Unit 11: Testing and Individual Differences Flashcards

You may prefer our related Brainscape-certified flashcards:
1
Q

Define aptitude

A

Natural ability to do something

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Define intelligence

A
  • Concept

- Mental trait w/ ability to learn from experience, solve problems, + use knowledge to adapt to new situations.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Why do intelligence experts agree that intelligence is a concept and not a “thing”?

A
  • It has a diff. meaning to people based on culture, their own definition on how it contributes to success
  • Ex: Not like weight or height which are universal
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Define intelligence test

A

Assessment of ppl’s mental abilities and compares them with others using # scores

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What is the “memory war”?

A

Discussion if traumatic events are repressed + can later be recovered w/ therapeutic(healing) benefit

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What is the “gender war”?

A

Discussion about extent to which nature/nurture shape our behaviors as men/women

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What is the “intelligence war”?

A

Discussion on if we have an inborn general mental capacity(intelligence) and can we quantify( define by amount) this capacity as a meaningful #.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What are arguments for and against considering intelligence as one general mental ability?

A

For: We can see the g factor in many correlations.
Against: There are social v. academic smarts

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Define general intelligence (g)

A

According to Spearman + others: underlies specific mental abilities + therefore measured by every task on an intelligence test.
Ex: Underlies behavior such as navigating the sea to excelling in school.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Define factor analysis

A

Statistical procedure developed partially by Spearman. It is a statistical procedure that identifies correlations of related items (factors) on a test.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Define factor analysis

A

Statistical procedure developed partially by Spearman. It is a statistical procedure that identifies correlations of related items (factors) on a test

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What is factor analysis used for?

A

To identify diff. aspects/dimensions of performance that underlie a person’s total score.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Who is L.L. Thurstone

A

Disagreed w. Spearman
Instead identified 7 main mental abilities
Therefore ranking ppl on diff scales not a single one
-Even so investigators notices an indv. who scored well in one category did so in others, therefore g factor still present

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Label the 7 mental abilities identified by Thurstone

A

Word fluency
Verbal comprehension
Spatial( having to do with space) ability
Perceptual(ability to interpret/ become aware of things) speed
Numerical ability
Inductive reasoning( specific observations resulting in gen. conclusion)
Memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

How do Gardener’s + Sternberg’s theories of multiple intelligences differ?

A

Gardner has 8, Sternberg has 3

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What is savant syndrome?

A

Condition where 4 our of 5 are males, a person limited in mental ability (from intelligence test) has an amazing specific skill: drawing/computation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Does general intelligence matter?

A

Yes, it predicts performance on various complex tasks and various jobs (recent research found)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Identify Gardner’s 8 intelligences

A
Naturalist
Linguistic
Logical-Mathematical
Musical
Spatal
Bodily-Kinesthetic
Intrapersonal
Interpersonal
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Identify Gardner’s 8 intelligences

A
Naturalist
Linguistic
Logical-Mathematical
Musical
Spatal
Bodily-Kinesthetic
Intrapersonal
Interpersonal
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Define grit

A

In psych, it is a passion and perseverance in the pursuit of long-term goals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Who is Robert Sternberg

A

Agreed w/ Gardner that there are more than 1 type of intelligence, but only identified three

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Identify Sternberg’s three intelligences

A

Analytical(academic-problem solving) intelligence
Creative intelligence
Practical intelligence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

What are the 4 components of emotional intelligence?

A

Perceiving emotions: recognizing them in diff. places
Understanding emotions: Predict them + how they change/blend
Managing emotions: How to express them in diff. situations
Using emotions: To enable adaptive/creative thinking

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Define emotional intelligence

A

Ability to perceive, understand, manage, and use emotions.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

To what extend is intelligence related to brain anatomy?

A
  • There is a correlation between brain size and intelligence

- In this instance, bigger is better

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Identify important brain areas for intelligence

A

Frontal and Parietal lobes
Having a lot of neural cell bodies
A lot of axons
which increase brain communication

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

To what extent is intelligence related to neural processing speed?

A
  • Smart ppl use less energy to solve problems

- More efficient speed= smarter

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Compare Spearman, Thurstone, Gardner, and Sternberg

A

Spearman: One general intelligence (g factor) seen in everything
Thurstone: 7 factors in intelligence, correlation is seen as support that g factor is present
Gardner: 8 intelligences, more variety and skills
Sternberg: 3 intelligences, predicting real life success and supports g- factor.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

When and why were intelligence tests created?

