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AP Psych 2 > Thinking, Language, and Intelligence 2 > Flashcards

Thinking, Language, and Intelligence 2 Flashcards

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1
Q

intelligence

A

the ability to learn from one’s experiences, acquire knowledge, and use resources effectively in adapting to new situations or solving problems

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2
Q

theories of intelligence

A

spearman’s g factor, gardner’s multiple intelligences, stern berg’s triarchic theory

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3
Q

g factor

A

general intelligence

ability to reason and solve problems

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4
Q

spearman’s g factor

A

intelligence as two different abilities, g factor and s factor
believed superiority in one type of intelligence produces superiority overall
people think spearman oversimplified intelligence

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5
Q

s factor

A

specific intelligence

task-specific abilities in certain areas such as music, business, or art

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6
Q

gardner’s multiple intelligences

A

believe reason, logic, and knowledge different aspects of intelligence, along with other abilities
nine types of intelligence
but few studies/not much evidence for multiple intelligences

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7
Q

gardner’s nine intelligences

A

verbal/linguistic, musical, logical/mathematical, visual/spatial, movement, interpersonal (others), interpersonal (self), naturalist (nature), existentialist (can see big picture, ask big questions)

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8
Q

sternberg’s triarchic theory

A

three kinds of intelligence

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9
Q

triarchic theory of intelligence

A

includes analytical, creative, and practical intelligence

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10
Q

analytical intelligence

A

ability to break problems down into component parts, or analysis, for problem solving
measured by intelligence tests and academic achievements
book smarts

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11
Q

creative intelligence

A

ability to deal with new and different concepts and to come up with new ways of solving problems
divergent thinking
ability to automatically process certain aspects of information, which frees up cognitive resources to deal with novelty

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12
Q

practical intelligence

A

street smarts
ability to use information to get along in life
people with high degree of this know how to be tactful, how to manipulate situations to their advantage, and who to use inside info to increase odds of success

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13
Q

recent research on practical intelligence

A

practical intelligence predicts success in life but has low relationship with academic/analytical intelligence
higher practical intelligence means lower grades often

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14
Q

galton

A

pioneer in intelligence testing
first to use surveys to collect data
initiated use of statistics and standardization in order to review results

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15
Q

types of intelligence tests

A

bite’s mental ability test
stanford-binet iq
the wechsler tests

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16
Q

bite’s mental ability test

A

test that distinguishes between fast and slow learners and between kids of different age groups
fast learners give older answers, slow learners give younger answers
key element to be tested was kid’s mental age

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17
Q

mental age

A

average age at which children could successfully answer a particular level of questions

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18
Q

stanford-binet and IQ

A

terman adopt stern’s method, which was to divide mental age (MA) by chronological age (CA) and multiply the result by 100

19
Q

chronological age

A

number of years since birth

20
Q

IQ

A

intelligence quotient
IQ = (MA/CA)(100)
allows testers to compare intelligences of people from different age groups

21
Q

IQ works well for young kids but

A

starts to produce meaningless scores as age passes 16

questions for particular age group lose power

22
Q

today

A

most tests use age group comparison norms instead

23
Q

sb5

A

stanford binet intelligence scales, fifth edition
often used by educators to make decisions about the placement of students into special educational programs, both for those with disabilities and those with exceptionalities
yields overall estimate of intelligence, verbal and nonverbal domain scores

24
Q

wechsler tests

A

tests designed for specific age groups
one for adults, one for children, and one for preschool and primary intelligence
verbal and nonverbal

25
Q

sb5 areas

A

five areas: fluid reasoning, knowledge, quantitative processing, visual-spatial processing, and working memory

26
Q

wechsler tests four domains

A

verbal comprehension, perceptual reasoning, working memory, and processing speed

27
Q

reliability

A

test produces consistent results each time it is given to the same individual or group of people

28
Q

validity

A

the degree to which a test actually measures what it’s supposed to measure

29
Q

ecological validity

A

extent to which obtained score accurately reflects the intended skill or outcome in real life situations, not just validity for testing or assessment situation

30
Q

standardization

A 
process of giving the test to a large group of people that represents the kind of people for whom the test is designed
establishment of consistent and standard administration methods
comparison group (whose scores will used to compare individual test results) chosen randomly from the population for whom the test is intended and must be representative of that population
31
Q

norms

A

the scores from the standardization group

standard against which all others who take the test would be compared

32
Q

normal curve

A

most tests of intelligence follow this
distribution in which the scores are the most frequent around the mean (average) and become less frequent further from the mean

33
Q

standard deviation

A

average variation of scores from the mean
on wechsle IQ test percentages under each section of normal curve represent percentage of scores falling within that section for each standard deviation from the mean

34
Q

deviation IQ scores

A

based on the moral curve distribution

normal curve allows IQ scores to be more accurately estimated than the old IQ scoring method formal derived by stern

35
Q

reliable and valid relationship

A

test can fail in validity but still be reliable

test cannot fail in reliability and still be valid

36
Q

crystallized intelligence

A

when use knowledge we’ve accumulated over time

this knowledge holds steady as we age

37
Q

fluid intelligence

A

ability to problem solve and reason abstractly, as well as to pick up new skills
diminishes as we age

38
Q

problem with IQ tests

A

unavoidable cultural bias

can’t escape, even in wording of questions or different cultural associations

39
Q

cultural bias

A

hard to make test free of this
tendency of IQ tests to reflect, in language, dialect, and content, the culture of the person or persons who designed the test
person who comes from same culture as them will have an unfair advantage

40
Q

dove

A

1971, dove counterbalance general intelligence test aka chitling test
try to demonstrate that significant language/dialect barrier exists among kids of different backgrounds
questions derived from african american culture and asked for info not readily available to non african americans

41
Q

culturally fair

A

at least try to do this, use questions that do not create a disadvantage for people whose culture differs from that of the majority
many questions with use of nonverbal abilities

42
Q

IQ tests generally

A

valid for predicting academic success and job performance
school tests often similar to intelligence tests
also skills in self-regulation and levels of motivation may impact IQ measures

43
Q

intelligence testing important role in

A

neuropsychology
specifically trained psychologists use intelligence tests and other forms of cognitive and behavioral testing to assess neurobehavioral disorders in which cognition and behavior are impaired as the result of brain injury or brain malfunction

44
Q

neuropsych sheds light on head injuries

A

athletics and military can cause serious brain injuries that impact intelligence and scores on IQ tests
IEDs in iraq
tackling in football
can impact day to day functioning
may lead to alzheimer’s or other neurodegenerative diseases

AP Psych 2 (56 decks)

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