LESSON 5 Flashcards
1
Q
who said that intelligence is “to think abstractly”
A
Lewis Terman
2
Q
who said that intelligence is “ability to act purposefully, to think rationally, and to deal
effectively with the environment”
A
David Weschler
3
Q
who said that intelligence is “the ability to adapt to one’s surroundings”
A
Jean Piaget
4
Q
TWO-FACTOR
THEORY
by Charles Spearman
A
- GENERAL INTELLIGENCE (g)
- SPECIFIC ABILITIES (s)
5
Q
general mental ability that
influences performance on all
cognitive tasks
A
GENERAL INTELLIGENCE (g)
6
Q
abilities unique to particular
tasks
A
SPECIFIC ABILITIES (s)
7
Q
PRIMARY
MENTAL
ABILITIES
by Louis Thurstone
A
- WORD FLUENCY
- VERBAL COMPREHENSION
- REASONING
- MEMORY
- PERCEPTUAL SPEED
- SPATIAL VISUALIZATION
- NUMBER
8
Q
ability to think words rapidly
A
WORD FLUENCY
9
Q
ability to understand and define
words
A
VERBAL COMPREHENSION
10
Q
ability
to find rules and
conventions to justify and solve
issues
A
REASONING
11
Q
Deductive
Inductive
A
REASONING
12
Q
ability to recall and associate
previous learned items
A
MEMORY
13
Q
ability to detect similarities and
differences between designs and
objects
A
PERCEPTUAL SPEED
14
Q
ability to visualize and manipulate object in space
A
SPATIAL VISUALIZATION
15
Q
ability to deal with numbers
rapidly and accurately
A
NUMBER
16
Q
J.P. Guilford identified 150 factors
using factor analysis
A
STRUCTURE OF
INTELLECT
17
Q
STRUCTURE OF
INTELLECT
A
- OPERATIONS
- CONTENT
- PRODUCTS
18
Q
the ways we think
A
OPERATIONS
19
Q
Cognition
A
OPERATIONS
20
Q
Memory
A
OPERATIONS
21
Q
Divergent production
A
OPERATIONS
22
Q
Convergent production
A
OPERATIONS
23
Q
Evaluation
A
OPERATIONS
24
Q
what one’s thinks about
A
CONTENT
25
Visual
CONTENT
26
Auditory
CONTENT
27
Symbolic
CONTENT
28
Semantic
CONTENT
29
Behavioral
CONTENT
30
results of the application of an
operation to a certain content
PRODUCTS
31
Units
PRODUCTS
32
Classes
PRODUCTS
33
Relation
PRODUCTS
34
Systems
PRODUCTS
35
Transformation
PRODUCTS
36
FLUID AND
CRYSTALLIZED by Raymond Cattell
1. FLUID INTELLIGENCE
2. CRYSTALLIZED INTELLIGENCE
37
includes the ability to perceive
relationships, solve unfamiliar
problems,
and gain new
knowledge
FLUID INTELLIGENCE
38
reaches its peak before age 20,
remains nearly
steady for
decades
FLUID INTELLIGENCE
39
acquired skills and knowledge
and the ability to apply that
knowledge in specific situations
CRYSTALLIZED INTELLIGENCE
40
continues to increase as long as
people are active and alert
CRYSTALLIZED INTELLIGENCE
41
TRIARCHIC
THEORY by Robert Sternberg
1. ANALYTICAL INTELLIGENCE
2. CREATIVE INTELLIGENCE
3. PRACTICAL INTELLIGENCE
42
academic ability
abilities
to solve problems,
compare and contrast, judge,
evaluate, and criticize
ANALYTICAL INTELLIGENCE
43
abilities
judge,
to invent, discover,
suppose, or theorize
CREATIVE INTELLIGENCE
44
street smarts
abilities to adapt
to the demands of one’s environment and apply
knowledge practical situations
PRACTICAL INTELLIGENCE
45
MULTIPLE
INTELLIGENCE by Howard Gardner
1. LINGUISTIC INTELLIGENCE
2. LOGICAL-MATHEMATICAL
INTELLIGENCE
3. SPATIAL INTELLIGENCE
4. MUSICAL INTELLIGENCE
5. BODILY-KINESTHETIC
INTELLIGENCE
6. INTERPERSONAL INTELLIGENCE
7. INTRAPERSONAL INTELLIGENCE
8. NATURALIST INTELLIGENCE
9. EXISTENTIAL INTELLIGENCE (OTHER INTELLIGENCE)
46
OTHER
FORMS OF
INTELLIGENCE
1. EMOTIONAL INTELLIGENCE or
EMOTIONAL QUOTIENT (EQ)
2. ARTIFICIAL INTELLIGENCE
47
first introduced by Peter Salovey,
a Yale psychologist, and John
Myer of the University of the New
Hampshire
EMOTIONAL INTELLIGENCE or
EMOTIONAL QUOTIENT (EQ)
48
ability to understand one’s own
feelings and to have empathy for
the feelings of others
EMOTIONAL INTELLIGENCE or
EMOTIONAL QUOTIENT (EQ)
49
science and engineering of
creating intelligent machine like
an intelligent computer program
ARTIFICIAL INTELLIGENCE
50
THE MEASUREMENT
OF INTELLIGENCE
1. THE SBIS
2. THE WAIS-IV
AND WISC-IV
51
The Stanford-Binet
Intelligence
Scale
THE SBIS
52
In 1905, The French Ministry of
