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AP Psychology > Unit XI - Testing & Individual Differences > Flashcards

Unit XI - Testing & Individual Differences Flashcards

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1
Q

What does it mean to be intelligent?

A

whatever intelligence tests measure, which has tended to be school smarts.
NOT a quality -> may have UNIQUE meaning based on location

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2
Q

How is intelligence cultural?

A

In Cameroon’s equatorial forest, intelligence may reflect understanding the medicinal qualities of local plants.

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3
Q

How is intelligence defined?

A

the ability to LEARN from experience, SOLVE problems,
and use KNOWLEDGE to adapt to new situations
People EXCEL in different areas

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4
Q

What is general intelligence (g)?

A

general intelligence at HEART of all INTELLIGENT behavior

UNDERLIES all mental abilities and is therefore measured by EVERY task on an intelligence test

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5
Q

What is s?

A

SPECIAL outstanding abilities

Scoring high in one area typically score higher than average on other areas

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6
Q

What is factor analysis?

A

a STATISTICAL procedure that identifies CLUSTERS
of related items (called factors) on a test;
used to identify different dimensions of performance that underlie a person’s total score

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7
Q

How did the work of L.L. Thurstone contradict and support Spearman’s findings?

A

Identified 7 clusters of PRIMARY mental abilities (word fluency, verbal comprehension, spatial ability, perceptual speed, numerical ability, inductive reasoning, memory)
general mental capacity-> controversial

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8
Q

What is an argument in support of the existence of “g”?

A

those who excelled in one of the seven clusters generally scored well on the others.

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9
Q

What is Howard Gardner’s theory of multiple intelligences?

A

Howard Gardner has identified eight relatively independent intelligences, including the verbal and mathematical aptitudes assessed by standardized tests.

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10
Q

What is meant by multiple intelligences?

A

MANY FORMS

Computer programmer, poet, street-smart adolescent, basketball team -> exhibit different kind of intelligence

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11
Q

What are the types of intelligence?

A 
Musical
Visual-spatial
Logical
Bodily-kinesthetic
Interpersonal
Verbal- Linguistic
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12
Q

Musical

A

Ability to produce & understand pitch, tempo, rhythm

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13
Q

Visual-spatial

A

Ability to think in images and pictures

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14
Q

Logical- mathematical

A

Ability to think abstractly and see patterns and logic and math

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15
Q

bodily-kinesthetic

A

ability to control body movements and handle objects

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16
Q

interpersonal

A

ability to work well with and understand others emotionally and socially

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17
Q

verbal-linguistic

A

ability to understand word meanings and sounds

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18
Q

What is savant syndrome?

A

a condition in which a person otherwise limited in mental ability has an EXCEPTIONAL specific skill, such as in computation or drawing
ISLAND OF BRILLIANCE

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19
Q

Islands of Genius

Stephen Wiltshire

A

Able to accurately produce an aerial view of the city from memory

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20
Q

How does Robert Sternberg agree with Howard Gardner?

A

Agree on theory of multiple intelligence/ more to success than traditional intelligence

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21
Q

Strenberg’s triarchic theory

A

Proposes only three types of intelligences
Analytical
Creative
Practical

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22
Q

Analytical

A

Academic problem-solving intelligence is assessed by intelligence tests, which present well-defined problems having a single right answer.

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23
Q

creative

A

Creative intelligence is demonstrated in innovative smarts: the ability to adapt to new situations and generate novel ideas.

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24
Q

practical

A

Practical intelligence is required for everyday tasks that may be poorly defined and may have multiple solutions.

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25
Q

How important is “g”?

A

g MATTERS
Predicts performance on various complex tasks and in various jobs
Exceptional achievements

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26
Q

Does intelligence correlate with income?

A

intelligence scores correlated +.30, a moderate positive

correlation, with their later income.

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27
Q

What is grit?

A

passion and perseverance in the pursuit of long-term goals.

talent + grit -> success

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28
Q

How do nature and nurture combine to produce success?

A

Common ingredient to success is about ten years of intense, daily practice
Native ability + 11000 hours on average -> expert

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29
Q

What is emotional intelligence?

A

the ability to perceive, understand, manage,

and use emotions

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30
Q

What are four abilities that underlie emotional intelligence?

A

perceiving emotions
understanding emotions
managing emotions
using emotions

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31
Q

Perceiving emotions

A

recognizing them in faces, music, and stories, and identifying one’s own emotions

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32
Q

Understanding emotions

A

predicting them and how they may change and blend

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33
Q

Managing emotions

A

knowing how to express them in varied situations, and how to manage others’ emotions

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34
Q

Using emotions

A

facilitate adaptive or creative thinking

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35
Q

What are characteristics of emotionally intelligent people?

