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Psychological Testing & Measurement > Chapter 9: Intelligence and Its Measurement > Flashcards

Chapter 9: Intelligence and Its Measurement Flashcards

1
Q

Intelligence

A

Multifaceted capacity that manifests itself in different ways across the lifespan

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2
Q

Abilities included in Intelligence

A 
Acquire and apply knowledge
Reason logically
Plan effectively
Infer Perceptively
Make sound judgments and solve problems
Grasp and Visualize Concepts
Pay Attention Be Intuitive
Find the right Words and Thoughts with Facility
Cope with, adjust to, and make the most of new situations
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3
Q

Henry Goddard’s Definition of Intelligence

A

The degree of availability of one’s experiences for the solution of his present problems and anticipation of future ones

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4
Q

Strernberg’s Behaviors associated with Intelligence

A

Problem solving ability
Verbal ability
Social Competence

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5
Q

Sir Francis Galton

A

Remembered as the first person to pusblish on the heritability of intelligence, thus framing the contemporary nature-nurture debate; believed that logic, visual acuity or hearing ability are tests of intelligence; Viewed intelligence as a number of distinct processes or abilities that could be assessed only by separate tests

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6
Q

Alfred Binet

A

Components of intelligence: reasoning, judgment, memory, and abstraction; argued that when one solves a particular problem, the abilities used cannot be separated because they interact to produce the solution

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7
Q

David Wechsler

A

Acknowledged complexity of intelligence and its conceptualization as an aggregate or global capacity; added that there are nonintellective factors that must be taken into account; best way to measure global ability was by measuring aspects of several qualitatively differentiable abilities (verbal- or performance-based in nature);

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8
Q

WAIS III

A

Test Data According to: Verbal Comprehension, Working Memory, Perceptual Organization, and Processing Speed

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9
Q

Jean Piaget

A

Intelligence conceived as a kind of evolving biological adaptation to the outside world; process of cognitive development is thought to occur neither solely through maturation nor solely through learning; As a consequence of interaction with the environment, psychological structures become reorganized; unfolding of stages of cognitive development is the result of the interaction of biological factors and learning

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10
Q

Schema

A

Form of cognitive organization or reorganization in a mental structure; refers to an organized action or mental structure that, when applied to the world, leads to knowing or understanding

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11
Q

Schemata

A

Plural of schema

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12
Q

Piaget’s concept of learning

A

Through two basic mental operations: Assimilation and accomodation

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13
Q

Assimilation

A

Actively organizing new information so that it fits in what already is perceived and thought

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14
Q

Accommodation

A

Changing what is already perceived or thought so that it fits with new information

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15
Q

Interactionism

A

Thread running through the theories of Binet, Wechsler, and Piaget; reers to the complex concept by which heredity and environment are presumed to interact and influence the development of one’s intelligence

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16
Q

Factor-Analytic Theories

A

Focus is squarely on identifying the ability or groups of abilities deemed to constitute intelligence

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17
Q

Information-Processing Theories

A

Focus is on identifying the specific mental processes that constitute intelligence

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18
Q

Factor Analysis

A

Group of statistical techniques designed to determine the existence of underlying relationships between sets of variables, including test scores; used to study correlations between tests measuring varied abilities presumed to reflect the underlying attribute of intelligence

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19
Q

Charles Spearman

A

Pioneered new techniques to measure intercorrelations between tests; found that measures of intelligence tended to correlate to various degrees with each other; formalized observations into an influential theory of general intelligence that postulated by the existence of general intellectual ability factor that is partially tapped by all other mental abilities

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20
Q

Two-Factor Theory of Intelligence

A

g represents the portion of the variance that all intelligence tests have in common and the reamining portions of the variance being accounted for either by specific component (s), or by error components (e) of this general factors
High positive correlation with other tests - highly saturated with g
Low or moderate correlation with other tests - viewed as possible measures of specific factors

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21
Q

g

A

The higher the magnitude of g in a test of intelligence, the better the test was thought to predict overall intelligence

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22
Q

Group Factors

A

An intermediate class of factors common to a group of activities but not to all; neither as general as g nor as specific as s (linguistic, mechanical, and arithmetic abilities)

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23
Q

Gardner

A

Described interpersonal intelligence and intrapersonal intelligence as a part of emotional intelligence

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24
Q

Raymond B. Cattell

A

Developed types of cognitive abilities

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25
Q

Crytallized Intelligence

A

Include acquired skills and knowledge that are dependent on exposure to a particular culture as well as on formal and informal education

26
Q

Fluid Intelligence

A

Nonverbal, relatively culture-free, and independent of specific instruction

27
Q

Horn

A

Added several factors to cognitive abilities: Visual Processing, Auditory Processing, Quantitative Processing, Speed of Processing, Facility with Reading and Writing, Short-Term Memory, and Long-Term storage and retrieval

28
Q

Vulnerable Abilities

A

Decline with age and tend not to return to preinjury levels following brain damage

29
Q

Maintained Abilities

A

Tend not to decline with age and may return to preinjury levels following brain damage

