Chapter 9 Key Terms, Summary & Review Questions Flashcards
achievement
what someone has already learned, or crystallized intelligence
aptitude
ability to learn, or fluid intelligence
adaptive testing
the range of items used that is adapted to the performance of the individual
crystallized intelligence
acquired skills and knowledge and the ability to apply that knowledge in specific situations
fluid intelligence
power of reasoning, using information, and solving new problems
g
general intellectual ability
intelligence quotient (IQ) tests
procedures that try to predict someone’s performance in school and similar settings
mental age
average age of children who perform as well as a given child
multiple intelligences
unrelated forms of intelligence
Progressive Matrices
the Most Widely Used Culture-Reduced Test
psychometric approach
measurement of individual differences in performance
s
specific intellectual ability
Stanford-Binet IQ test
procedure designed by Binet and Simon and later modified for English speakers by Stanford psychologists
Wechsler Adult Intelligence Scale–Fourth Edition (WAIS–IV)
IQ test originally devised by David Wechsler, and later modified by others
Wechsler Intelligence Scale for Children–Fifth Edition (WISC–V)
IQ test originally devised by David Wechsler, commonly used with children
What evidence did Spearman have for the existence of g?
A-Scores of monozygotic twins correlate highly with each other.
B-Scores on any test of intelligent performance correlate positively with scores on other tests.
C-Children who are identified as intellectually gifted tend to become highly productive adults.
D-On the average, intelligence scores are equal for males and females.
B-Scores on any test of intelligent performance correlate positively with scores on other tests.
On average, how does intelligence change from young adulthood to old adulthood?
A-Both fluid and crystallized intelligence decline.
B-Fluid intelligence declines, but crystallized intelligence remains constant or increases.
C-Fluid intelligence remains constant or increases, but crystallized intelligence declines.
D-Both fluid and crystallized intelligence remain constant or increase.
B-Fluid intelligence declines, but crystallized intelligence remains constant or increases.
Many educators maintain that different children have different learning styles, such as visual learner or auditory learner. What does the evidence say about this proposal?
A-Most children are visual learners and only a few are auditory learners.
B-Most children are auditory learners and only a few are visual learners.
C-About 50% are visual learners and 50% are auditory learners.
D-The research does not support the idea of different styles of learning.
D-The research does not support the idea of different styles of learning.
What evidence would demonstrate the existence of an intellectual ability separate from g?
A-People with this ability do well on all measures of intelligent behavior.
B-People with this ability do not do well in school.
C-The ability predicts some type of intelligent behavior but has a low correlation with the tests that measure g.
C-The ability predicts some type of intelligent behavior but has a low correlation with the tests that measure g.
What was the original purpose of Binet’s first IQ test?
A-to select the brightest students for advanced training
B-to compare the performance of ethnic groups
C-to determine the relationship between intelligence and brain size
D-to identify slow learners who needed special education
D-to identify slow learners who needed special education
Under what circumstances do environmental interventions most strongly promote intellectual development?
A-if they start in early childhood
B-if they take place during school hours
C-if they start during adolescence
if large numbers of children are taught together at the same time
A-if they start in early childhood
Defining intelligence.
Intelligence is difficult to define. Psychological researchers try to measure it, hoping to learn something from the measurements.
g factor.
People’s scores on almost any test of intelligent abilities correlate positively with scores on other tests. The overlap among tests is referred to as g, meaning the general factor in intelligence.
Possible explanations for g.
Many psychologists believe the g factor corresponds to an ability that underlies all kinds of intelligence, such as mental speed or working memory. Another possibility is that different abilities correlate with one another because the same growth factors that promote any one of them also support the others.
Fluid and crystallized intelligence.
Psychologists distinguish between fluid intelligence (reasoning ability) and crystallized intelligence (acquired and practiced skills).
Intelligence as a hierarchy.
The g factor can be subdivided into more specific categories, such as verbal, perceptual, and image rotation; or language, short-term memory, and reasoning.
One or many types of intelligence?
Howard Gardner argued that people have many independent types of intelligence, including social attentiveness, musical abilities, and motor skills. However, so far, no one has demonstrated that different types of intelligence are independent of one another.
IQ tests.
The Stanford-Binet, Wechsler, and other IQ tests were devised to predict the level of performance in school. Culture-reduced tests such as Raven’s Progressive Matrices are more appropriate for people not fluent in English.
Hereditary influences.
Studies of twins and adopted children suggest hereditary influences on individual differences in IQ performance, although no one gene has a major effect.
Environmental influences.
Intellectual development depends on many aspects of the environment, including physical health in early childhood. Extensive interventions can help children’s intellectual development, if started early in life and continued for years.
