exam 1 Flashcards
(111 cards)
1
Q
Behaviorism (Thorndike)
A
actions indicate thought, things exist that we can’t directly tap but we tap them indirectly
2
Q
Achievement (past)
A
they have learned more
3
Q
ability (present)
A
innate ability
4
Q
aptitude (future)
A
greater learning potential
5
Q
Four Views of Testing
A
achievement-based approach (Ben Wood), progressive education (John Dewey), IQ folks (Chauncey-Bryant), Education expansionists (George Took)
6
Q
achievement-based approach
A
Ben Wood - standardized curriculum
7
Q
IQ Folks
A
Chauncey-Bryant - aptitude tests, those who are best able to profit should lead
8
Q
education expansionists
A
George Zook - educate more students, tests to identify those in need of remediation
9
Q
Do we need tests? Should we get ride of tests? PROS
A
able to see who is more intelligent, creative, etc, who should lead or who should we give resources to
10
Q
Do we need tests? Should we get ride of tests? CONS
A
halo effects, self-fulfilling prophecy, not great assessments
11
Q
Chinese Civil Service Exam (2200 B.C.E.)
A
oral exams, determines promotion and work evaluation
12
Q
Greek Testing (428-327 BCE)
A
Plato wrote about Greeks assessing both the intellectual and physical abilities of men when screening for state service.
13
Q
Ming Dynasty Tests (1368-1644)
A
multistage testing programs
14
Q
assessment
A
Broad array of evaluative procedures; Rating scales, observations, objective test, projective tests, interest inventories, ability tests, aptitude tests
15
Q
testing
A
a sample of behavior; one possible evaluative procedure
16
Q
construct
A
presence is inferred by something you can see
17
Q
allure of testing
A
ability to see the invisible and predict the future
18
Q
social functions of testing
A
Tests hold the power to determine the structure of the social order, a project to categorize, sort and route population
19
Q
the big test (1945)
A
Protestant men of the Eastern seaboard, privately educated, all had access to each other, every group member’s wants were important
20
Q
Henry Chauncey and James Bryant Conant
A
pushed for development of the SAT, used to enhance democracy of selection + equalize student opportunity
21
Q
progressive education (John Dewey)
A
liberal-minded, free thinking, no standardized curriculum; ability test for college
22
Q
History of Testing
A
British learned about Chinese testing system via trading, East India Company copied the system in 1832 as way to select for overseas employment, British civil service selection in 1855 and French, Germans, Americans (1883) follow suit
23
Q
Sir Francis Galton (1822-1911)
A
Darwin’s cousin - first attempt at systematically measuring intelligence by judging length of objects, determining aspects of weight, distinguishing certain smells
24
Q
Wilhelm Wundt (1832-1920)
A
set up the first psychological laboratory where subjects were asked to accurately record their cognitive reactions to simple stimuli (experimental and psychophysical approach)
25
James McKeen Cattell (1860-1944)
spent his career looking at individual differences and the idea that intelligence was inherited and could be measured. Many of his ideas were aligned with the eugenics movement (selective breeding)
26
Jean Equirol (1772-1840)
19th century, recognized mental retardation was due to developmental delays & not mental illness
27
Edouard Seguin (1812-1880)
responsible for developing teaching methods for children with intellectual disability, training emphasized sensorimotor activities - precurser of performance IQ
28
Alfred Binet (1857-1911)
Developer of the first test to classify children's abilities using the concept of mental age, not to identify students at the top - rather to identify and intervene with students at the bottom (education expansionist)
29
Lewis Terman (1877-1956)
Adapted Binet's tests for use as an intelligence test that reported intelligence as a calculated IQ score.
30
Robert Yerkes
group-admin test used for placing army recruits for WW1 with an efficient way to evaluate intellectual functioning
31
Army Alpha Test
one of the earliest intelligence tests designed by the US army for determining each person's capability as a soldier, leadership, etc.
