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Psychology Grade XII > Chapter 1 - Variations in Psychological Attributes > Flashcards

Chapter 1 - Variations in Psychological Attributes Flashcards

1
Q

Individual differences

A

It refers to distinctiveness and variations among people’s characteristics and behavior patterns

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2
Q

Situationism

A

Situations and circumstances in which one is placed influence one’s behavior

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3
Q

The first step in understanding psychological attribute

A

Assessment

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4
Q

Assessments can be of two types

A

Formal and informal

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5
Q

Psychological tests use systematic testing procedures to

A

evaluate abilities, behaviors, and personal qualities of individuals

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6
Q

The global capacity to understand the world, think rationally, and use available resources effectively when faced with challenges

A

Intelligence

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7
Q

Students with ________ are not likely to do well in school-related examinations

A

Low intelligence

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8
Q

Non linear and unidimensional

A

Psychological attributes

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9
Q

For a complete assessment of a person, we need to assess various domains such as

A

cognitive, emotional, social, etc.

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10
Q

Aptitude

A

Individuals underlying potential for acquiring skills

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11
Q

Interest

A

Individual’s preference for engaging in one or more specific activities relative to others

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12
Q

Personality

A

Relatively enduring characteristics of a person that make her or him distinct from others

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13
Q

Values

A

Enduring beliefs about an ideal mode of behavior

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14
Q

Assessment methods

A

Psychological test, interview, case study, observation and self-report

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15
Q

The tests used for diagnosis, guidance, personnel selection, placement, and training is

A

Psychological test

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16
Q

Psychological test

A

An objective and standardized measure of an individual’s mental or behavioral characteristics

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17
Q

Interview

A

Seeking information from a person on a one-on-one basis

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18
Q

Case studies are based on data generated from

A

Interview, observation, questionnaire, psychological tests, etc.

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19
Q

An in-depth study of an individual in terms of her/his psychological attributes

A

Case study

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20
Q

Employing systematic, organized, and objective procedures to record behavioral phenomena occurring naturally in real-time

A

Observation

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21
Q

Self-report

A

The person provides factual information about herself/himself or opinions, beliefs, etc.

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22
Q

Intelligence - oxford definition

A

The power of perceiving, learning, understanding, and knowing

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23
Q

Intelligence - Alfred Binet

A

Ability to judge well, understand well, and reason well

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24
Q

Intelligence - Weschler

A

the global and aggregate capacity of an individual to think rationally, act purposefully, and deal effectively with her/his environment

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25
Q

Individuals not only adapt to the environment but actively modifies and shapes it - proposed by

A

Gardner and Sternberg

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26
Q

The broad categories of intelligence theories

A

Psychometric and information processing

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27
Q

Intelligence is an aggregate of abilities

A

Psychometric approach

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28
Q

Information processing approach

A

The processes people use in intellectual reasoning

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29
Q

Alfred Binet’s theory

A

One factor theory

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30
Q

Factors in the two-factor theory

A

s factor and g factor

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31
Q

Charles Spearman

A

two-factor theory

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32
Q

Louis Thurstone

A

Theory of primary mental abilities

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33
Q

Seven primary abilities according to Thurstone

A

Verbal comprehension, Numerical abilities, spatial relations, perceptual speed, word fluency, memory, and inductive reasoning

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34
Q

Verbal comprehension in PMA

A

Grasping of meaning and words, concepts and ideas

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35
Q

Numerical abilities in PMA

A

Speed and accuracy in numerical and computational skills

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36
Q

Spatial relations in PMA

A

Visualizing and forming patterns

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37
Q

Perceptual speed in PMA

A

Speed in perceiving details

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38
Q

Word fluency in PMA

A

using words flexibly and fluently

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39
Q

Memory in PMA

A

Accuracy in recalling information

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40
Q

Arthur Jensen

A

The hierarchical model of intelligence

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41
Q

Level I

A

Associative learning

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42
Q

Associative learning

A

output is more or less similar to the input

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43
Q

Level II

A

Cognitive competence

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44
Q

Cognitive competence

A

higher-order skills - transform the input to produce an output

45
Q

J.P. Guildford

A

Structure of intellect model

46
Q

Three dimensions of the structure of intellect model

A

operations, contents, and products

47
Q

Operations

A

cognition, recording, memory retention, divergent and convergent production, evaluation

48
Q

Contents

A

visual, auditory, symbolic, semantic, and behavior

49
Q

Products

A

Units, classes, relations, systems, transformations, and implications

50
Q

Guildford’s classification categories

A

656 = 180 cells

51
Q

Howard Gardner

A

Theory of Multiple Intelligence

52
Q

Word smart

A

sensitive to different shades of word meanings, are articulate, and can create linguistic images in their mind

