unit four: testing and individual deifferences (baron's 11, mods 31-33)

Question 1

francis galton

Answer 1

a pioneer in the study of human intelligence and testing, who initiated the use of surveys for collecting data and developed and applied statistics toward its analysis.

Question 2

standardized test

Answer 2

the test items have been piloted on a similar population of people as those who are meant to take the test and that achievement norms have been established

Question 3

standardized sample

Answer 3

those people taking the SAT on a particular testing date are fairly representative of the population of people taking the SAT in general.

Question 4

psychometricians

Answer 4

(people who make tests) use the performance of the standardization sample om the experimental sections to choose items for future tests.

Question 5

reliability

Answer 5

refers to the repeatability or consistency of the test as a means of measurement

ex: think of it as you take three trials of the SAT. you get a 1460, 1480, 1420. it is fair to say that the test is reliable because you scored similarly.

Question 6

split-half reliability

Answer 6

involves randomly dividing a test into two different sections and then correlating people’s performances on the two halves. the closer the correlation coefficient is to +1, the greater the split half reliability of the test.

Question 7

equivalent-form reliability

Answer 7

the correlation between performance on the different forms of the tests

Question 8

test-retest reliability

Answer 8

refers to the correlation between a person’s score on one administration of the test with the same person’s score on a subsequent administration of the test.

Question 9

valid test

Answer 9

when it measures what it is supposed to measure. also referred to as the accuracy of the test.

Question 10

face-validity

Answer 10

refers to a superficial measure of accuracy.

ex: a test of cake-baking ability has a high face validity if you are looking for a chef but low face validity if you are in the market for a doctor.

Question 11

content validity

Answer 11

content validity refers to how well a measure reflects the entire range of material it is supposed to be testing

Question 12

criterion-related validity

Answer 12

tests may have two kinds of criterion related validity, concurrent and predictive.

Question 13

concurrent validity

Answer 13

measures how much of a characteristic a person has now

ex: is that person a good chef now?

Question 14

predictive validity

Answer 14

a measure of future performance

ex: does that person have the qualities that would enable him or her to be a good chef?

Question 15

construct validity

Answer 15

is thought to be the most meaningful kind of validity.

Question 16

aptitude tests

Answer 16

measure ability or potential

Question 17

achievement tests

Answer 17

measures what one has learned or accomplished

Question 18

speed tests

Answer 18

generally consists of large numbers of questions asked in a short amount of time

Question 19

power test

Answer 19

is to gauge the difficulty level of problems an individual can solve. power tests consist of increasing difficulty levels.

Question 20

group tests

Answer 20

group tests are administered to a large number of people at the same time

Question 21

intelligence

Answer 21

defined as the ability to gather and use information n productive ways

Question 22

fluid intelligence

Answer 22

refers to our ability to solve abstract problems and pick up new information and skills. decreases as adults age

Question 23

crystallized intelligence

Answer 23

involves using knowledge accumulated over time. holds steady or even increases as one ages.

Question 24

charles spearman

Answer 24

argues that intelligence could be expressed by a single factor. he used factor analysis, a statistical technique that measures the correlations between different items, to conclude that underlying the many different specific abilities that people regard as types of intelligence is a single factor that he named g for general.

Question 25

howard gardner mi (multiple intelligence) theory

Answer 25

also subscribes to the idea of multiple intelligence

1. linguistic
2. logical-mathematical
3. spatial
4. musical
5. bodily-kinesthetic
6. intrapersonal
7. interpersonal
8. naturalist intelligence

Question 26

daniel goleman

Answer 26

EQ: emotional intelligence.
roughly corresponds with gardener’s notions of interpersonal and intrapersonal intelligence. researchers say that those with high IQs aren’t always successful people they need both EQ and IQ to succeed.

Question 27

robert sternberg

Answer 27

contemporary researcher who has offered a somewhat nontraditonal definition of intelligence.

Question 28

sternberg’s trirchic theory

Answer 28

holds that three types of intelligence exsist.

1. componenetial/analytical: involves the skills traditional thought of as reflecting intelligence. compare, contrast, analyze and explain.

2.

Question 29

sternberg’s trirchic theory

1. componenetial/analytical intelligence

Answer 29

involves the skills traditional thought of as reflecting intelligence. compare, contrast, analyze and explain.

Question 30

sternberg’s trirchic theory

2.experimental/creative intelligence

Answer 30

focuses on people’s ability to use their knowledge and experiences in new and innovative ways.