A

1900s (1904 Binet and 1911 Terman)
Binet: To help identity children w/ needs
Terman: To rank children

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Who is Alfred Binet

A

Along with Theodore Simon, they tried to solve how to identify kids with special needs w/o biases.
-Started by assuming all children have same course of intellectual development, but some develop slower.
(Ex: “slow kid” performs = as avg. younger child, “bright kid”= avg. older child.)
Therefore, goal was to measure mental age

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Define mental age

A

Level of performance usually related w/ certain age.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Purpose of Binet’s intelligence test

A

Identify French schoolchildren needing special attention.
Hoped it would b used to improve their education
Feared labels would restrict them

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Purpose of Binet’s intelligence test

A

Identify French schoolchildren needing special attention.
Hoped it would b used to improve their education
Feared labels would restrict them

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Who is Lewis Terman and what is he known for?

A

Stanford professor who tweaked Binet’s test and renamed it the Stanford-Binet. His intelligence test focused on innate knowledge and on diff. rankings.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Define IQ

A

Developed by German psych. Stern. Where you take mental age/ chronological age x 100.

36
Q

What is the main difference between Binet and Terman?

A

Binet: Intelligence is relative to nurture, how children are helped/educated
Terman: Intelligence is relative to nature, the intelligence that children are born with.

37
Q

What’s the diff. between achievement and aptitude tests?

A

Achievement: Test designed to asses what a person has learned.
Ex: AP test
Aptitude: Test to predict a person’s future performance; aptitude is the CAPACITY to learn.
Ex: College entrance exam

38
Q

Define Wechsler Adult Intelligence Scale (WAIS)

A
  • Created by David Wechsler
  • Most widely used intelligence test
  • Contains verbal/ performance(nonverbal) subtests
39
Q

How many subtests are there? What are the categories?

A
There are 15 and the categories are:
Similarities
Vocabulary
Block design
Letter-number sequencing
40
Q

Explain the subtests

A

Similarities: Reasoning the alike between two things
Vocab: Defining words/ naming pic. objects
Block design: Visual abstract processing
Letter/# sequencing: Once hearing a series of #’s and letters, repeat # in increasing order and letters in alphabetical order.

41
Q

Compare the WAIS with Stanford-Binet intelligence test

A

Both provide overall intelligence score
Stanford-Binet: Used to rank ppl
WAIS: Separates scores for verbal comprehension, perceptual organization, working memory, and processing speed. Therefore, finding a way to identify strength/weakness and work on it.

42
Q

What are the standardization and the normal curve?

A

Standardization: Defining constant testing procedures + meaningful scores by comparison w/ performance of a pretested group.
Normal curve: Symmetrical, bell-shaped curve describing the distribution of physical/psych attributes. Most scores are avg. fewer and fewer lie near extremes.

43
Q

What are the 3 criteria that psych tests need to meet?

A

To be accepted:

  • Standardized
  • Reliable
  • Valid
44
Q

What is the Flynn effect

A

Historic increase in intelligence testing

45
Q

What are reliability and validity?

A

Reliability: Extent of how consistent the results are of a test
Measured by the consistency of scored on 2 halves of the test, alternate forms, or retesting. The stronger the correlation between scores, the more reliable.
Validity: Extent to which a test measures or predicts what it is supposed to.
Ex: Using the wrong tape measure to assess height. Reliability is correct bc consistent #, but validity is wrong bc wrong measure of unit.

46
Q

Define content validity

A

Extent that a test measures the behavior of interest

Ex: Drivers test on the road to see how person drives

47
Q

Define predictive validity

A

-Is expected on intelligence tests bc it is the success w/ which a test PREDICTS the behavior it is designated to predict. Measured by strength of correlation between test scores and criterion behavior. (aka criterion-related validity)

48
Q

Why does validity diminish w/ age?

A

When you validate a test using a wide range of ppl but then use it w/ a restricted range of ppl, it loses much of its predictive validity.

49
Q

How stable are intelligence scores over the life span?

A

Ppl used to think that losing intelligence was a natural part of aging, however, this was debunked by longitudinal evidence.

50
Q

What are the three phases of the aging and intelligence research?

A
  1. Cross-sectional evidence for intellectual decline
  2. Longitudinal evidence for intellectual stability
  3. It all depends
51
Q

Explain the first phase of aging and intelligence research.

A

Cross-sectional evidence for intellectual decline
Consists of cross-sectional studies where @ one point in time different age groups are tested and compared.
Found that younger indv. scores higher than older
Implies that “ you can’t teach a dog new tricks.”

52
Q

Explain the second phase of aging and intelligence research.

A

Longitudinal studies are assessing the same indv. over a long period of time. Therefore, comparing them w/ their previous abilities.
Found more stability/ consistency in intelligence
In some cases intelligence increased
Supports that “ w/ good health you’re never too old to learn.”

53
Q

Why do phase 1 and 2 of aging and intelligence research contradict each other?

