MIDTERM II CHAPTER 10 Flashcards
The ability to acquire knowledge, to think and reason effectively, and to deal adaptively with the environment
Intelligence
Two assumptions of Binet about intelligence
1) mental abilities develop w/ age
2) rate at which people gain mental competence is a characteristic and is fairly constant
Result of Binet’s test
Mental age
What is IQ?
Intelligence Quotient (IQ) = (mental age/chronological age) x 100
Statistical study of psychology
Psychometrics
Statistical technique which reduces a large number of measures to a smaller number of clusters/ factors with each clusters containing variables that correlate highly with one another but less highly with variables in other clusters
Factor analysis
Determines partly the intellectual performance of a person
G factor (general intelligence)
Human mental performance depends not on a general factor but on seven distinct abilities called:
Primary Mental Abilities
Ability to apply perviously acquired knowledge to current problems
Crystallized intelligence
Ability to deal with novel problem-solving situations for which personal experience does not provide solutions
Fluid intelligence
Good measures of crystallized intelligence
Vocabulary test and information tests
Establishes three levels of mental skills - general, broad and narrow
Three Stratum Theory of Cognitive Abilities
Explore the specific information processing and cognitive processes that underlie intellectual ability
Cognitive process theories
Addresses both psychological processes involved in intelligent behaviour and the diverse forms that intelligence can take
Triarchic theory of intelligence
The higher order processes used to plan and regulate task performance
Metacomponents
Actual mental processes used to perform task
Performance components
Allow us to learn from our experiences,s tore info in memory and combine new insights with previously acquired info
Knowledge acquisition components
Academically-oriented problem-solving skills measured by traditional intelligence test
Analytical intelligence
Skills needed to cope with everyday demands and to manage oneself and other people effectively
Practical intelligence
Comprises the mental skills needed to deal adaptively with novel problems
Creative intelligence
Involves the ability to read other’s emotions accurately, to respond to them appropriately, to motivate oneself
Emotional intelligence
Four components of emotional intelligence
Perceiving emotions
Using emotions to facilitate thoughts
Understanding emotions
Managing emotions
Designed to find out how much students have learned so far in their lives
Achievement test
Contains novel puzzle-like problems that presumably go beyond prior learning and are thought to measure the applicants potential for future learning and performances
Aptitude test
Method for measuring individual differences related to some psychological concept or construct, based on as sample of relevant behaviour in a scientifically designed and controlled situation
Psychological test
Refers to the consistency of measurement
Reliability
Assessed by administering the measure to the same group of participants on two or more separate occasions and correlating the two or more sets of scores
Test-retest reliability
Has to do with consistency of measurement within the test itself
Internal consistency
Refers to consistency of measurement when different people observe the same even or score the same test
Interjudge reliability
Refers to how well a test actually measures what is designed to measure
Validity
Exists when a test successfully measures what the psychological construct it is designed to measure
Construct validity
Refers to whether the items on a item on a test measure all the knowledge or skills that are assumed to underlie the construct of interest
Content validity
Refers to the ability of test scores to correlate meaningful criterion
Criterion-related validity
The development of the norms and rigorously controlled testing procedures
Standardization
Test score derived from a large sample that represent particular age segments of the population
Norms
Traditional approach to testing is called
Static testing
Standard testing is followed up with an interaction in which the examiner gives the respondent guided feedback on how to improve performance and observes how the person utilizes the information
Dynamic testing