Question 31

sternberg’s trirchic theory

3. contextual/practical intelligence

Answer 31

considred street-smart they are able to apply what they know to real-world situations

Question 32

practical intelligence

Answer 32

raises another important and unresolved issue in the study of intelligence: does intelligence depend on context?

devising an intelligence test can be hard because he believes intelligent behavior depends on context.

Question 33

alfred binet

Answer 33

frenchman who wanted to design a test that would identify which children needed special attention in schools. his purpose was not to rank but to find ways to tailor to kids with special needs.

Question 34

mental age: alfred binet

Answer 34

idea that presupposes that intelligence increases as one gets older. the average 10 year old child has a mental age of 10. when this average child grows to age 12 he will have the mental age of 12 or is supposed to.

Question 35

louis terman

Answer 35

stanford proffesor, used this system to create the measure we know as IQ and the test know as the Stanford-Binet IQ test

Question 36

IQ/ Standford-Binet IQ test

Answer 36

intelligence quotient.
divide mental age by their chronoligcal age and multiply by 100. so i would be 170 (lmao)
Terman assigned all adults an arbitrary age of 20

Question 37

david wechsler

Answer 37

used three different ways to measure intelligence.

verbal and performance

wechsler adult intelligence scale (wais): tests adults
wechsler scale for childer (wisc): kids 6-16
wechsler preschool and primary scale of intelligence (wppsi): kids as young as 4

Question 38

deviation iq

Answer 38

the tests are standardized so that the mean is 100, the standard deviation is 15, and the scores from a normal distribution.

Question 39

heritability

Answer 39

is measure of how much of a trait’s variation is explained by genetic factors. ranges from 0-1. 0 being the environment is totally responsible and 1 being all of the variation in the trait can be accounted for genetically.
refers to the extent to which differences among people are attributable to genes.

applied to a population not individual
we can never say what percentage an individual’s intelligence is inherted.

Question 40

flynn effect

Answer 40

performances o intelligence tests has been increasing steadily throughout the century. the effect suggests that environmental factors such as nutrition, education and media like TV play a role.

Question 41

factor analysis

Answer 41

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

Question 42

savant syndrome

Answer 42

a condition in which a person with limited mental ability has an exceptional specific skill, such as in computation or drawing.

-derek and the piano

Question 43

creativity

Answer 43

the ability to produce novel and valuable ideas

Question 44

mental retardation

Answer 44

a condition of limited mental ability, indicated by an intelligence score of 70 or below and difficulty in adapting to the demands of life; varies from mild to profound.

Question 45

down syndrome

Answer 45

a condition of mental retardation and associated physical disorders caused by an extra chromosome in one’s genetic makeup.

Question 46

stereotype threat

Answer 46

a self-confirming concern that one will be evaluated based on a negative stereotype.

found in black students verbal aptitude scores, which were lower when they took tests designed to make black students feel threatened.

who is the test grader? who are the participants?

Question 47

concurrent

Answer 47

Test is correlated with a criterion measure that is available at the time of testing. Ex. Old IQ test vs new IQ test
Does the instrument relate to another existing criterion “now”?
ex: 500 people take test of alcoholism. correlate their scores with how significant others rate the amount they drink.

Question 48

predictive

Answer 48

Test is correlated to a criterion that becomes available in the future. Ex. Does the SAT score predict first year college GPA

Question 49

william stern

Answer 49

Created the IQ or intelligence quotient. Formula compared mental age and chronological age. Mental age divided by Chronological age times 100.

Question 50

normal distribution

Answer 50

that the mean is 100, the standard deviation is 15,
bell shaped
-68% of values are within 1 standard deviation of the mean.
-95% are within 2 standard deviations.
-99.7% are within 3 standard deviations.

Question 51

thurstone’s 7 clusters

Answer 51

Word fluency, verbal

Comprehension, spatial ability, perceptual speed, numerical ability, inductive reasoning, and memory.

Question 52

guilfords structure of intellect

Answer 52

in this model, all mental abilities are conceptualized within a three-dimensional framework.

convergent versus divergent

c: person finding a single answer to a problem
d: responds in a creative unique way to a problem

3 Features of Intellectual Tasks

1. Content - type of information
2. Product - form in which the information is represented
3. Operation - type of mental activity performed

Question 53

IQ equation

Answer 53

mental age / chronological age • 100

Question 54

perpetual versus neurological speed

Answer 54

perpetual speed: being able to examine and compare numbers letters and objects quickly

neurological speed: how fast you’re neurons react. how fast someone acquires and processes information.