A

more often succeed
in relationship, career, and parenting situations
Tend to be happy/ healthy
Delay gratification in pursuit of long-range rewards

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36
Q

Spearman’s general intelligence theory

A

Basic intelligence predicts abilities in varied academic areas

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37
Q

Spearman’s general intelligence theory strengths

A

Different abilities have tendency to correlate

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38
Q

Spearman’s general intelligence theory considerations

A

Human abilities too diverse to be encapsulated by single factor

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39
Q

Thurstone’s primary mental abilities

A

Intelligence may be broken down into 7 distinct factors

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40
Q

Thurstone’s primary mental abilities

A

Single g score is not as informative as scores for 7 primary mental abilities

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41
Q

Thurstone’s primary mental abilities

A

Showed a tendency to cluster-> underlying g intelligence

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42
Q

Gardner’s multiple intelligence

A

Abilities are best classified into 8 or 9 independent intelligences

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43
Q

Gardner’s multiple intelligence’s strength

A

Intelligence is more than just verbal/ math -> others are uniquely important to human adaptability

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44
Q

Gardner’s multiple intelligence’s consideration

A

Should all abilities be considered intelligences? Should some be more vital to success?

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45
Q

Sternberg’s triarchic theory

A

Intelligence is best classified into three areas that predict real-world success: ACP

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46
Q

Sternberg’s triarchic theory’s strengths

A

Three domains can be reliably measured

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47
Q

Sternberg’s triarchic theory’s consideration

A

Three domains may be less independent than Sternberg thought

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48
Q

Emotional intelligence

A

Social intelligence is important indicator of life success -> key aspect ->PUME

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49
Q

Emotional intelligence’s strength

A

4 components predict social success and emotional well-being

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50
Q

Emotional intelligence’s consideration

A

Does this stretch the concept too far?

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51
Q

What is an intelligence test?

A

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

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52
Q

achievement test

A

Exams covering what you have learned in this course

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53
Q

achievement test examples

A

AP® exam, chapter or unit tests in your courses, final exams in college, etc.

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54
Q

aptitude test

A

A college entrance exam, which seeks to predict your ability to do college work

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55
Q

aptitude test examples

A

SAT or ACT or career tests that help predict what future job might best fit your interests.

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56
Q

What is the correlation between SAT and intelligence?

A

Research indicates that there is a strong positive correlation between SAT scores and intelligence scores.

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57
Q

How were individual differences in mental abilities historically researched?

A

Francis Galton was fascinated with measuring human traits.

He devised methods to measure “intellectual strengths” based on such things as reaction time, sensory acuity, muscular power, and body proportions.

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58
Q

What were the results of Galton’s research?

A

Galton’s quest for a simple intelligence measure failed

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59
Q

How did Alfred Binet contribute to the field?

A

commissioned by the French government to design fair and unbiased intelligence tests to administer to French schoolchildren

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60
Q

What was Binet’s assumption about intellectual development?

A

all children follow the same course of intellectual development but that some develop more rapidly.
Measuring MENTAL AGE

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61
Q

What is meant by mental age?

A

Binet assumed the average 9-year-old,has a mental age of 9.

Those with below-average ages would struggle with age-appropriate work

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62
Q

How did Binet test for mental age?

A

tested a variety of reasoning and problem-solving questions
Items answered correctly could then predict how well
other French children would handle their schoolwork.

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63
Q

How were Binet’s tests modified by Lewis Terman?

A

Adapting some of Binet’s original items, adding others, and establishing new age norms, Terman extended the upper end of the test’s range from teenagers to “superior adults.”
Renamed test to STANFORD-BINET

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64
Q

What is the intelligence quotient (IQ) and how was it derived?

A

person’s mental age divided by

chronological age and multiplied by 100 to get rid of the decimal point.

65
Q

What were the limits of IQ calculating?

A

The original IQ formula worked fairly well for children but not for adults.
Current IQ tests compute IQ in a different manner

66
Q

How did the Army utilize the intelligence tests?

A

US gov’t developed new tests to evaluate both newly arriving immigrants and WWI army recruits

67
Q

What were the problems with the early intelligence tests?

A

Sweeping judgments-> embarrassment to most of those who championed testing.
Abuses of the early intelligence tests->science can be value-laden.
Test scores -> impacted by more than innate mental abilities

68
Q

What intelligence test did David Wechsler design?

A

Wechsler Adult Intelligence Scale and Wechsler Intelligence Scale for Children

69
Q

What are some of the subtests of the WAIS?