A

In cross- sectional evidence there were many more differentiating factors than age. For example,
they were comparing different eras (which had diff. accessibility to edu. and resources) indv. w/ diff. family sizes, and diff. wealth. Therefore, longitudinal was more credible.

54
Q

Explain the third phase of aging and intelligence research

A

In it all depends it explains the contradiction between phase one (cross sectional) and phase two (longitudinal)
It also explains that speed in answering questions does not = intelligence, since older ppl take longer to think
Also states flaw of longitudinal studies ( loss of participants, etc)

55
Q

Define cohort

A

Group of ppl from a given time period

56
Q

Define crystallized intelligence

A

Accumulated knowledge + verbal skills that increase w/ age

57
Q

Define fluid intelligence

A

Ability to reason fast + abstractly theoretically that decreases during late adulthood

58
Q

Cognitive benefits of aging

A
  • More wise bc of experience

- Better decisions bc less impacted by - emotions : anxiety/depression

59
Q

When does intelligence begin to stabalize?

A

Around 4 yrs of age

60
Q

What did Deary’s longitudinal study find?

A

More intelligent children + adults live healthier and longer

61
Q

What are some traits of those at the low intelligence extreme?

A
  • Difficulty managing life to life situations
  • Intellectually disabled
  • May have down syndrome
62
Q

Define intellectual disability

A

Person has BOTH low test score and hardship adapting to the normal demands of independent living.

63
Q

Define conceptual skills

A

Skills involving lang. , literacy, and concepts of $, time and #
(a demand of normal living)

64
Q

Define social skills

A

Interpersonal skills, social responsibility, and the ability to follow basic rules/laws + avoid being victimized
(a demand of normal living)

65
Q

Define practical skills

A

Daily personal care, occupational skill, travel/healthcare

a demand of normal living

66
Q

Define Down Syndrome

A

Condition of mild to severe intellectual disability and associated physical disorders caused by an extra copy of chromosome 21.

67
Q

What are some traits of those at the high intelligence extremes?

A
  • High scoring children showed to be healthy, well-adjusted, and unusually successful academically.
  • Pursue prestigious careers
  • However, may be more isolated, introverted, and in their own worlds, still manage to thrive though
68
Q

What are some critics about gifted programs?

A
  • Create larger gap between ability groups
  • Increase social isolation from each other
  • Can promote segregation and prejudice
69
Q

What is something that most ppl agree on in education?

A

Children have differing gifts.
Educating children as if all were the same is naïve
No labels needed to affirm children’s own special talents and to challenge them all around

70
Q

How can we provide both equity and excellence for all?

A

W/ appropriate developmental placement

71
Q

What evidence points to a genetic influence on intelligence?

A

-Studies of identical and fraternal twins show similarities in intelligence, stronger correlation in identical twins
Studies show heritability of g (general intelligence) increased as children grew (to match their biological parents more and more)
HEREDITY contributes to INDIVIDUAL differences, not group ones

72
Q

Define heritability

A

Proportion of variation among individuals that we can attribute to genes. The heritability of a trait may vary, depending on the range of populations and env. studies.

73
Q

How does environment affect intelligence?

A

-Deprived of interaction, children can develop significantly slower
-Malnutrition
-Sensory deprivation
-Social isolation
Can all delay normal brain development

74
Q

What did J. McVicker Hunt discover?

A

Extreme deprivation was damaging native intelligence

75
Q

What did Hunt do in response to his finding?

A

Negan tutored human enrichment: training caregivers to play lang. fostering games

76
Q

What is a general finding of env. effect on intelligence?

A

Among economically impoverished, env. conditions can slow down cognitive development.

77
Q

What effect does proper schooling have on intelligence?

A

Increases it

78
Q

What other factors affect intelligence?

A

Own beliefs and motivation

79
Q

Define fixed mindset

A

Believing that natural capabilities are set and cannot be developed w/ any amount of effort

80
Q

Define growth mindset

A

Believing that you can work towards improving and developing abilities

81
Q

How does gender affect intelligence scores?

A

Girls: Better spellers, more verbally fluent, better @ locating objects, Better @ detecting emotions, and + sensitive to taste, touch, and color.
Boys: Spatial ability + complex math
More boys in low extreme + high extreme

82
Q

Do racial and ethnic groups have different test scores? Why?

A

Yes, racial groups differ in avg. intelligence test scores

83
Q

Is racial gap environmental?

A
  • Genetics research reveals that under skin, races are remarkably alike.
  • Race is not a neatly defined biological category
84
Q

Define stereotype threat

A

Self-confirming concern that one will be evaluated based on a - stereotype

85
Q

Are test discrimatory?

A

Yes, they distinguish among individuals
AND
No, purpose is to reduce subjective (personal opinions) criteria for school/jobs