chapter 10: intelligence

Question 1

intelligence

Answer 1

the mental potential to learn from experience, solve problems, and use knowledge to adapt to new situations

Question 2

emotional intelligence

Answer 2

the ability to perceive, understand, manage, and use emotions

Question 3

general intelligence (g)

Answer 3

a general intelligence factor that, according to spearman and others, underlies specific mental abilities and is therefore measured by every task on an intelligence test; predicts abilities in varied academic areas

Question 4

savant syndrome

Answer 4

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”

Question 5

intelligence test

Answer 5

a method for assessing an individuals mental aptitudes and comparing them with those of others, using numerical scores

Question 6

achievement test

Answer 6

a test designed to assess what a person has learned

Question 7

aptitude test

Answer 7

a test designed to predict a persons future performance; aptitude is the capacity to learn

Question 8

gardners multiple intelligences (8 intelligences)

Answer 8

intelligence is multiple abilities that come in different packages

1. linguistic (T.S. eliot, poet)
2. logical-mathematical (albert einstein, scientist)
3. musical (igor stravinsky, composer)
4. spatial (pablo picasso, artist)
5. bodily-kinesthetic (matha graham, dancer)
6. intrapersonal/self (sigmund freud, psychiatrist)
7. interpersonal (gandhi, leader)
8. naturalist (darwin, naturalist)

Question 9

how does the existence of savant syndrome support gardners theory of multiple intelligences

Answer 9

people with savant syndrome have limited mental ability overall but one or more exceptional skills, which, according to gardner, suggests that our abilities come in seperate packages rather than being fully expressed by one general intelligence that encompasses all of our talents

Question 10

thurstones clusters of primary mental abilities

Answer 10

our intelligence may be broken down into 7 factors

word fluency, verbal comprehension, spatial ability, perceptual speed, numerical ability, inductive reasoning, memory

Question 11

sternbergs three intelligences

Answer 11

analytical intelligence
creative intelligence
practical intelligence

Question 12

analytical intelligence

Answer 12

traditional academic problem solving

Question 13

creative intelligence

Answer 13

ability to generate novel ideas

Question 14

practical intelligence

Answer 14

skill at handling everyday tasks

Question 15

emotional intelligence

Answer 15

the ability to perceive, understand, manage, and use emotions

Question 16

perceiving emotions

Answer 16

recognizing emotions in faces, music, and stories

Question 17

understanding emotions

Answer 17

predicting them and how they may change and blend

Question 18

managing emotions

Answer 18

knowing how to express them in varied situations

Question 19

using emotions

Answer 19

to enable adaptive and creative thinking

Question 20

francis galton

Answer 20

believed intelligence was genetic

Question 21

stanford-binet

Answer 21

the revision of binets intelligence test that was improved by terman at stanford university

Question 22

intelligence quotient

Answer 22

defined orginally as the ratio of mental age (ma) to chronological age (ca) multiplied by 100 (thus, IQ = ma/ca x 100) on contemporary intelligence tests, the average performance for a given age is assigned a score of 100.

Question 23

wechsler adult intelligence scale (wais)

Answer 23

the wais and its companion versions for children are the most widely used intelligence tests; contain verbal and performance (nonverbal) subtests.

Question 24

standardization

Answer 24

defining uniform testing procedures and meaningful scores by comparison with the performance of a pretested group.

Question 25

normal curve

Answer 25

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 extremes.

Question 26

reliability

Answer 26

the extent to which a test yields consistent results, as assessed by the consistency of scores on two halves of the test, on alternative forms of the test, or on retesting.

Question 27

validity

Answer 27

the extent to which a test measures or predicts what it is supposed to

Question 28

content validity

Answer 28

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

Question 29

predictive validity

Answer 29

the success with which a test predicts the behavior it is designed to predict; it is assessed by computing the correlation between test scores and the criterion behavior.

Question 30

cohort

Answer 30

a group of people sharing a common characteristic, such as from a given time period

Question 31

crystallized intelligence

Answer 31

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

Question 32

cross-sectional evidence of intellectual decline

Answer 32

researchers at one point in life compare people of different ages

Question 33

longitudinal evidence for intellectual stability

Answer 33

showed that there was more stability to learning and that there is not a fast decline in intelligence

Question 34

intellectual disabilities

Answer 34

a condition that limits the mental abilities one can perform -lower than 70 on IQ test

Question 35

down syndrome

Answer 35

a condition of mild to severe intellectual disabilities and sometimes physical disorders due to extra copy of chromosome 21

Question 36

twin and adoption studies

Answer 36

intelligence test scores of identical twins raised together are nearly as similar as those of the same person taking the same test twice

Question 37

inheritability of intelligence

Answer 37

extent to which intelligence test score variation can be attributed to genetic variation

Question 38

environmental influences on intelligence

Answer 38

- malnutrition - sensory deprivation - social isolation

Question 39

growth mindset

Answer 39

-fostered belief that intelligence is changeable -increased when effort rather than ability encouraged -made teens more resilient when frustrated by others ability + opportunity + motivation = success

Question 40

girls outperform in

Answer 40

- spelling - verbal fluency - locating objects - detecting emotions - sensitivity to: touch taste and color

Question 41

boys outperform in

Answer 41

- spatial ability - complex math problems - both extremes of intelligence

Question 42

racial and ethnic similarities and differences

Answer 42

- racial and ethnic groups differ in their average intelligence test scores - high scoring people and groups are more likely to achieve high levels of education and income - groups differences provide poor basis for judging individuals - race is not a clearly defines biological category

Question 43

hypothesis about racial differences in intelligence

Answer 43

- there are genetically disposed racial differences in intelligence - socially influenced racial differences in intelligence - racial differences in test scores, but the tests are inappropriate or bias

Question 44

2 meanings of bias

Answer 44

scientist: based on its validity to predict future behaviors only for some groups of test-takers - a test is considered bias if it detects innate differences in intelligence and performance differences caused by cultural experiences

Question 45

self-fulfilling stereotype threat

Answer 45

is a self-confirming concert that one will be evaluated based on a negative stereotype - women dont perform bad on math tests compared to men unless told that they usually do when compared to men - black students perform worse when reminded of their race before a test