A

Recognizing similarities
Vocabulary
Letter-number sequencing
Block design

70
Q

What information does a WAIS provide?

A

yields not only an OVERALL intelligence score but also INDIVIDUAL scores for verbal comprehension, perceptual organization, working memory, and processing speed.
CLUES TO WEAKNESS AND STRENGTHS

71
Q

What three criteria must an intelligence test meet to be accepted?

A

standardized
reliable
valid

72
Q

standardized

A

To make scores meaningful they are compared to a pretested sample population.

73
Q

reliable

A

The test gives consistent scores no matter who takes it or when they take the test.

74
Q

valid

A

The test measures or predicts what it is supposed to.

75
Q

What is the normal curve?

A

bell-shaped pattern called the bell curve

76
Q

How is the normal curve defined?

A

the 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.

77
Q

What is a characteristic of a normal curve distribution?

A

normal distribution the mean, median, and mode are all the same and at the center.

78
Q

68-95-99

A

~68% of scores fall 1 standard deviation from the mean
~95% of scores fall 2 standard deviations from the mean
~99% of scores fall 3 standard deviations from the mean

79
Q

What does the test score indicate?

A

a score indicates whether that person’s performance fell above or below the average.

80
Q

How is an intelligence score derived using the normal curve?

A

A performance higher than all but 2.5% of all scores earns an intelligence score of 130.
A performance lower than 97.5% of all scores earns an intelligence score of 70.

81
Q

How do the tests remain standardized?

A

Periodically restandardized

82
Q

What is the Flynn effect?

A

intelligence test performance has improved.
Named for James Flynn
Avg person’s IQ in 1920 was only a 76

83
Q

How is reliability determined?

A

Split-half
Alternative form
Test-retest
HIGHER the CORRELATION between the two scores, HIGHER the RELIABILITY

84
Q

Split-half

A

scores on two halves of the test (even items v. odd items) are compared

85
Q

Alternative form

A

varying versions of the test are given and results are compared

86
Q

Test-retest

A

the same test is readministered and results are compared.

87
Q

content validity

A

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

88
Q

predictive validity

A

the success with which a test predicts the behavior it is designed to predict

89
Q

content validity example

A

road test

for a driver’s license has content validity because it samples the tasks a driver routinely faces.

90
Q

predictive validity example

A

some academic aptitude tests can predict success in school at certain ages.

91
Q

When can predictive validity yield little information?

A

When relationship between two variables become insignificant

92
Q

The limits of prediction.

A

As the range of
data under consideration narrows,
its predictive power diminishes.

93
Q

What has been the long-held belief regarding aging and intelligence?

A

the decline of mental ability with age is part of the general [aging] process of the organism as a whole

94
Q

What do researchers know about aging and intelligence today?

A

until late in life, intelligence

remained stable

95
Q

crystallized intelligence

A

our accumulated knowledge and verbal skills; tends to increase
with age

96
Q

crystallized intelligence example

A

ability to recount the battles of World War II requires crystallized intelligence.

97
Q

fluid intelligence

A

our ability to reason speedily and abstractly;

tends to decrease with age, especially during late adulthood

98
Q

fluid intelligence example

A

the ability to solve a logic puzzle requires fluid intelligence.

99
Q

What is the cross-sectional research method?

A

compare people of different ages at the same point in time.

100
Q

Cross-sectional research on aging.

A

In verbal intelligence -> method showed declining scores with age

101
Q

What is a longitudinal study?

A

follow and retest the same

people over time.

102
Q

Longitudinal research on aging.

A

showed a slight rise in scores

well into adulthood.

103
Q

What are some considerations when conducting a cross-sectional study?

A

Many variables are present in the sample population that could impact the results.
Education levels
Family size
Wealth

104
Q

What are some considerations when conducting a longitudinal study?

A

Many variables could impact the presence of some members of the sample population at various points in the research.
Only brightest & healthiest stay until the end

105
Q

How do aging adults both win and lose?

A

LOSE fluid intelligence but GAIN crystallized intelligence
INCREASED social reasoning skills
LESS distorted decisions

106
Q

How stable are intelligence test scores over the lifetime?

A

By age 4, however, children’s performance on intelligence tests begins to predict their adolescent and adult scores.
By age 11, the stability becomes impressive

107
Q

Ian Deary and longitudinal studies in Scotland

A

On June 1, 1932, essentially every child in the country born in 1921—87,498 children around
age 11—took an intelligence test.

The aim was to identify working-class
children who would benefit from further education.
108
Q

What were the results?

