Unit 11-Intelligence

Question 0

Intelligence test

Answer 0

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

Question 1

Reification

Answer 1

Viewing an abstract concept as something concrete

Question 2

Intelligence

Answer 2

Mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations (socially constructed concept)

Question 3

General intelligence (g)

Answer 3

A general intelligence factor that, according to Charles spearman and others, underlies specific mental abilities and is therefore measured by every task on an intelligence test

Question 4

Factor analysis

Answer 4

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

Question 5

Savant syndrome

Answer 5

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

Question 6

Gardner’s eight intelligences (listed)

Answer 6

Linguistic (poet)
Logical-mathematical (scientist)
Musical (composer) 
Spatial (artist)
Bodily-kinesthetic (dancer)
Intrapersonal (self, psychiatrist)
Interpersonal (others, leader)
Naturalist (Darwin)
--> existential (ability to ponder large life questions)

Question 7

Gardner’s eight intelligences (analyzed)

Answer 7

8 independent intelligences that include broad skills beyond school smarts

Strengths: explores more than math and verbal ability intelligences

Criticisms: should all abilities be considered intelligences?

Question 8

Sternburg’s three intelligences (listed)

Answer 8

Analytical (academic problem-solving) –intelligence tests

Creative (handling novel situations and having novel ideas)

Practical (everyday tasks)

Question 9

Sternburg’s three intelligences (analyzed)

Answer 9

There are three areas of intelligence that predict real-world success

Strengths: these three facets can be reliably measured

Criticisms: May be less independent than initially thought and additional testing is needed to measure success

Question 10

Spearman ‘s general intelligence

Answer 10

Basic intelligence predicts abilities in various academic activities

Strengths: different abilities such as spatial and verbal do tend to correlate

Criticisms: human abilities are too diverse for one general intelligence

Question 11

Thurstone’s primary mental abilities

Answer 11

Our intelligence is broken into seven parts (word fluency, verbal comprehension, spatial ability, perceptual speed, numerical ability, inductive reasoning, memory)

Strengths: a single g score is not as informative as seven scores

Criticisms: abilities show a tendency to cluster (indicating g factor)

Question 12

Emotional intelligence

Answer 12

The ability to perceive, understand, manage, and use emotions (also called social intelligence)

Question 13

Mental age

Answer 13

A measure of intelligence test performance decided by Binet; the chronological age that most typically corresponds to a given level of performance. Thus a child who does as well as the average 8-year old is said to have a mental age of 8

Question 14

Stanford-Binet

Answer 14

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

Question 15

Intelligence quotient (IQ)

Answer 15

Defined by William stern originally as the ratio of mental age to chronological age multiplied by 100. On contemporary intelligence tests, the average performance for a given age is assigned a score of 100

IQ=mental age/chronological age x 100

Question 16

Eugenics

Answer 16

Proposed measuring human traits and using the results to encourage only smart and for people to reproduce)

Question 17

Achievement tests

Answer 17

Tests designed to assess what a person has learned (tests current performance)

Question 18

Aptitude tests

Answer 18

Tests designed to predict a persons future performance; aptitude is the capacity to learn

Question 19

Wechsler adult intelligence scale (WAIS)

Answer 19

The WAIS is the most widely used intelligence test; contains verbal and performance (nonverbal) subtests

Question 20

Standardization

Answer 20

Defining meaningful scores by comparison with the performance of a pretested group

Question 21

Normal curve

Answer 21

The symmetrical , bell-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

Question 22

Reliability

Answer 22

The extent to which a test yields consistent results, as assessed by the consistency of scores on two halves of the test, or on retesting
(To test reliability, researchers retest people and if two scores correlate, then test is reliable)

Question 23

Validity

Answer 23

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

Question 24

Content validity

Answer 24

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

Question 25

Predictive validity

Answer 25

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

Question 26

intellectual disability

Answer 26

Formally referred to as mental retardation, a condition of limited mental ability, indicated by an intelligence score of 70 or below and difficulty in adapting to demands of life (varies from mild to profound)

Question 27

Down syndrome

Answer 27

A condition of intellectual disability and associated physical disorders caused by an extra copy of chromosome 21

Question 28

Self-fulfilling prophecy

Answer 28

Those labeled “ungifted” will live up to that standard

Question 29

Appropriate developmental placement

Answer 29

Providing education suited to each child’s talents, promotes equity

Question 30

Bias

Answer 30

1. Biased if detects performance differences caused by cultural experiences (in this sense many intelligence tests are biased)
2. Scientific bias hinges on tests validity and ability to predict future behaviors for certain groups/people (in this sense, aptitude tests are not biased)

Question 31

Stereotype threat

Answer 31

A self-confirming concern that one will be evaluated based on a negative stereotype (blacks scored higher when tested by other blacks because it was less threatening)