Study unit 4.2 Intelligence

Question 1

Alfred Binet & Theodore Simon

Answer 1

Created the first useful test of general mental ability in 1905. The Binet-Simon scale expressed a child’s score in terms of “mental level” or “mental age”

Question 2

Mental age

Answer 2

Indicates that a child displayed the mental ability typical of that chronological (actual) age

Question 3

Lewis Terman

Answer 3

Work led to the Standford-Binet Intelligence Scale, incorporating William Stern’s intelligence quotient.

Question 4

Intelligence quotient (IQ)

Answer 4

A child’s mental age divided by chronological age, multiplied by 100.

Question 5

David Wechsler

Answer 5

Published the first high-quality IQ test designed specifically for adults.

Question 6

Wechsler Adult Intelligence Scale (WAIS)

Answer 6

The test is less dependant on subjects’ verbal ability, separate scores for verbal IQ, performance (nonverbal) IQ, and full-scale (total) IQ are computed. The intelligence quotient is disregarded for a new scoring scheme based on the normal distribution.

Question 7

Normal distribution

Answer 7

A symmetrical, bell-shaped curve that represents the pattern in which many characteristics are dispersed in the population. When normally distributed, most cases fall near the center of the distribution., and gradually declines when moving away from the center. Providing a precise way to measure how people stack up in comparison to each other.

Question 8

Deviation IQ scores

Answer 8

Locate respondents precisely within the normal distribution.

Question 9

Modern IQ scores

Answer 9

Indicate exactly where you fall in the normal distribution of intelligence.

Question 10

Percentile score

Answer 10

Indicates the percentage of people who score at or below the score one obtained.

Question 11

Reliability

Answer 11

The measurement consistency of a test, yielding similar scores upon repetition.

Question 12

Correlation coefficient

Answer 12

A numerical index of the degree of relationship between two variables.

Question 13

Validity

Answer 13

Ability of a test to measure what it was designed to measure.

Question 14

Heritibality ratio

Answer 14

An estimate of the proportion of trait variability in a population that is determined by variations in genetic inheritance.

Question 15

Flynn Effect

Answer 15

Performance on IQ test has steadily increased over generations due to environmental factors

Question 16

Triarchic theory of successful intelligence (Robert Sternberg)

Answer 16

There are three aspects/facets of intelligence: analytical, creative and practical.

All three can be measured reliably, are relatively independant (uncorrelated), and assesment of all three can improve the prediction of intellegent behavior in the real world.

Question 17

Analytical intelligence

Answer 17

Involves abstract reasoning, evaluation, and judgement. It is crucial to most schoolwork and is assessed by conventional IQ tests.

Question 18

Creative intelligence

Answer 18

The ability to generate new ideas and to be inventive in dealing with novel problems.

Question 19

Practical intelligence

Answer 19

The ability to deal effectively with the kinds of problems people encounter in everyday life, at one’s job or at home.

Question 20

Tacit intelligence

Answer 20

Big part of practical intelligence. What one needs to know in a particular environment in order to work efficiently, but that is not explicitly taught and often is not even verbalized.

Question 21

Successful intelligence

Answer 21

The ability to harness analytical, creative and practical intelligence to achieve life goals within an individual’s cultural context taking advantages of one’s strengths and compensating for weaknesses.

Question 22

Howard Gardner

Answer 22

Existence of a number of relatively independant human intelligences.

He reviewed the evidence of cognitive capacities in normal individuals; people suffering from brain damage; and special populations, such as prodigies and idiot savants. Concluding that humans exhibit eight largely independant intelligencies.

Question 23

Logical-mathematical

Answer 23

Sensitivity to, and capacity to discern, logical or numerical patterns and the ability to handle long chains of reasoning.

Question 24

Linguistic

Answer 24

Sensitivity to the sounds, rhythms, and meanings of words and sensitivity to the different functions of language.

Question 25

Musical

Answer 25

Abilities to produce and appreciate rhythm, pitch, and timbre and appreciation of the forms of musical expressiveness.

Question 26

Spatial

Answer 26

Capacities to perceive the visual-spatial world accurately and to perform transformations on one’s initial perceptions.

Question 27

Bodily-kinesthetic

Answer 27

Abilities to control one’s body movement and to handle objects skillfully.

Question 28

Interpersonal

Answer 28

Capacities to discern and respond appropriately to the moods, tempermants, motivations, and desires of other people.

Question 29

Intrapersonal

Answer 29

Access to one’s own feelings and the ability to discriminate among them and draw upon them to guide behaviors and knowledge of one’s own strengths, weaknesses, desires and intellegences.

Question 30

Naturalist

Answer 30

Abilities to recognize and categorize objects and processes in nature.