Public Instruction wanted a fair way
to identify children who had such
serious intellectual deficiencies
THE SBIS
53
Binet assumed that intelligence
increases with age, so older children
should get more items right than
younger children
THE SBIS
54
shows the intellectual level at
which a child is functioning
the accumulated months of
credit that a person earns on the
Stanford–Binet Intelligence Scale
MENTAL AGE
55
actual age, or time since birth
CHRONOLOGICAL AGE
56
adapted the SBIS for use with
American children at Stanford
University and published it in 1916
LOUIS TERMAN
57
included more items than the
original test and was used with
children aged 2 to 16
LOUIS TERMAN
58
the SBIS also yielded an
intelligence quotient (IQ) rather
than an MA
LOUIS TERMAN
59
originally, a ratio obtained by
dividing a child’s score (or mental
age) on an intelligence test by
chronological age
INTELLIGENCE QUOTIENT
60
FORMULA FOR INTELLIGENCE QUOTIENT
IQ =
(Mental age (MA)/
Chronological age (CA))
x 100
61
Test administrator points at pictures of everyday objects and asks, “What is this?”
“Here are some pegs of different sizes and shapes. See whether you can put each
one into the correct hole.”
2
62
“Why do people live in houses?” “Birds fly in the air; fish swim in the __________”
4
63
“Here is a picture of a horse. Do you see what part of the horse is missing?” “Here are
some candies. Can you count how many there are?”
6
64
“What should you do if you find a lost puppy?” “Stephanie can’t write today because
she twisted her ankle. What is wrong with that?”
8
65
“Why should people be quiet in a library?” “Repeat after me: 4 8 3 7 1 4.”
10
66
“What does regret mean?” “Here is a picture. Can you tell me what is wrong with it?”
12
67
“What is the similarity between high and low?” “Watch me fold this paper and cut it.
Now, when I unfold it, how many holes will there be?”
14
68
Originally devised by David
Wechsler, and later modified by others
Wechsler Adult Intelligence Scale–
Fourth Edition (WAIS–IV)
Wechsler Intelligence Scale for
Children–Fourth Edition (WISC–IV)THE WAIS-IV AND WISC-IV
68
“Make up a sentence using the words celebrate, reverse, and appointment.” “What
do people mean when they say, ‘People who live in glass houses should not throw
stones’ ”?
Adult
69
The WISC is given to children up to
age _____,
16
70
the WAIS is for everyone
___
older (7+)
71
The Wechsler scales group test
questions into a number of separate
subtests:
1. VERBAL COMPREHENSION INDEX
2. PERCEPTUAL REASONING NDEX
3. WORKING MEMORY INDEX
4. PROCESSING SPEED
72
“define the word letter”
VERBAL
COMPREHENSION
INDEX
73
examiner might arrange four
blocks in a particular pattern
and then ask the child to
arrange four other blocks to
match the pattern
PERCEPTUAL
REASONING
INDEX
74
listen to these numbers and
then repeat them: 3 6 2 5
listen to these numbers and
repeat them in reverse order:
4 7 6
WORKING MEMORY INDEX
75
here is a page full of shapes,
put a slash (/) through all the
circles and an X through all
the squares
PROCESSING SPEED
76
70 below
Intellectually deficient
77
80 — 89
Below average
78
90 — 109
Average
79
110 — 119
Above average
80
120 — 129
Superior
81
130 — 139
Very superior
82
140 and up
Potential genius
83
TYPES OF
TESTS
1. INDIVIDUAL TEST
2. GROUP TEST
3. VERBAL TEST
4. NON-VERBAL or PERFORMACE TEST
5. POWER TEST
6. SPEED TEST
84
this is usually given to one person at a time by experts
time consuming but result is highly
reliable
INDIVIDUAL TEST
85
administered to several persons at a time
time saving but result is less reliable
GROUP TEST
86
predominance of language
given to literate who understands
the language used
VERBAL TEST
87
measures intelligence without the
use of language and usually given to illeterates, pre-schoolers,
foreigners
NON-VERBAL or PERFORMACE TEST
88
measures the amount of work done
regardless of time spent
items are usually of increasing
difficulty
POWER TEST
89
measures the amount of work done
within the time limit
SPEED TEST
