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AP Psych > Unit 2 Modules 2.8a-2.8d > Flashcards

Unit 2 Modules 2.8a-2.8d Flashcards

1
Q

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

A

intelligence

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2
Q

What are the four main theories of intelligence

A

Charles Spearman’s general intelligence
Cattell-Horn-Carroll (CHC) fluid intelligence and crystallized intelligence
Multiple intelligence (Howard Gardner)
Sternberg’s three intelligences

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3
Q

Argued for general intelligence “g” (underlies all mental abilities and is therefore measured by every task on an intelligence test.)

A

Charles Spearman’s theory of intelligence

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4
Q

Used in Charles Speaman’s theory of intelligence to measure specific skills “s” a statistical procedure that identifies clusters of related items (factors) used to identify different dimensions of performance that underlie a person’s total score

A

factor analysis

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5
Q

In Charles Speaman’s theory of intelligence those who scored high on one skill tended to score ____on all skills

A

high

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6
Q

A critic of Spearman that believed in various mental categories
Although he believed there were 7 abilities of intelligence, when using factor analysis, there was generally a correlation that demonstrated the “g” factor

A

Thurstone

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7
Q

Believed that intelligence is based on g AND specific abilities bridged by Gf and GC (fluid intelligence and crystallized intelligence)

A

Cattel-Horn-Carroll (CHC)

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8
Q

Our ability to reason speedily and abstractly; tends to decrease with age, specially during late adulthood. Ability to process info, to think on our toes, and to think “smoothly.” Declines with age especially after 70.

A

fluid intelligence (Gf)

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9
Q

Our accumulated knowledge and verbal skills, tends to increase with age. Ability to remember “solid” facts. Ex: Crossword puzzles, trivia questions (increased with age)

A

crystallized intelligence (Gc)

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10
Q

Views intelligence as multiple abilities but disagrees with one general intelligence. This theory is backed up by savant syndrome.

A

Howard Gadner
Multiple intelligence theory

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11
Q

A person with an otherwise limited mental capacity has an exceptional skill (drawing, math, memory). Kim Peek: memorized 12,000 books, film Rain Man.
Stephen Wiltshire: can draw a detailed city-scape after a single viewing.

A

Savant Syndrome

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12
Q

Focuses on 3 types (triarchic theory). Geared more towards real-world skills.

A

Robert Sternberg’s three intelligences

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13
Q

What are Robert Sternberg’s three intelligences and explain what they mean

A

analytical-problem solving
creative-adapt to new situations
practical-everyday tasks

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14
Q

Daniel Goleman created this idea
similar to Gadner’s interpersonal and intrapersonal intelligences
Disagrees with ‘g’ in the high IQ people may be low EQ

A

Emotional intelligence

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15
Q

What are the 4 abilities associated with emotional intelligence?

A

Perceiving emotions
Understanding emotions
Managing emotions
Using emotions

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16
Q

Passion and perseverance in pursuit of long-term goals

A

GRIT

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17
Q

A method of assessing mental aptitudes and comparing them with those of others

A

intelligence test

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18
Q

What are the two types of intelligence tests

A

aptitude tests
Achievement tests

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19
Q

Measures your ability or potential
Ex. someone with high spatial ability may be a successful architect
SAT is used to predict a student’s college readiness

A

Aptitude tests

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20
Q

Measures what someone has already learned. Most tests taken in school are these(AP Exam)

A

Achievement tests

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21
Q

One of the first to study intelligence. He suggested it had a lot to do with heredity (founded eugenics)

A

Francis Galton

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22
Q

French psychologists commissioned to create a test to measure a child’s mental age
Identified children who would benefit from special education
They did not make assumptions like Galton, that kids were inherently smarter than each other

A

Alfred Binet and Theodore Simon

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23
Q

Level of performance that was typical of a child at a specific chronological age

A

mental age

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24
Q

What is William stern’s formula to compute IQ

A

(mental age/chronological age) x100 = Intelligence quotient (IQ)

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25
Q

A stanford professors who modified Binet’s test for Americans of various ages called the Stanford-Binet IQ test

A

Lewis Terman

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26
Q

Adapted some items, added some
Established new norms - extended to adults
Used the IQ scoring system but found it worked for children but not adults
Helped the government create intelligence tests for immigrants and WWI army recruits
Believed like Galton, that intelligence was innate and should engage eugenics
Conducted longitudinal study on high IQ individuals (called “Termites”) They had slightly higher salaries, otherwise similar to the general public

A

Stanford-Binet IQ test

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27
Q

Strongly believed that intelligence was more than just one ability and made the Wechsler Adult Intelligence scale (WAIS)
Believed that intelligence was made up of several mental abilities, not “g”

A

David Wechsler

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28
Q

Most widely used intelligence test today and has a version for children (WISC)
more common way to give IQ tests
doesn’t use the formula but uses the same scoring system
15 subtests including similarities, vocabulary, block design, letter-number sequencing.
Does yield a final single IQ score. Used the standard deviation to determine score

A

WAIS

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29
Q

Measured intelligence using the normal bell curve, basing how far they are from the mean

A

Deviation IQ (David Wechsler)

30
Q

4 major scores + 1overall intell score
verbal comprehension
perceptual reasoning
working memory
processing speed

A

WAIS

31
Q

Study of the measurement of human abilities, attitudes, and traits.