32
Bloom's Taxonomy
Remember, Understand, Apply, Analyze, Evaluate, Create (Red Ugly Animals Always Eat Cake)
33
Sternberg
triarchic theory of intelligence (analytical, creative, practical)
34
Memory Items
recall and/or recognize who, what, when, how
35
Analytical Items
analyze, critique, evaluate, compare and contrast
36
Creative Items
create, imagine, invent or suppose
37
Practical Items
apply and use
38
Test Construction Error
differences in item wording or how content is selected may produce error, produced by variation in items within a test or between different tests
39
Mistakes in writing items
- Correct choice is longer than the rest
- CC will be qualified to give it precision
- CC will be generalized to give wider application
- CC will not be 1st or last option
- CC will not be one of the extremes (e.g., numbers)
- CC will be one of two similar statements
- CC will be in a sentence bearing familiar or stereotyped phrasing
- CC will not contain language or technical terms that the student is expected to know
- CC will not contain extreme words such as "nonsense"
- CC will not be a flippant remark or unreasonable statement
- No "all of the above" or "none of the above"
- No "a and b but not c"
- Should be grammatically correct
40
Psychometrics
reliability and validity
41
test-retest reliability
using the same test on two occasions to measure consistency
42
parallel forms reliability
used to assess the consistency of the results of two tests constructed in the same way from the same content domain
43
internal consistency reliability (Lee Cronbach)
Reliability assessed with data collected at one point in time with multiple measures of a psychological construct, a measure is reliable when the multiple measures provide similar results - split test into all possible halves and correlate
44
interrater reliability
the amount of agreement in the observations of different raters who witness the same behavior
45
Consensus Estimate
Average two ratings, most common approach
46
consistency estimates
Based on correlation - correct for mean differences
47
Measurement estimate
determining an approximate measure without making an exact measurement
48
Cronbach's alpha
measure of internal consistency, that is, how closely related a set of items are as a group
49
test reliability
the extent to which a test yields a consistent, reproducible measure of performance
50
test validity
The accuracy with which a test, interview, and so on measures what it purports to measure or fulfills the function it was designed to fill
51
content-related validity
assesses whether a test is representative of all aspects of the construct ex. driving test for license
52
Can have reliability without validity
can't have validity without reliability
53
criterion-related validity
Does your instrument correlate with another instrument of measuring the same construct
54
predictive validity
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.
55
criterion problem
It is impossible to point to any one performance criterion and argue that it is a perfect measure of performance
56
discriminant validity
it shows you how well a test measures the concept it was designed to measure.
57
Rubrics
rating scales that express criteria for assessing essay or portfolio content
58
Flynn effect
The rise in average IQ scores that has occurred over the decades in many nations
59
Norming
administering a test to a large population so data can be collected to reference the normal scores for a population and its groups
60
4 major approaches to measuring creativity
creative process, person, products and environment
61
creative process
The step-by-step procedure used to discover original ideas and reorganize existing concepts in new ways
62
creative person
someone who uses imagination and experiments with new ideas
63
social-personality approaches
Correlations of traits - self-efficacy, attraction to complexity, tolerance for ambiguity, etc.