30
Q

Three Stratum Theory of Cognitive Abilities

A

Developed by carroll
Top stratum general intelligence (g)
Middle Stratum Eight Abilities and processes (fluid intelligence, crystallized intelligence, general memory and learning, broad visual perception, broad auditory perception, broad retrieval capacity, broad cognitive speediness, processing/decision speed)
Lowest Stratum: level factors and or speed factors each different depending on the second-level stratum to which they are linked;
Heirarchical Model

31
Q

Heirarchical Model

A

All of the abilities listed in a stratum are subsumed by or incorporated in the strata above

32
Q

Cattel-Horn-Carroll Model of Cognitive Abilities

A

Result of modification and reconfiguration of existing models to better fit empirical evidence; gained increasing attention; not initiated by Cattell, Carroll, and Horn

33
Q

Kevin S. McGrew

A

Proposed an integration of the cattell-Horn and carroll models;

34
Q

McGrew-Flannagan CHC Model

A

Features 10 broad-stratum abilities and over 70 narrow stratum abilities with each braod stratum ability subsuming two or more narrow startum abilities; makes no provision for the general intellectual ability factors; model was the product of efforts designed to improve the practice of psychological assessment in education (psychoeducational assessment)

35
Q

Cross-Battery Assessment

A

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

36
Q

Aleksandr Luria

A

Conceptualized intelligence using a different approach; approach focuses on the mechanisms by whihc information is processes; how information is processed, rather than what is processed

37
Q

Information-Processing Styles

A

Simultaneous (Parallel) Processing

Successive (Sequential) Processing

38
Q

Simultaneous (Parallel) Processing

A

Information integrated all at one time; synthesized; information is integrated and synthesized at once and as a whole

39
Q

Successive (Sequential) Processing

A

Each bit of information is individually processed in sequence;

40
Q

Tests that Rely on Simultaneous and Successive Processing

A

Kaufman Assessment Battery for Children II
PASS Model of Intellectual Functioning (Planning,Attention, Simultaneous, Successive)
Cognitive Assessment System

41
Q

PASS Model of Intellectual Functioning

A

Planning - strategy development for problem solving
Attention (Arousal) receptivity to information
Simultaneous/Successive - type of information processing employed

42
Q

Triarchic Theory of Intelligence

A

Developed by Robert Sternberg; Three principal elements: metacomponents, performance components, and knowledge-acquisition components

43
Q

Metacomponents

A

Involved in planning what one is going to do, monitoring what one is doing, and evaluating what one has done upon completion

44
Q

Performance components

A

Administer the instructions of metacomponents

45
Q

Knowledge-acquisition Components

A

Involved in learning how to do something in the first place

46
Q

Mental Age

A

Index that refers to the chronological age equivalent of one’s performance on a test or a subtest; derived by reference to norms that indicate the age at which most testtakers are able to pass or otherwise meet some criterion performance

47
Q

E.L. Thorndike

A

Intelligence can be conceived int erms of three clusters of ability: Social Intelligence (Dealing with People), Concrete Intelligence (Dealing with Objects), and abstract intelligence (Dealing with verbal and mathematical symbols)

48
Q

Nature Vs Nurture

A

Measured intellectual ability represents an interaction between innate ability and environmental influences

49
Q

Preformationism

A

Holds that all living organisms are preformed at birth and therefore cannot be improved upon

50
Q

Predeterminism

A

Doctrine that holds that one’s abilities are predetermined by genetic inheritance and that no amount of learning or ther intervention can enhance what has been genetically encoded to unfold in time

51
Q

Verbal, Perceptual, and Image Rotation (VPR) Model of the structure Mental Abilities

A

Conceived by Wendy Johnson & Associates
Herarchichal model with a g factor that contributes to verbal, perceptual, and image rotation abilities as well as to eight abilities of a mroe specialized nature;

52
Q

Construct Validity of Tests of Intelligence

A

Understand how the test developer defined intelligence;

53
Q

Flynn Effect

A

Developed by James R. Flynn; Flynn presented compelling evidenceof what might term intelligence inflation; Increase in intelligence in not thought to be due to any rise in true intelligence

54
Q

Temperament

A

Defined as the distinguishing manner of the child’s observable actions and reactions

55
Q

Other Issues Which Can Influence Intelligence

A

Personality
Gender
Family Environment
Culture

56
Q

Culture

A

Provides specific models for thinking, acting, and feeling

57
Q

Cuture-Free Intelligence Test

A

Tests designed to separate natural intelligence from instruction by disregarding the degree of instrction which the subject possesses

58
Q

Culture Loading

A

Defined as the extent to which a test incorporates the vocabulary, concepts, traditions, knowledge, and feelings associated with a particular culture

59
Q

Culture-Fair Intelligence Test

A

Test or assessment process designed to minimize the influence of culture with regard to various aspects of the evaluation procedures such as administration instructions, item content, responses required of testtakers, and interpretations made from the resulting data

60
Q

Culture Loading

A

Tends to involve more of a subjective, qualitative, nonnumerical judgment

61
Q

Streetwiseness

A

crossroads of intelligence and personality

Psychological Testing & Measurement (12 decks)

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