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ASD Senior Year > Psychology Unit 5 Part Two > Flashcards

Psychology Unit 5 Part Two Flashcards

1
Q

Intelligence

A

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

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2
Q

Charles Spearman

A

Believed we have one general intelligence to navigate all aspects of human behavior

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3
Q

General Intelligence

A

(g) According to Spearman and others, underlies all mental abilities and is therefore measured by every task on an intelligence test

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4
Q

Factor Analysis

A

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

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5
Q

L.L. Thurstone’s seven primary mental abilities

A

Word fluency, verbal comprehension. spatial ability, perceptual speed, numerical ability, inductive reasoning, and memory

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6
Q

Howard Gardner

A

Identified eight relatively independent intelligences (with a possible ninth, existential intelligence)

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7
Q

Savant Syndrome

A

A condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing

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8
Q

Howard Gardner’s eight intelligences (+ ninth)

A

Naturalist, interpersonal, intrapersonal, bodily-kinesthetic, spatial, musical, logical-mathematical, linguistic, existential

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9
Q

Robert Sternberg

A

Proposed triarchic theory of intelligence

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10
Q

Robert Sternberg’s triarchic theory

A
  1. Analytical intelligence: Assessed by intelligence tests which present well-defined problems with a single right answer

Creative intelligence: Innovative ability to adapt to new situations and generate novel ideas

Practical Intelligence: Required for everyday tasks that may be poorly defined with multiple solutions

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11
Q

Criticism of multiple intelligence theories

A

g matters

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12
Q

Grit

A

Passion and perseverance in the pursuit of long-term goals

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13
Q

Success is a combination of

A

talent and grit

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14
Q

Four abilities of emotional intelligence

A
  1. Perceiving emotions
  2. Understanding emotions
  3. Managing emotions
  4. Using emotions to facilitate adaptive or creative thinking
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15
Q

There is a good summary page on 406, use it

A

Will do, thank you so much!

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16
Q

Intelligence test

A

A method for assessing an individual’s mental aptitudes and comparing them with those of others, using numerical scores

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17
Q

Achievement Tests

A

A test design to asses what a person has learned

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18
Q

Aptitude Tests

A

A test designed to predict a person’s future performance; aptitude is the capacity to learn

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19
Q

Francis Galton

A

Theorized relationship between natural ability and hereditary

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20
Q

Mental Age

A

A measure of intelligence tests performance devised by Alfred Binet; the level of performance typically associated with children of a certain chronological age. thus, a child does as well as an average 8-year old is said to have the mental age of 8

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21
Q

Lewis Terman

A

Adapted Binet’s mental age French intelligence tests to Americans

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22
Q

Stanford-Binet

A

The widely used American revision (by Terman at Stanford University) of Binet’s original intelligence test

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23
Q

Intelligence Quotient (IQ)

A

Developed by William Stern to define as the ratio of mental age (ma) to chronological age (ca) multiplied by 100. Now it is the average performance for a given age is assigned a score of 100

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24
Q

IQ original equation

A

(Mental age)/(chronological age)
*(100)

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25
Q

Problem with og IQ formula

A

Worked well with children but not adults

26
Q

Average intelligence test scores

A

85-115 (68% of people)

27
Q

David Wechsler

A

Created the WAIS

28
Q

WAIS

A

Weschler Adult Intelligence Scale: for children are most widely used intelligence tests; they contain verbal and performance (nonverbal) subtests

29
Q

To be widely accepted, a psychological test must be

A

standardized, reliable, and valid

30
Q

Standardization

A

Defining uniform testing procedures and meaningful scores by comparison with the performance of a pretested group

31
Q

Normal curve (bell curve)

A

The bel-shaped curve that describes the distribution of many physical and psychological attributes. Most scores fall near the average, and fewer and fewer scores lie near the extremes.