64
creative person through products
Measuring number of products produced (Simonton's Procedure)
65
Simonton's Model of Age and Creative Production
how many works produced shows how creative you are, plot the # of creative works produced at 5 year intervals
66
creative product
Emerged in response to validity critiques, products are evaluated by judges
67
creative environment
Conditions that stimulate creativity, Freedom, sufficient resources, supervisory encouragement
68
industrial-organizational psychology
the application of psychological concepts and methods to optimizing human behavior in workplaces
69
4 dimensions of divergent thinking (guilford)
Fluency, flexibility, originality, elaboration
70
Guilford's test of divergent thinking
attempt to measure creativity by testing divergent thinking: attempting to produce as many creative answers to a question as possible
71
4 C's (Beghetto and Kaufman)
mini c, little c, pro c, big c
72
mini c
Personally meaningful (4th grade project)
73
little c
The average person thinks it's creative
74
pro c
achieve professional level expertise in any creative area
75
big c
Eminent, world-changing creations
76
social intelligence
the know-how involved in comprehending social situations and managing oneself successfully
77
emotional intelligence
the ability to perceive, understand, manage, and use emotions
78
Bennett's Model of Intercultural Sensitivity
Denial: no interest in cultures beyond their own
Defense: believe their culture is better
Minimization: acknowledge minimal differences (food, clothing) but not deeper
Acceptance: recognize there are differences may not always understand but seek to
Adaptation: empathy or compassionate
Integration: move in and out of different perspectives
79
intercultural competence
the ability to communicate appropriately, effectively, and ethically with people from diverse backgrounds
80
norm-referenced tests
Tests where a student's performance is compared with a norm group, or a representative sampling students similar to the student
81
criterion-referenced test
Individual's performance is measured against mastery of curriculum criteria rather than other students
82
renorming
scaled scores since people get smarter
83
Florence Goodenough
Developed the "Draw-a-Man Test" of nonverbal intelligence for children
84
intelligence
capacity to adapt to the environment and profit from experience
85
eugenics
improve the human race through selective breeding
86
Edward Boring
intelligence is what is measured by IQ tests
87
Karl Pearson
developed the product-moment correlation technique
88
Spearman's g (1904)
General intelligence: if skilled in one area, skilled in others as well. Idea that skills cluster
89
Cattell-Horn Gf-Gc Theory
(gf) fluid ability, ability to learn
(gc) crystallized ability, knowledge gained via experience
90
Fluid Ability (Gf)
Reasoning, problem solving, learning
91
crystallized intelligence (Gc)
Knowledge and skills gained through experience and education; gc tends to increase over the life span.
92
Wechsler Model
Intelligence consists of full Scale Score (general ability), Verbal and Non-verbal (performance). Four subtests: Verbal Comprehension, Working Memory, Processing Speed, Perceptual Organization
93
Cattle-Horn-Carroll (CHC) theory
the theory that our intelligence is based on g as well as specific abilities, bridged by Gf and Gc
94
Cattle-Horn-Carroll (CHC) theory
the theory that our intelligence is based on g as well as specific abilities, bridged by Gf and Gc
95
WAIS (Wechsler Adult Intelligence Scale)
most widely used intelligence test; contains verbal and performance subtests
96
multiple intelligences
idea that people vary in their ability levels across different domains of intellectual skill, i.e., savants, brain damaged patients etc
97
savants
people of low intelligence who have an extraordinary ability
98
triarchic theory of intelligence
Sternberg's theory that there are three kinds of intelligence: analytical, creative, and practical
99
Gardner's Theory of Multiple Intelligences
linguistic, logical-mathematical, musical, visual-spatial, bodily-kinesthetic, interpersonal, and intrapersonal
100
Paul Ekman
emotion; found that facial expressions are universal
101
tacit knowledge
Knowledge contained in people's heads
102
practical intelligence
the ability to use information to get along in life and become successful
103
instrument development
using qualitative data to construct quantitative instruments; comply, consult, confer, avoid, delegate, legislate, retaliate
104
R. Cattell
divided intelligence into fluid intelligence and crystallized intelligence and looked at how they change throughout the lifespan
105
Wissler
First to show that sensory processing was not indicative of intelligence
106
culture and intelligence
what is viewed as intelligent varies by culture
107
model 1 ('g')
intelligence is the same everywhere, therefore we can use the same tests everywhere (argue ravens and PR are culture-free)
108
model 2 (interpret)
intelligence depends on culture but we can use the same instruments to measure intelligence, just interpret results differently
109
model 3 (emic)
structure of intelligence is the same everywhere but we muse use culturally sensitive measures
110
model 4 (relative)
intelligence depends on culture, nothing about intelligence is the same across cultures
111
James McKeen Cattell
founded the psychological corporation in 1921, the first to apply psychology to business and industry, coined term "mental tests"
