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exam 1 Flashcards

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1
Q

Behaviorism (Thorndike)

A

actions indicate thought, things exist that we can’t directly tap but we tap them indirectly

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2
Q

Achievement (past)

A

they have learned more

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3
Q

ability (present)

A

innate ability

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4
Q

aptitude (future)

A

greater learning potential

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5
Q

Four Views of Testing

A

achievement-based approach (Ben Wood), progressive education (John Dewey), IQ folks (Chauncey-Bryant), Education expansionists (George Took)

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6
Q

achievement-based approach

A

Ben Wood - standardized curriculum

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7
Q

IQ Folks

A

Chauncey-Bryant - aptitude tests, those who are best able to profit should lead

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8
Q

education expansionists

A

George Zook - educate more students, tests to identify those in need of remediation

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9
Q

Do we need tests? Should we get ride of tests? PROS

A

able to see who is more intelligent, creative, etc, who should lead or who should we give resources to

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10
Q

Do we need tests? Should we get ride of tests? CONS

A

halo effects, self-fulfilling prophecy, not great assessments

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11
Q

Chinese Civil Service Exam (2200 B.C.E.)

A

oral exams, determines promotion and work evaluation

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12
Q

Greek Testing (428-327 BCE)

A

Plato wrote about Greeks assessing both the intellectual and physical abilities of men when screening for state service.

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13
Q

Ming Dynasty Tests (1368-1644)

A

multistage testing programs

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14
Q

assessment

A

Broad array of evaluative procedures; Rating scales, observations, objective test, projective tests, interest inventories, ability tests, aptitude tests

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15
Q

testing

A

a sample of behavior; one possible evaluative procedure

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16
Q

construct

A

presence is inferred by something you can see

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17
Q

allure of testing

A

ability to see the invisible and predict the future

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18
Q

social functions of testing

A

Tests hold the power to determine the structure of the social order, a project to categorize, sort and route population

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19
Q

the big test (1945)

A

Protestant men of the Eastern seaboard, privately educated, all had access to each other, every group member’s wants were important

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20
Q

Henry Chauncey and James Bryant Conant

A

pushed for development of the SAT, used to enhance democracy of selection + equalize student opportunity

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21
Q

progressive education (John Dewey)

A

liberal-minded, free thinking, no standardized curriculum; ability test for college

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22
Q

History of Testing

A

British learned about Chinese testing system via trading, East India Company copied the system in 1832 as way to select for overseas employment, British civil service selection in 1855 and French, Germans, Americans (1883) follow suit

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23
Q

Sir Francis Galton (1822-1911)

A

Darwin’s cousin - first attempt at systematically measuring intelligence by judging length of objects, determining aspects of weight, distinguishing certain smells

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24
Q

Wilhelm Wundt (1832-1920)

A

set up the first psychological laboratory where subjects were asked to accurately record their cognitive reactions to simple stimuli (experimental and psychophysical approach)

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25
Q

James McKeen Cattell (1860-1944)

A

spent his career looking at individual differences and the idea that intelligence was inherited and could be measured. Many of his ideas were aligned with the eugenics movement (selective breeding)

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26
Q

Jean Equirol (1772-1840)

A

19th century, recognized mental retardation was due to developmental delays & not mental illness

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27
Q

Edouard Seguin (1812-1880)

A

responsible for developing teaching methods for children with intellectual disability, training emphasized sensorimotor activities - precurser of performance IQ

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28
Q

Alfred Binet (1857-1911)

A

Developer of the first test to classify children’s abilities using the concept of mental age, not to identify students at the top - rather to identify and intervene with students at the bottom (education expansionist)

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29
Q

Lewis Terman (1877-1956)

A

Adapted Binet’s tests for use as an intelligence test that reported intelligence as a calculated IQ score.

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30
Q

Robert Yerkes

A

group-admin test used for placing army recruits for WW1 with an efficient way to evaluate intellectual functioning

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31
Q

Army Alpha Test

A

one of the earliest intelligence tests designed by the US army for determining each person’s capability as a soldier, leadership, etc.

