Unit 9 - Intelligence

Question 1

Focused on identifying the ability or groups of
abilities deemed to constitute intelligence

Answer 1

Factor-Analytic Theories

Question 2

Designed to illustrate the task required and
assure the examiner that the examinee • understands

Answer 2

teaching items [sunod sunod na mali, stop!]

Question 3

• Higher levels of education;
• Psychomotor retardation because of depression;
• Conscientious, deliberate approach to problem
solving that hinders quick responding;
• An overly eager response style that produces errors
on timed performance tests but does not affect verbal tests where multiple impulsive responses may eventually produce the correct answer

Answer 3

Higher VIQ than PIQ Scores

Question 4

criterion that must be met for testing on the subtest to continue

Answer 4

basal age [tama dapat bago magproceed]

Question 5

An extension of simultaneous and successive processing approach

Answer 5

PASS Model

o Planning: strategy development for problem solving
o Attention: (arousal) receptivity to information

Question 6

One’s ability to learn is determined by the number and speed of the bonds that can be marshalled

Answer 6

Thorndike: Multifactor Theory

Question 7

criterion that is reached when an examinee fails a certain number of items in a row

Answer 7

ceiling age

Question 8

Carrol

Answer 8

Three Stratum Theory of Cognitive Abilities

• general
• broad
• narrow

Question 9

Best way to measure intelligence was by measuring aspects of several “qualitatively differentiable” abilities

Answer 9

David Wechsler

Question 10

“The aggregate capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment

Answer 10

David Wechsler

Question 11

a psychological dimension that characterizes the consistency with which one acquires and processes information

Answer 11

cognitive style

Question 12

How information is processed rather than what is processed

Answer 12

Alexandra Luria: Information Processing Theory

Question 13

adaptive testing advantages

Answer 13

▪ Collect maximum amount of information in the minimum amount of time;
▪ Facilitate rapport; and
▪ Minimizes potential for examinee fatigue

Question 14

Involves administering test items beyond the level at which the test manual dictates discontinuance

Answer 14

testing the limits

Question 15

• Poor educational backgrounds;
• Keen perceptual and organizational abilities;
• Ability to cope with the stress induced by timed tests;
• Low socioeconomic background;
• Language deficiency;
• Problems with auditory conceptualizations; and
• Ability to solve novel problems without the benefit of
an extensive amount of accumulated knowledge

Answer 15

Higher PIQ than VIQ scores

Question 16

Guilford

Answer 16

Theory of Structured Intel.
- deemphasizing or eliminating any reference to g

Question 17

Spearman

Answer 17

Two Factor Theory of Intelligence

• general intellectual ability factor (g)
• specific factors of intelligence (s)

Question 18

Thurnstone

Answer 18

Multidimensional Theory

• Primary Mental Ability (PMA)
  1. Verbal meaning
  2. Perceptual speed
  3. Reasoning
  4. Number facility
  5. Rote memory
  6. Word fluence
  7. Spatial relations

Question 19

Thorndike

Answer 19

Multiple Factor Theory

• Social intelligence
• Concrete intelligence
• Abstract intelligence

Question 20

o Task used to direct or route examinee to a particular level of questions;
o Purpose: direct an examinee to test items that have a high probability of being at an optimal level of difficulty;

Answer 20

routing test

Question 21

Believed that the most intelligent persons were equipped with the best sensory abilities

Answer 21

Francis Galton

Question 22

Cattell

Answer 22

Gc and Gv

Fluid / Primary Reasoning Ability
Crystallized / Factual Intelligence

Question 23

Approach to studying cognitive in a computer-like fashion or encoding, retention, and retrieval

Answer 23

Information Processing View

Question 24

Horn

Answer 24

Gv and Gq

• Vulnerable abilities
• Maintained abilities

Question 25

The principal goals of a Wechsler Scales administration are threefold

Answer 25

1. To assess current and/or premorbid levels of intelligence
2. To test/generate hypotheses about the presence of brain dysfunction and psychopathological conditions
3. To make predictions as to how these conditions will affect the client’s response to treatment

Question 26

The progressive rise in intelligence test scores that is expected to occur on a normed intelligence test from the date when the test was first normed

Answer 26

flynn effect

Question 27

Intelligence as an evolving biological adaptation to the outside world; as a consequence of interaction with the environment, psychological structures become reorganized

Answer 27

Jean Piaget

Question 28

Who: Triarchic Theory of Intelligence

Answer 28

Robert Sternberg

Question 29

Interpretation of Wechsler Scaled Scores

Answer 29

0-3= impaired/hampered or greatly affected
4-6= poor
7-8= slightly lowered/fair
9-10= adequate average
12 and up= above par

Question 30

Beginning a subtest with a question in the middle
range of difficulty

Answer 30

adaptive testing

Question 31

Heredity and environment are presumed to
interact and influence the development of one’s intelligence

Answer 31

Interactionism

Question 32

An “estimate of a person’s abilities”

Answer 32

Full Scale IQ (FSIQ)