A

psychometrics

32
Q

Bell shaped curve for the display of many traits. Most scores fall new the average and few scores new the extremes

A

normal curve

33
Q

Defining uniform testing procedures and meaningful scores by comparison to pretested group. Tests must be administered and scored the same way every time
first given to a representative sample to establish norms

A

standardization

34
Q

average scores that make it possible to compare groups

A

Norms

35
Q

IQ tests are most widely and effectively used to find _____

A

extremes

36
Q

The percentile rank compares test scores to show the _____ above and below a given score
ACT of 28 - 99th percentile (higher than 88%)

A

ratio

37
Q

To keep the average score near 100 the Stanford-Binet And Wechsler scales are periodically _______________ World wide phenomenon

A

restandardization

38
Q

The average IQ is increasing over time
3-4 points every 10 years
Tests are reformed every year to keep average at 100. Due to increased education, access to info, better health and nutrition

A

Flynn effect

39
Q

the consistency of results

A

reliability

40
Q

What are the three things done to tests for reliability

A

test-retest
anternate-forms
Slit-half

41
Q

Similar scores on same test

A

Test-retest

42
Q

Different version of the test with the same content are correlated

A

alternat-forms

43
Q

Each half is equally difficult

A

split-half

44
Q

Measures or predicts what it aims to

A

validity

45
Q

what are the three parts of validity

A

content
predictive
constructs

46
Q

measuring the correct subject

A

content

47
Q

accurately forecasts

A

predictive

48
Q

how much a test measures a concept or trait.

A

constructs

49
Q

When the same individuals are studies over a long period of time from years to decades
can show the effects of changes over time
but requires lots of time and is expensive

A

Longitudinal studies

50
Q

Examines people of different groups at the same time
Ex. Studying different aged people at the same time by looking for differences attributed to age
quicker, easier, and can generalize findings
Results cannot measure changes over time
Difficult to find a population that differs by only one factor

A

Cross Sectional Studies

51
Q

Research that follows and retests the same people over time

A

longitudinal

52
Q

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

A

cross-sectional

53
Q

A group of people sharing common characteristics such as being from a given time period

A

cohort

54
Q

_________ studies shows that intelligence declines with age and ______ studies show that it depends on the type of intelligence (Fluid or Crystalized)

A

Cross-sectional
longitudinal

55
Q

The proportion of variation among individuals in a group that we can attribute to genes. It may differ depending on range of populations and environments studied

A

Heritability

56
Q

As time goes on adopted twins become more like their ____ parents and less like their _____ parents when it comes to intelligence

A

biological
adopted

57
Q

Genes and environments weave the fabric of ________
What epigenetics studies

A

intelligence

58
Q

Extreme environment conditions like neglect and poverty can ____ intelligence. Changing impoverished environments can have a _________effect on children’s mental abilities

A

stunt
positive

59
Q

____ ____ from caregivers leads to children with a lack of personal control over their environment and it impoverished their intelligence

A

early neglect

60
Q

_____ due to poverty and worry over basic needs takes energy from intellectual development

A

stress

61
Q

________ is an experience that pays dividends, which is reflected in intelligence scores. Increased ____ correlates with higher intelligence scores

A

shooling

62
Q

_______makes a difference in intellectual development

A

nutrition

63
Q

Focus on learning and growing rather than viewing abilities as fixed
doesn’t focus on outcome

A

Growth mindset

64
Q

View that intelligence, abilities and talents are unchangeable, even with effort

A

fixed mindset

65
Q

Both ___ and ___ usually have strengths and weaknesses in intelligence testing

A

boys and girls

66
Q

Genetics research reveals that under the skin, we humans are remarkably alike
Race is not a neatly defined biological category
within the same populations, there are generation-to-generation differences in test scores
schools and culture matter

A

the fat and skinny of intelligence and race

67
Q

Whether a test predicts future behavior for all groups of test-takers, not just for some groups

A

scientific meaning of bias

68
Q

Refers to whether test scores will be influenced by their abilities, which reflects their educational and cultural expreriences

A

fairness

69
Q

a self-confirming concern that an individual will be evaluated based on a negative stereotype

A

stereotype threat

70
Q

exams are free of social and cultural bias
This bias often only appears when a certain group scores significantly different from the majority (usually lower)

A

culture-fair

AP Psych (10 decks)

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