53
Q

Scientists and Nobel prize winners

A

Logical-mathematical intelligence

54
Q

Forming, using, and transforming mental images

A

Spatial intelligence

55
Q

Athletes, dancers, actors

A

Bodily-kinaesthetic

56
Q

Naturalistic Intelligence

A

Complete awareness of relationship with the natural world

57
Q

Robert Sternberg

A

Triarchic theory of intelligence

58
Q

The elements of the Triarchic theory of intelligence

A

Componential, experiential, and contextual

59
Q

Componential intelligence

A

Analytical intelligence - analysis of information to solve problems

60
Q

Components of componential intelligence

A

Meta component, performance components, knowledge acquisition

61
Q

Contextual intelligence

A

Practical intelligence/street smartness

62
Q

Experiential Intelligence

A

Creative intelligence

63
Q

PASS model

A

Planning, Attention-Arousal and Simultaneous-successive model by J.P Das, Jack Naglieri and Kirby (1994)

64
Q

The battery of tests developed by Das and Naglieri

A

Cognitive assessment system

65
Q

Correlation of intelligence between identical twins reared apart

A

0.72

66
Q

Correlation of intelligence between fraternal twins reared together

A

0.60

67
Q

Correlation of intelligence between siblings reared together

A

0.50

68
Q

Correlation of intelligence between siblings reared apart

A

0.25

69
Q

Mental Age

A

The measure of person’s intellectual development relative to people of her/his age group

70
Q

Formula for IQ

A

MA/CA * 100

71
Q

IQ of a 10-year-old with an MA of 12

A

120

72
Q

The frequency distribution of IQ scores

A

Normal curve

73
Q

IQ above 130

A

very superior (2.2)

74
Q

IQ of 120-130

A

Superior (6.7)

75
Q

IQ of 110-119

A

High average (16.1)

76
Q

Average IQ range

A

90-109 (50.0)

77
Q

Low average IQ range

A

80-89 (16.1)

78
Q

IQ range of 70-79

A

Borderline (6.7)

79
Q

Intellectually disabled

A

IQ below 70 (2.2)

80
Q

Intellectually gifted

A

Very superior IQ

81
Q

Intellectual Disability

A

Significantly sub-average general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during developmental period

82
Q

Mild ID

A

IQ 50-70

83
Q

IQ of 35-40

A

Moderate

84
Q

Severe ID

A

IQ of 20-25

85
Q

IQ below 20

A

Profound

86
Q

According to teachers, giftedness involves

A

high ability, high creativity, and high commitment

87
Q

Types of Intelligence tests

A

Individual or group test, verbal, non-verbal, or performance tests, culture-fair or culture biased tests

88
Q

S.M Mohsin

A

Intelligence test in Hindi in the 1930s

89
Q

Binet’s test in Urdu and Punjabi

A

C. H. Rice

90
Q

Uday Shankar

A

CIE Verbal Group Test of Intelligence

91
Q

R. Ramalingaswamy

A

Adaptation of Weschler Adult Performance Intelligence Scale

92
Q

NLEPT

A

The National Library of Educational and Psychological Tests

93
Q

Vygotsky

A

Culture provides a social context in which people live, grow, and understand the world around them

94
Q

Culture

A

Collective system of customs, beliefs, attitudes, and achievements in art and literature

95
Q

Technological intelligence

A

Skills of generalization and abstraction, speed, minimal moves, and mental manipulation among children

96
Q

Integral intelligence

A

gives emphasis on connectivity with social and world environment

97
Q

Buddhi

A

Skills such as mental effort, determined action, feelings, and opinions along with cognitive competencies such as knowledge, discrimination, and understanding

98
Q

Cognitive capacity

A

Sensitivity to context, understanding, discrimination, problem-solving and effective communication

99
Q

Social competence

A

respect for social order, commitment to elders, the young, and the needy, concerns about others, and recognizing others’ perspectives

100
Q

Emotional competence

A

Self-regulation and self-monitoring of emotions, honesty, politeness, good conduct, and self-evaluation

101
Q

Emotional intelligence

A

Skills that underlie accurate appraisal, expression, and regulation of emotions

102
Q

EI according to Salovey and Mayer

A

The ability to monitor one’s own and other’s emotions, to discriminate among them, and to use the information to guide one’s thinking and actions

103
Q

Two forms of aptitude tests

A

Independent (specialized) and multiple (generalized)

104
Q

DAT

A

Differential Aptitude Tests

105
Q

GATB

A

General Aptitude Test Battery

106
Q

ASVAB

A

Armed Services Vocational Aptitude Battery

107
Q

Relationship between intelligence and creativity

A

Some level of intelligence is required for creativity, but more intelligence does not ensure more creativity

108
Q

Some psychologists who have developed creativity tests are

A

Guildford, Torrance, Khatena, Wallach, Kogan, Paramesh, Baqer Mehdi and Passi

Psychology Grade XII (1 decks)

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