Intelligence

Answer 10

A popularization of aspects of Gardner’s theory of multiple intelligences, with emphasis on the notions of interpersonal and intrapersonal intelligence.

Question 11

Factor-Analytic Theories (of Intelligence)

Answer 11

a

Question 12

Fluid Intelligence

Answer 12

In Cattell’s two-factor theory of intelligence, nonverbal abilities that are relatively less dependent on culture and formal instruction; contrast with crystallized intelligence.

Question 13

Flynn Effect

Answer 13

“Intelligence inflation”; the fact that intelligence measured using a normed instrument rises each year after the test was normed, usually in the absence of any academic dividend.

Question 14

g (factor of intelligence)

Answer 14

In Spearman’s two-factor theory of intelligence, the general factor of intelligence; also, the factor that is measured to greater or lesser degrees by all tests of intelligence; contrast with s factor and group factors.

Question 15

Gf and Gc

Answer 15

Fluid-crystallized intelligence as described in the Cattell-Horn model, Caroll’s three-stratum theory, and other models.

Question 16

Giftedness

Answer 16

Performance that is consistently remarkable in any positively valued area.

Question 17

Group Factors

Answer 17

According to Spearman, factors common to a group of activities indicating intelligence, such as linguistic, mechanical, or arithmetic abilities.

Question 18

Hierarchical Model

Answer 18

A term usually applied to a theoretical model organized into two or more layers, with each layer subsumed by or incorporated in the preceding layer; for example, Caroll’s three-stratum theory of cognitive abilities is a hierarchical model with g as the top layer followed by two layers of cognitive abilities and processes.

Question 19

Information-Processing Theories (of Intelligence)

Answer 19

A way of looking at intelligence that focuses on how information is processed rather than what is processed.

Question 20

Intelligence

Answer 20

A multifaceted capacity that manifests itself in different ways across the life span but in general includes the abilities and capacities to acquire and apply knowledge, to reason effectively and logically, to exhibit sound judgment, to be perceptive, intuitive, mentally alert, and able to find the right words and thoughts with facility, and to be able to cope with and adjust to new situations and new types of problems.

Question 21

Interactionism

Answer 21

The belief that heredity and environment interact to influence the development of one’s mental capacity and abilities.

Question 22

Interpersonal Intelligence

Answer 22

In Gardner’s theory of multiple intelligences, the ability to understand other people, what motivates them, how they work, and how to work cooperatively with them; contrast with intrapersonal intelligence.

Question 23

Intrapersonal Intelligence

Answer 23

In Gardner’s theory of multiple intelligences, a capacity to form accurate self-perceptions, to discriminate accurately between emotions, and to be able to draw upon one’s emotions as a means of understanding and an effective guide; contrast with interpersonal intelligence.

Question 24

Maintained Abilities

Answer 24

In the Cattell-Horn model of intelligence, cognitive abilities that do not decline with age and tend to return to pre-injury levels after brain damage; contrast with vulnerable abilities.

Question 25

Mental Age

Answer 25

An index, now seldom used, that refers to the chronological age equivalent of one’s performance on a test or subtest; derived by reference to norms indicating the age at which most testtakers can pass or meet some performance criterion with respect to individual or goups of items.

Question 26

Nominating Technique

Answer 26

A method of peer appraisal in which members of a class, team, work unit, or other type of group are asked to select (or nominate) people in response to a question or statement.

Question 27

Parallel Processing

Answer 27

Also called simultaneous processing; based on Luria’s writings, a type of information processing whereby information is integrated and synthesized all at once and as a whole; contrast with successive processing.

Question 28

PASS Model

Answer 28

Information-processing model developed by Luria; PASS stands for planning, attention, simultaneous, and successive.

Question 29

Predeterminism

Answer 29

The doctrine that one’s abilities are predetermined by genetic inheritance and that no amount of learning or other intervention can enhance what is genetically coded to unfold.

Question 30

Preformationism

Answer 30

The doctrine that all living organisms are preformed at birth and that intelligence, much like other preformed “structures,” cannot be improved upon by environmental intervention.

Question 31

Psychoeducational Assessment

Answer 31

Psychological evaluation in a school or other setting, usually conducted to diagnose, remedy, or measure academic or social progress or to otherwise enrich a student’s education.

Question 32

Schema

Answer 32

In Piagetian theory, an action or mental structure that, when applied to the world, leads to knowing or understanding.

Question 33

Schemata

Answer 33

The plural of schema, as in “Infants are born with several simple schemata, including sucking and grasping.”

Question 34

Sequential Processing

Answer 34

Also referred to as successive processing; based on Luria’s writings, a type of information processing whereby information is processed in a sequential, bit-by-bit fashion and arranged and rearranged until it is logical; contrast with simultaneous processing.

Question 35

s factor (of intelligence)

Answer 35

a

Question 36

Simultaneous Processing

Answer 36

Also called parallel processing; based on Luria’s writings, a type of information processing whereby information is integrated and synthesized all at once and as a whole; contrast with successive processing.

Question 37

Successful Intelligence

Answer 37

A cross-cultural conception of intelligence gauged by the extent to which one effectively adapts, shares, shapes, and selects environments in a way that conforms to both personal and societal standards of success.

Question 38

Successive Processing

Answer 38

Also referred to as sequential processing; based on Luria’s writings, a type of information processing whereby information is processed in a sequential, bit-by-bit fashion and arranged and rearranged until it is logical; contrast with simultaneous processing.

Question 39

Temperament

Answer 39

With reference to personality assessments of infants, the distinguishing manner of the child’s observable actions and reactions.

Question 40

“Termites”

Answer 40

Humorous reference to gifted children who participated in Lewis M. Terman’s study of intelligence initiated in 1916.

Question 41

Three-Stratum Theory of Cognitive Abilities

Answer 41

John B. Carroll’s conception of mental abilities and processing classified by three levels or strata, with g at the broadest level followed by eight abilities or processes at the second level and a number of more narrowly defined abilities and processes at the third level.

Question 42

Two-Factor Theory of Intelligence

Answer 42

Spearman’s theory of general intelligence, which postulates the existence of a general intellectual ability factor (g) that is partially tapped by all other mental abilities.

Question 43

Verbal, Perceptual, and Image Rotation (VPR) Model

Answer 43

A hierarchical model of the structure of mental abilities, with a g factor that contributes to verbal, perceptual, and image rotation abilities in addition to eight more specialized abilities.

Question 44

Vulnerable Abilities

Answer 44

In the Cattell-Horn model of intelligence, cognitive abilities that decline with age and that do not return to pre-injury levels after brain damage; contrast with maintained abilities.

Question 45

Accomodation

Answer 45

In Piagetian theory, one of two basic mental operations through which humans learn, this one involving change from what is already known, perceived, or thought to fit with new information (contrast with assimilation).