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32
Q

Bloom’s Taxonomy

A

Remember, Understand, Apply, Analyze, Evaluate, Create (Red Ugly Animals Always Eat Cake)

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33
Q

Sternberg

A

triarchic theory of intelligence (analytical, creative, practical)

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34
Q

Memory Items

A

recall and/or recognize who, what, when, how

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35
Q

Analytical Items

A

analyze, critique, evaluate, compare and contrast

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36
Q

Creative Items

A

create, imagine, invent or suppose

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37
Q

Practical Items

A

apply and use

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38
Q

Test Construction Error

A

differences in item wording or how content is selected may produce error, produced by variation in items within a test or between different tests

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39
Q

Mistakes in writing items

A
  • Correct choice is longer than the rest
  • CC will be qualified to give it precision
  • CC will be generalized to give wider application
  • CC will not be 1st or last option
  • CC will not be one of the extremes (e.g., numbers)
  • CC will be one of two similar statements
  • CC will be in a sentence bearing familiar or stereotyped phrasing
  • CC will not contain language or technical terms that the student is expected to know
  • CC will not contain extreme words such as “nonsense”
  • CC will not be a flippant remark or unreasonable statement
  • No “all of the above” or “none of the above”
  • No “a and b but not c”
  • Should be grammatically correct
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40
Q

Psychometrics

A

reliability and validity

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41
Q

test-retest reliability

A

using the same test on two occasions to measure consistency

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42
Q

parallel forms reliability

A

used to assess the consistency of the results of two tests constructed in the same way from the same content domain

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43
Q

internal consistency reliability (Lee Cronbach)

A

Reliability assessed with data collected at one point in time with multiple measures of a psychological construct, a measure is reliable when the multiple measures provide similar results - split test into all possible halves and correlate

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44
Q

interrater reliability

A

the amount of agreement in the observations of different raters who witness the same behavior

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45
Q

Consensus Estimate

A

Average two ratings, most common approach

46
Q

consistency estimates

A

Based on correlation - correct for mean differences

47
Q

Measurement estimate

A

determining an approximate measure without making an exact measurement

48
Q

Cronbach’s alpha

A

measure of internal consistency, that is, how closely related a set of items are as a group

49
Q

test reliability

A

the extent to which a test yields a consistent, reproducible measure of performance

50
Q

test validity

A

The accuracy with which a test, interview, and so on measures what it purports to measure or fulfills the function it was designed to fill

51
Q

content-related validity

A

assesses whether a test is representative of all aspects of the construct ex. driving test for license

52
Q

Can have reliability without validity

A

can’t have validity without reliability

53
Q

criterion-related validity

A

Does your instrument correlate with another instrument of measuring the same construct

54
Q

predictive validity

A

The success with which a test predicts the behavior it is designed to predict; it is assessed by computing the correlation between test scores and the criterion behavior.

55
Q

criterion problem

A

It is impossible to point to any one performance criterion and argue that it is a perfect measure of performance

56
Q

discriminant validity

A

it shows you how well a test measures the concept it was designed to measure.

57
Q

Rubrics

A

rating scales that express criteria for assessing essay or portfolio content

58
Q

Flynn effect

A

The rise in average IQ scores that has occurred over the decades in many nations

59
Q

Norming

A

administering a test to a large population so data can be collected to reference the normal scores for a population and its groups

60
Q

4 major approaches to measuring creativity

A

creative process, person, products and environment

61
Q

creative process

A

The step-by-step procedure used to discover original ideas and reorganize existing concepts in new ways

62
Q

creative person

A

someone who uses imagination and experiments with new ideas

63
Q

social-personality approaches

A

Correlations of traits - self-efficacy, attraction to complexity, tolerance for ambiguity, etc.

64
Q

creative person through products

A

Measuring number of products produced (Simonton’s Procedure)

65
Q

Simonton’s Model of Age and Creative Production

A

how many works produced shows how creative you are, plot the # of creative works produced at 5 year intervals

66
Q

creative product

A

Emerged in response to validity critiques, products are evaluated by judges

67
Q

creative environment

A

Conditions that stimulate creativity, Freedom, sufficient resources, supervisory encouragement

68
Q

industrial-organizational psychology

A

the application of psychological concepts and methods to optimizing human behavior in workplaces

69
Q

4 dimensions of divergent thinking (guilford)

A

Fluency, flexibility, originality, elaboration

70
Q

Guilford’s test of divergent thinking

A

attempt to measure creativity by testing divergent thinking: attempting to produce as many creative answers to a question as possible

71
Q

4 C’s (Beghetto and Kaufman)

A

mini c, little c, pro c, big c

72
Q

mini c

A

Personally meaningful (4th grade project)

