Thinking, Language, and Intelligence 2

Question 1

intelligence

Answer 1

the ability to learn from one’s experiences, acquire knowledge, and use resources effectively in adapting to new situations or solving problems

Question 2

theories of intelligence

Answer 2

spearman’s g factor, gardner’s multiple intelligences, stern berg’s triarchic theory

Question 3

g factor

Answer 3

general intelligence

ability to reason and solve problems

Question 4

spearman’s g factor

Answer 4

intelligence as two different abilities, g factor and s factor
believed superiority in one type of intelligence produces superiority overall
people think spearman oversimplified intelligence

Question 5

s factor

Answer 5

specific intelligence

task-specific abilities in certain areas such as music, business, or art

Question 6

gardner’s multiple intelligences

Answer 6

believe reason, logic, and knowledge different aspects of intelligence, along with other abilities
nine types of intelligence
but few studies/not much evidence for multiple intelligences

Question 7

gardner’s nine intelligences

Answer 7

verbal/linguistic, musical, logical/mathematical, visual/spatial, movement, interpersonal (others), interpersonal (self), naturalist (nature), existentialist (can see big picture, ask big questions)

Question 8

sternberg’s triarchic theory

Answer 8

three kinds of intelligence

Question 9

triarchic theory of intelligence

Answer 9

includes analytical, creative, and practical intelligence

Question 10

analytical intelligence

Answer 10

ability to break problems down into component parts, or analysis, for problem solving
measured by intelligence tests and academic achievements
book smarts

Question 11

creative intelligence

Answer 11

ability to deal with new and different concepts and to come up with new ways of solving problems
divergent thinking
ability to automatically process certain aspects of information, which frees up cognitive resources to deal with novelty

Question 12

practical intelligence

Answer 12

street smarts
ability to use information to get along in life
people with high degree of this know how to be tactful, how to manipulate situations to their advantage, and who to use inside info to increase odds of success

Question 13

recent research on practical intelligence

Answer 13

practical intelligence predicts success in life but has low relationship with academic/analytical intelligence
higher practical intelligence means lower grades often

Question 14

galton

Answer 14

pioneer in intelligence testing
first to use surveys to collect data
initiated use of statistics and standardization in order to review results

Question 15

types of intelligence tests

Answer 15

bite’s mental ability test
stanford-binet iq
the wechsler tests

Question 16

bite’s mental ability test

Answer 16

test that distinguishes between fast and slow learners and between kids of different age groups
fast learners give older answers, slow learners give younger answers
key element to be tested was kid’s mental age

Question 17

mental age

Answer 17

average age at which children could successfully answer a particular level of questions

Question 18

stanford-binet and IQ

Answer 18

terman adopt stern’s method, which was to divide mental age (MA) by chronological age (CA) and multiply the result by 100

Question 19

chronological age

Answer 19

number of years since birth

Question 20

IQ

Answer 20

intelligence quotient
IQ = (MA/CA)(100)
allows testers to compare intelligences of people from different age groups

Question 21

IQ works well for young kids but

Answer 21

starts to produce meaningless scores as age passes 16

questions for particular age group lose power

Question 22

today

Answer 22

most tests use age group comparison norms instead

Question 23

sb5

Answer 23

stanford binet intelligence scales, fifth edition
often used by educators to make decisions about the placement of students into special educational programs, both for those with disabilities and those with exceptionalities
yields overall estimate of intelligence, verbal and nonverbal domain scores

Question 24

wechsler tests

Answer 24

tests designed for specific age groups
one for adults, one for children, and one for preschool and primary intelligence
verbal and nonverbal

Question 25

sb5 areas

Answer 25

five areas: fluid reasoning, knowledge, quantitative processing, visual-spatial processing, and working memory

Question 26

wechsler tests four domains

Answer 26

verbal comprehension, perceptual reasoning, working memory, and processing speed

Question 27

reliability

Answer 27

test produces consistent results each time it is given to the same individual or group of people

Question 28

validity

Answer 28

the degree to which a test actually measures what it’s supposed to measure

Question 29

ecological validity

Answer 29

extent to which obtained score accurately reflects the intended skill or outcome in real life situations, not just validity for testing or assessment situation

Question 30

standardization

Answer 30

process of giving the test to a large group of people that represents the kind of people for whom the test is designed
establishment of consistent and standard administration methods
comparison group (whose scores will used to compare individual test results) chosen randomly from the population for whom the test is intended and must be representative of that population

Question 31

norms

Answer 31

the scores from the standardization group

standard against which all others who take the test would be compared

Question 32

normal curve

Answer 32

most tests of intelligence follow this
distribution in which the scores are the most frequent around the mean (average) and become less frequent further from the mean

Question 33

standard deviation

Answer 33

average variation of scores from the mean
on wechsle IQ test percentages under each section of normal curve represent percentage of scores falling within that section for each standard deviation from the mean

Question 34

deviation IQ scores

Answer 34

based on the moral curve distribution

normal curve allows IQ scores to be more accurately estimated than the old IQ scoring method formal derived by stern

Question 35

reliable and valid relationship

Answer 35

test can fail in validity but still be reliable

test cannot fail in reliability and still be valid

Question 36

crystallized intelligence

Answer 36

when use knowledge we’ve accumulated over time

this knowledge holds steady as we age

Question 37

fluid intelligence

Answer 37

ability to problem solve and reason abstractly, as well as to pick up new skills
diminishes as we age

Question 38

problem with IQ tests

Answer 38

unavoidable cultural bias

can’t escape, even in wording of questions or different cultural associations

Question 39

cultural bias

Answer 39

hard to make test free of this
tendency of IQ tests to reflect, in language, dialect, and content, the culture of the person or persons who designed the test
person who comes from same culture as them will have an unfair advantage

Question 40

dove

Answer 40

1971, dove counterbalance general intelligence test aka chitling test
try to demonstrate that significant language/dialect barrier exists among kids of different backgrounds
questions derived from african american culture and asked for info not readily available to non african americans

Question 41

culturally fair

Answer 41

at least try to do this, use questions that do not create a disadvantage for people whose culture differs from that of the majority
many questions with use of nonverbal abilities

Question 42

IQ tests generally

Answer 42

valid for predicting academic success and job performance
school tests often similar to intelligence tests
also skills in self-regulation and levels of motivation may impact IQ measures

Question 43

intelligence testing important role in

Answer 43

neuropsychology
specifically trained psychologists use intelligence tests and other forms of cognitive and behavioral testing to assess neurobehavioral disorders in which cognition and behavior are impaired as the result of brain injury or brain malfunction

Question 44

neuropsych sheds light on head injuries

Answer 44

athletics and military can cause serious brain injuries that impact intelligence and scores on IQ tests
IEDs in iraq
tackling in football
can impact day to day functioning
may lead to alzheimer’s or other neurodegenerative diseases