A

When the intelligence test administered to 11-year-old Scots in 1932 was readministered to 542 survivors as turn-of-the-millennium 80-year-olds, the correlation between the two sets of scores—after nearly 70 years of varied life experiences— was positive

109
Q

Does intelligence correlate with longevity?

A

women scoring in the highest 25% on the Scottish national intelligence test at age 11 tended to live longer than those who scored in the lowest 25%.

110
Q

What is an intellectual disability?

A

condition of limited mental ability, indicated by an intelligence test score of 70 or below and difficulty
adapting to the demands of life

111
Q

What are two criteria that must be met to diagnose an intellectual disability?

A

low IQ test score

difficulty adapting to independence

112
Q

low IQ test score

A

low intellectual functioning as shown on test score performance that is in the lowest 3% of the general population, or about 70 or below

113
Q

difficulty adapting to independence

A

as expressed in three areas, or skills: conceptual, social and practical

114
Q

What is Down Syndrome?

A

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

115
Q

What is giftedness?

A

Students, children, or youth who give evidence of HIGH ACHIEVEMENT capability
Need services and activities not ORDINARILY provided by the school in order to FULLY develop those capabilities.

116
Q

Who is Moshe Kai Cavalin?

A

completed his third college degree by the time he was 14, when the math major graduated from
UCLA

117
Q

What does the research show about the success of gifted children?

A

Aced math SAT at age 13 scoring in top 1% -> By fifties secured 681 patents
Those scoring in top 1%: about 4% earned doctorates compared to 1%

118
Q

What are the criticisms of gifted programs in public schools?

A

segregate high-scoring children in special classes, giving them academic enrichment not available to their peers
SELF-FULFILLING PROPHECY

119
Q

Intelligence: nature or nurture?

A

The most genetically similar people (nature) have the most similar intelligence scores.

120
Q

What does the research show regarding the genetics of intelligence?

A

The intelligence test scores of identical twins raised together are nearly as similar as those of the same person taking the same test twice.
Heredity accounts for more than half the variation
in the national math and science exam scores of
British 16-year-olds.

121
Q

Are there known genes for genius?

A

all of the gene variations analyzed accounted for only about 2% of the differences in educational achievement.
A follow-up British study recently found genes that predicted 9% of the variation in school achievement
at age 16.

122
Q

What does the research show regarding the environmental factors of intelligence?

A

Adoption ENHANCES the intelligence scores of mistreated or neglected children.
Where environments vary widely, as they do among children of less-educated parents, environmental differences are MORE predictive of intelligence scores.

123
Q

Comparing IQ score of adoptive/ biological parents to children

A

As the years went by in their adoptive families,

children’s verbal ability scores became more like their biological (nature) parents’ scores.

124
Q

Do genetic influences become more apparent as we accumulate life experience?

A

Adopted children’s intelligence scores resemble those of their biological parents much more than their adoptive parents
The heritability of general intelligence increases from “about 30 percent” in early childhood to “well over 50 percent in adulthood.”

125
Q

What is heritability?

A

the proportion of
variation among individuals in
a group that we can attribute to
genes

126
Q

What does “intelligence is about 50% heritable” mean…and NOT mean?

A

WHAT IT MEANS -> Genetic influence explains
about 50% of the observed variation among people.
WHAT IT DOESN’T MEAN -> Your intelligence is 50% genetic.

127
Q

What does it mean that intelligence may be polygenetic?

A

involving many genes.
Example-> 5% of height accounted for by 54 specific gene variations
Many human traits are POLYGENETIC

128
Q

What is the impact of neglect?

A

minimal interaction with caregivers and suffered delayed development.

129
Q

What relationship exists between extreme deprivation and intelligence?

A

typical child in a destitute Iranian orphanage he studied could not sit up unassisted at
age 2 or walk at age 4.

130
Q

Researcher J. McVicker Hunt and Iranian orphanage

A

Hunt began a training program for the Iranian caregivers, teaching them to play LANGUAGE-fostering GAMES with 11 infants.
They IMITATED the babies’ babbling, ENGAGED them in vocal follow-the-leader, and, finally, they taught the infants SOUNDS from the Persian language.

131
Q

What were the results?

A

By 22 months of age, infants could name more than 50 objects and body parts, and so charmed visitors that most were adopted—an unprecedented success for the orphanage.

132
Q

How can early intervention impact intelligence?

A

In childhood, schooling is one intervention that pays intelligence score dividends.

Schooling and intelligence interact, and both enhance later income.

133
Q

How does having a growth mindset influence intelligence?

A

focus on LEARNING and GROWING
believing intelligence is CHANGEABLE, not fixed
growing STRONGER with use as neuron connections GROW.