73
Q

little c

A

The average person thinks it’s creative

74
Q

pro c

A

achieve professional level expertise in any creative area

75
Q

big c

A

Eminent, world-changing creations

76
Q

social intelligence

A

the know-how involved in comprehending social situations and managing oneself successfully

77
Q

emotional intelligence

A

the ability to perceive, understand, manage, and use emotions

78
Q

Bennett’s Model of Intercultural Sensitivity

A

Denial: no interest in cultures beyond their own
Defense: believe their culture is better
Minimization: acknowledge minimal differences (food, clothing) but not deeper
Acceptance: recognize there are differences may not always understand but seek to
Adaptation: empathy or compassionate
Integration: move in and out of different perspectives

79
Q

intercultural competence

A

the ability to communicate appropriately, effectively, and ethically with people from diverse backgrounds

80
Q

norm-referenced tests

A

Tests where a student’s performance is compared with a norm group, or a representative sampling students similar to the student

81
Q

criterion-referenced test

A

Individual’s performance is measured against mastery of curriculum criteria rather than other students

82
Q

renorming

A

scaled scores since people get smarter

83
Q

Florence Goodenough

A

Developed the “Draw-a-Man Test” of nonverbal intelligence for children

84
Q

intelligence

A

capacity to adapt to the environment and profit from experience

85
Q

eugenics

A

improve the human race through selective breeding

86
Q

Edward Boring

A

intelligence is what is measured by IQ tests

87
Q

Karl Pearson

A

developed the product-moment correlation technique

88
Q

Spearman’s g (1904)

A

General intelligence: if skilled in one area, skilled in others as well. Idea that skills cluster

89
Q

Cattell-Horn Gf-Gc Theory

A

(gf) fluid ability, ability to learn
(gc) crystallized ability, knowledge gained via experience

90
Q

Fluid Ability (Gf)

A

Reasoning, problem solving, learning

91
Q

crystallized intelligence (Gc)

A

Knowledge and skills gained through experience and education; gc tends to increase over the life span.

92
Q

Wechsler Model

A

Intelligence consists of full Scale Score (general ability), Verbal and Non-verbal (performance). Four subtests: Verbal Comprehension, Working Memory, Processing Speed, Perceptual Organization

93
Q

Cattle-Horn-Carroll (CHC) theory

A

the theory that our intelligence is based on g as well as specific abilities, bridged by Gf and Gc

94
Q

Cattle-Horn-Carroll (CHC) theory

A

the theory that our intelligence is based on g as well as specific abilities, bridged by Gf and Gc

95
Q

WAIS (Wechsler Adult Intelligence Scale)

A

most widely used intelligence test; contains verbal and performance subtests

96
Q

multiple intelligences

A

idea that people vary in their ability levels across different domains of intellectual skill, i.e., savants, brain damaged patients etc

97
Q

savants

A

people of low intelligence who have an extraordinary ability

98
Q

triarchic theory of intelligence

A

Sternberg’s theory that there are three kinds of intelligence: analytical, creative, and practical

99
Q

Gardner’s Theory of Multiple Intelligences

A

linguistic, logical-mathematical, musical, visual-spatial, bodily-kinesthetic, interpersonal, and intrapersonal

100
Q

Paul Ekman

A

emotion; found that facial expressions are universal

101
Q

tacit knowledge

A

Knowledge contained in people’s heads

102
Q

practical intelligence

A

the ability to use information to get along in life and become successful

103
Q

instrument development

A

using qualitative data to construct quantitative instruments; comply, consult, confer, avoid, delegate, legislate, retaliate

104
Q

R. Cattell

A

divided intelligence into fluid intelligence and crystallized intelligence and looked at how they change throughout the lifespan

105
Q

Wissler

A

First to show that sensory processing was not indicative of intelligence

106
Q

culture and intelligence

A

what is viewed as intelligent varies by culture

107
Q

model 1 (‘g’)

A

intelligence is the same everywhere, therefore we can use the same tests everywhere (argue ravens and PR are culture-free)

108
Q

model 2 (interpret)

A

intelligence depends on culture but we can use the same instruments to measure intelligence, just interpret results differently

109
Q

model 3 (emic)

A

structure of intelligence is the same everywhere but we muse use culturally sensitive measures

110
Q

model 4 (relative)

A

intelligence depends on culture, nothing about intelligence is the same across cultures

111
Q

James McKeen Cattell

A

founded the psychological corporation in 1921, the first to apply psychology to business and industry, coined term “mental tests”

psych measurement (2 decks)

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