Chapter 10

Question 1

intelligence

Answer 1

the ability to acquire knowledge, to think and reason effectively, to deal adaptively with the environment

Question 2

3 theories of intelligence

Answer 2

Spearman’s, Cattell’s, & Gardner’s

Question 3

Spearman’s Theory

Answer 3

used factor analysis, scores on almost all tests of cognitive abilities were positively correlated. thus, people doing well on 1 test also tended to do well on all of the others. correlations were created by general cognitive abilites (general intellingence)

Question 4

g factor

Answer 4

general intelligence

Question 5

Cattell’s Theory

Answer 5

suggested two kinds of g-factors

Question 6

2 kinds of g-factors

Answer 6

fluid & crystallized abilities

Question 7

fluid intelligence

Answer 7

basic problem solving & reasoning, ability to deal with novel problem-solving situations, innate, inherited reasoning abilities, memory and speed of info processing

Question 8

crystallized intelligence

Answer 8

specific knowledge gained by using/applying fluid intelligence, ability to apply previously applied knowledge, verbal (experience, education, environment)

Question 9

Gardner’s Theory

Answer 9

Multiple Intelligences

Question 10

8 multiple intelligences

Answer 10

linguistic, logical-mathematical, spatial, musical, body-kinesthetic, intrapersonal, interpersonal, naturalistic

Question 11

Alfred Binet

Answer 11

developed first IQ test

Question 12

Binet’s test

Answer 12

30-item test given to students who were candidates for the special classes based on teacher recommendation. Test measured child’s mental age, compared test scores to chronological age & believed MA should equal CA. used a difference score to determine if students were candidates for special classes

Question 13

difference score

Answer 13

MA-CA = -2 years or more

Question 14

William Stern

Answer 14

challenged the psychometrics of the Binet test, looked at intelligence in terms of a ratio of mental age

Question 15

Intelligence Quotient (IQ)

Answer 15

IQ=(MA/CA) * 100

Question 16

Terman

Answer 16

used Stern’s view of intelligence as a ratio, revised original Binet test and came up with Stanford-Binet

Question 17

2 modern types of IQ tests

Answer 17

individual (1 group to 1 examiner) and group (many examinees, pencil and paper)

Question 18

T or F: We still use mental age in IQ tests

Answer 18

F

Question 19

Using the normal curve with IQ, what is the mean and std dev for IQ?

Answer 19

mean IQ: 100, standard deviation: 15 or 16

Question 20

2 most widely-used individual IQ tests

Answer 20

Stanford-Binet and Weschler

Question 21

Stanford-Binet test

Answer 21

gold standard for measuring intelligence in the 1920s. contains mostly verbal items, performance items were included.

Question 22

David Weschler challenged Stanford-Binet test because it relied too much on [blank].

Answer 22

verbal skills

Question 23

3 Weschler tests

Answer 23

WPPSI, WISC & WAIS

Question 24

WPPSI

Answer 24

test for children 3-7 yo

Question 25

WISC

Answer 25

test for children 6-17 yo

Question 26

WAIS

Answer 26

test for kids of 16 up to adulthood

Question 27

Group intelligence tests for WWI recruits

Answer 27

Army Alpha and Army Beta tests

Question 28

psychometric standards (3)

Answer 28

reliability, validity, and standardization

Question 29

2 types of reliability

Answer 29

Test-Retest and Parallel-Forms

Question 30

reliability

Answer 30

consistently yields same results, testing results should be correlated

Question 31

test-retest reliability

Answer 31

consistency of measurement over time, assessed by administering the measure to the same group of participants on 2 or more separate occasions and correlating the sets of scores

Question 32

parallel-forms reliability

Answer 32

(aka alternate forms, equivalent forms) 2 versions of the test; given on 2 occasions, results should correlate

Question 33

Validity

Answer 33

test measures what it says it measures, and well. test resuls should be correlated

Question 34

content validity

Answer 34

whether the items on a test measure all the knowledge/ skills that are assumed to underlie the construct of interest, not statistical; experts in field

Question 35

criterion-related validity

Answer 35

the ability of test scores to correlate with meaningful criterion measures, test should predict present/future outcomes that are influenced by the construct being measured, predictive, concurrent

Question 36

concurrent

Answer 36

the external criterion is available at the time of testing

Question 37

Standardization

Answer 37

involves development of norms, rigorously controlled testing procedures, instructions- also a set procedure for administering, scoring and interpreting the test

Question 38

Top 2% of people in normal curve

Answer 38

gifted

Question 39

Bottom 2% of people in normal curve

Answer 39

mentally disabled

Question 40

intellectually gifted

Answer 40

IQ of 130 or higher, places them in top 2% of population, gifted is defined in terms of academic talent

Question 41

mental retardation

Answer 41

developmentally delayed, low IQ, low adaptive behavior skills

Question 42

4 levels of mental retardation (based on IQ scores)

Answer 42

mild, moderate, severe and profound

Question 43

mild MR

Answer 43

IQ= 69-54, ABS: sixth grade level, can marry, maintain family, unskilled jobs

Question 44

moderate MR

Answer 44

IQ= 54-35, ABS: second grade level (4-7 yo), can live with family

Question 45

severe MR

Answer 45

IQ= 34-20, ABS: basic levels, can communicate vocally; lots of training

Question 46

profound MR

Answer 46

IQ= < 20, ABS: constant supervision, mental age < 3 yo, v. limited communication