Modules 37 + 38 (Unit 5 Part II)

Question 1

Intelligence

Answer 1

the ability to learn from experience, solve problems, and use knowledge to adapt to new situations.

Question 2

What did Charles Spearman study?

Answer 2

General Intelligence and Factor Analysis

Question 3

What did L.L. Thurstone do?

Answer 3

opponent of Spearman’s idea that intelligence could be shown in a single score. - tested people mentally in a variety of different areas.

Question 4

General Intelligence

Answer 4

what is at the heart of all our intelligent behavior and is therefore measured by every task on an intelligence test.

Question 5

Factor Analysis

Answer 5

a statistical procedure that identifies clusters of related items (called factors) on a test; used to identify different dimensions of performance that underlie a person’s total score.

Question 6

What did Howard Gardner do?

Answer 6

Identified 8 different types of intelligence

Question 7

What 8 different types of intelligence did Gardner identify?

Answer 7

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

Question 8

What is Savant Syndrome? What is it often associated with?

Answer 8

a condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing. Associated with Autism Spectrum Disorder.

Question 9

What did Robert Sternberg do?

Answer 9

triarchic theory of three intelligences - Analytical, Practical, and Creative.

Question 10

Sternberg’s Triarchic Theory of Intelligences

Answer 10

Analytical, Practical, Creative

Question 11

What is a criticism of multiple intelligence theories?

Answer 11

1. Success isn’t just intelligence - it’s also grit.
2. Follow the “10 Year Rule” - if you do something for 10 years (intense, daily practice), you’re good at it.

Question 12

Emotional Intelligence (four things)

Answer 12

consists of four things - the ability to PERCEIVE, UNDERSTAND, MANAGE, and USE emotions.

Question 13

Intelligence Test

Answer 13

assesses peoples’ mental aptitudes using numerical scores.

Question 14

Achievement Test

Answer 14

a test designed to assess what a person has learned.

Question 15

Aptitude Test

Answer 15

intended to predict your ability to learn (aptitude is the capacity to learn).

Question 16

What did Francis Galton do/study in terms of intelligence?

Answer 16

natural selection, but with intelligence (“natural ability). Kind of failed though.

Question 17

What did Alfred Binet do/study in terms of intelligence?

Answer 17

Assigned to create fair tests to designate students’ learning abilities/levels. Also mental age.

Question 18

Mental Age

Answer 18

a measure of intelligence test performances by Binet; the level of performance typically associated with children of a certain chronological age. Thus, a child who does well as an average 8-year-old is said to have a mental age of 8.

Question 19

What did Louis Terman do/study in terms of intelligence?

Answer 19

built on Binet’s work by making the Stanford-Binet test

Question 20

What is the Stanford-Binet?

Answer 20

the widely used american revision (by Terman at Standford University) of Binet’s original intelligence test.

Question 21

Intelligence Quotient (IQ)

Answer 21

defined originally as the ratio of mental age (ma) to chronological age (ca) multiplied by 100 (thus, IQ = ma/ca x 100). On contemporary intelligence tests, the average performance for a given age is assigned a score of 100.

Question 22

What did David Weschler do/study in terms of intelligence?

Answer 22

created what is now the most widely used individual intelligence tests - the Weschler Adult Intelligence Scale (WAIS) .

Question 23

Weschler Adult Intelligence Scale (WAIS)

Answer 23

most widely used. Contains verbal and performance (nonverbal) subtests.

Question 24

Standardization

Answer 24

defining uniform destiny procedures and meaningful scores by comparison with the performance of a pretested group.

Question 25

Reliability

Answer 25

the extent to which a test yields consisten results, as assessed by the consistency of scores on two halves of the test, on alternate forms of the test, or on retesting.

Question 26

Validity

Answer 26

the extent to which a test measures or predicts what it is supposed to.

Question 27

Content Validity

Answer 27

the extent to which a test samples the behavior that is of interest.

Question 28

Predictive Validity

Answer 28

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.