134
Q

What does research show about a growth mindset?

A

Receiving praise for effort/tackling challenges helps teens UNDERSTAND link between HARD WORK/ SUCCESS
MORE RESILIENT
Achievement = combination of ability, opportunity, disciplined effort

135
Q

How do the genders differ in mental ability scores?

A

11-year-olds, girls’ average intelligence score was 100.6 and boys’ was 100.5.
g is the same in both genders

136
Q

Girls outpace boys in…

A

spelling, verbal fluency, locating objects, detecting emotions,
and sensitivity to touch, taste, and color.

137
Q

Boys outpace girls in…

A

spatial ability and

complex math problems

138
Q

How does a gendered society impact intelligence differences?

A

More gender-equal cultures -> exhibit little of gender math gap found in gender-unequal
Culturally influence preferences help explain why American women avoid math-intensive locations

139
Q

“ Math class is tough!”

~“Teen Talk” talking Barbie doll

A 
caused toymaker Mattel to withdraw the math class phrase 
from future Barbie doll production.
140
Q

women and math today

A

2014 - Iranian math professor Maryam Mirzakhani became first woman to win Fields Medal

141
Q

How is the gap narrowing?

A

Since the 1970s, as gender equity has increased in the United States, the boy-to-girl ratio among 12- to 14-year-olds with very high SAT math scores (above 700) has declined from 13 to 1
to 3 to 1.

142
Q

spatial ability

A

most reliable male edge in mental abilities
speedy mental rotation of three-dimensional
objects.

143
Q

How do racial and ethnic groups differ in mental ability scores?

A

Israeli Jews outscore Israeli Arabs

White Americans outscored Black Americans

144
Q

How does environment contribute to differences in mental abilities?

A

group differences in a heritable trait may be entirely ENVIRONMENTAL, influenced by factors such as minority oppression, poverty and war.

145
Q

Which explains the difference? Genes or environment?

A

Even if the variation between members within a group reflects genetic DIFFERENCES, the average difference between groups may be WHOLLY due to environment.

146
Q

How alike, genetically, are humans?

A

We are actually much more alike than different.
Light-skinned Europeans and dark-skinned Africans
are genetically closer than are dark-skinned Africans and dark-skinned Aboriginal Australians.

147
Q

Is race a neatly defined category?

A

a SOCIAL construction WITHOUT well-defined physical boundaries, as each race blends SEAMLESSLY
into the race of its geographical neighbors.

148
Q

How has performance on intelligence tests changed from generation to generation?

A

The intelligence test performance of today’s BETTER-FED, BETTER-EDUCATED, and more TEST-PREPARED
population EXCEEDS that of the 1930’s population
by a GREATER margin than the intelligence test
score of the average White today exceeds that
of the average Black.

149
Q

What does the research show about the importance of schools and culture?

A

Countries whose economies create a large wealth gap between rich and poor -> large rich-versus-poor intelligence test score gap.
Poor students-> low scores
Rich students-> high scores
Asian students-> spent more time than North American studying

150
Q

Scientifically speaking, are intelligence tests biased?

A

the near-consensus among psychologists has been that the major U.S. aptitude
tests are NOT biased.

151
Q

scientific meaning of bias

A

test’s validity—on whether it predicts future

behavior only for some groups of test-takers

152
Q

What is another way to consider bias?

A

if it detects not only innate differences in intelligence but also PERFORMANCE DIFFERENCES caused by CULTURAL experiences.

153
Q

Eastern European immigrants in the early 1900’s IQ Test bias

A

lacked the experience and language
to answer questions about their new culture,
and were classified as “feebleminded.”
Measure DEVELOPED ABILITIES

154
Q

What is the stereotype threat?

A

a self-confirming concern that one will

be evaluated based on a negative stereotype

155
Q

Steven Spencer and math test

A

Steven Spencer and his colleagues gave a difficult math test to equally capable
men and women and the women did not do as well—except when they had been led to expect that
women usually do as well as men on the test.

156
Q

What has research shown about the stereotype threat?

A

Spencer again observed this self-fulfilling stereotype threat when Black students performed worse after being reminded of their race just before taking verbal aptitude tests.

157
Q

Follow-up experiments have confirmed that __________ stereotyped minorities and women may have __________ academic and professional potential.

A

negatively

unrealized

158
Q

How does stereotype threat impact test scores?

A

Stereotype threat helps explain why Blacks have scored HIGHER when tested by BLACKS than when tested by Whites.
POSSIBLE effect of non-Black teachers having LOWER expectations for Black students than do Black teachers.

AP Psychology (14 decks)

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