32
Q

A performance higher than all but ___ percent of all scores earn a score or _____

A performance lower than _____ scores earn an intelligence score of _____

A

2.5, 130
97.5, 70

33
Q

There is a bell curve on page 412

A

Cool! I’ll memorize it for sure!

34
Q

Flynn Effect

A

The substantial and long-sustained increase in both fluid and crystallized intelligence test scores that were measured in many parts of the world over the 20th century

Calls for occasional re-standardization

35
Q

Reliability

A

The extent to which a test yields consistent results, as assessed by the consistency of scores on two halves of the test, on alternative forms of the test, or on retesting

36
Q

Validity

A

the extent to which a test measures or predicts what it is supposed to (through content and predictiveness)

37
Q

Content Validity

A

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

38
Q

Predictive Validity

A

The success wiht 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 (aka criterion-related validity)

39
Q

Cohort

A

A group of people sharing a common characteristic, such as from a given time period

40
Q

Crystallized intelligence

A

Our accumulated knowledge and verbal skills; tends to increase with age

41
Q

Fluid Intelligence

A

Our ability to reason speedily and abstractly; tends to decrease with age, especially during late adulthood

42
Q

Cross-sectional study

A

Research that compares people of different ages at the same point in time

43
Q

Longitudinal Study

A

Research that follows and retests the same people over time

44
Q

What differed in longitudinal v. cross-sectional studies about age and intelligence

A

Cross-sectional: Mental ability declines with age
Longitudinal: Intelligence remains stable and on some tests it even increases

45
Q

Why do more intelligent people live healthier, longer lives?

A
  1. Facilitates more education, better jobs, and healthier environment
  2. Encourages healthy living: less smoking, better diet, more exercise
  3. Prenatal events or early childhood illnesses might have influenced both intelligence and health
  4. A “well wired” body as evidenced by fast reaction speeds. (intelligent people tend to be quick witted)
46
Q

Intellectual Disability

A

A condition of limited mental ability, indicated by an intelligence test score of 70 or below and difficulty adapting to the demand of life

47
Q

Down Syndrome

A

A condition of mild to severe intellectual disability and associated physical disorders cause by an extra copy of chromosome 21

48
Q

Three areas where deficiency in adaptation is indication of intellectual disability

A

conceptual, social, practical

49
Q

Heritability

A

The proportion of variation among individuals in a group that we can attribute to genes. The heritability of a trait may vary, depending on the range of populations and environments studied

50
Q

Will identical or fraternal twins score more similarly if both sets are raised in the same environment

A

Identical, genes matter

51
Q

Minimal early interaction in children can lead to

A

Delayed development (the opposite also goes)

52
Q

As adoptive children get older

A

They tend to share mental ability statuses with their biological parents

53
Q

No evidence supports that a normal, healthy child can

A

be molded into becoming a genius

54
Q

Girls tend to outperform boys in

A

Spelling, verbal fluency, locating objects, detecting emotions, sensitivity to touch, taste, and color

55
Q

Boys tend to outperform girls in

A

spatial ability, complex math problems, (though in math computation and overall math performance, sex hardly differs)

56
Q

_____ tend to exhibit most of the extremes in the intelligence normal curve

A

Men

57
Q

When assessing differences in genders and their mental ability, consider

A
  • Most people will fall under the same percentage under the bell curve
  • Societal experience influences these statistics
58
Q

Racial and ethnic group statistics

A
  • Racial and ethnic groups differ in their average intelligence test scores
  • High scoring people (and groups) are more likely to attain high levels of education and income
59
Q

When assessing racial mental gaps, consider:

A
  1. Genetic research shows that all humans are remarkably alike
  2. Race is not a neatly defined biological category
  3. The more fed, educated and test prepared groups will outperform (modern v. 1930)
  4. When different ethnic groups receive the same education and nourishing environment, they tend to score similarly.
  5. Different eras gave different groups “golden ages”
60
Q

Stereotype Threat

A

A self-confirming concern that one will be evaluated based on a negative stereotype

ASD Senior Year (49 decks)

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