unit 11

Question 1

intelligence

Answer 1

mental quality consisting of the ability to learn from experience, solve problems and use knowledge to adopt to new situations

Question 2

intelligence test

Answer 2

an individually administered test used to determine a person’s level of intelligence by measuring his or her ability to solve problems, form concepts, reason, acquire detail, and perform other intellectual tasks.

Question 3

general intelligence

Answer 3

a general intelligence factor that according to spearman and other underlies specific mental abilities and is therefore measured by every task on an intelligence test

Question 4

factor analysis

Answer 4

a statistical procedure that identifies clusters of related items (Called factors) on a test; used to identify different dimensions of performance that underlie a person’s total score. Factor analysis is used to identify “factors” that explain a variety of results on different tests. For example, intelligence research found that people who get a high score on a test of verbal ability are also good on other tests that require verbal abilities.

Question 5

savant syndrome

Answer 5

a condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing. People with savant syndrome are characterised by their remarkable talent in one or more domains (e.g. music, memory) but also by the presence of some form of developmental condition such as autism spectrum conditions

Question 6

grit

Answer 6

grit is passion and perseverance in the pursuit of long-term goals. Ex. They don’t miss assignments. They always have their teammates back. Mentally tough leaders are more consistent than their peers. They have a clear goal that they work towards each day.

Question 7

emotional intelligence

Answer 7

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

Question 8

mental age

Answer 8

a measure of intelligence test performance devised by Binet; the chronological age that most typically corresponds to a given level of performance. Thus, a child who does as well as the average 8-year - old is said to have a mental age of 8.

Question 9

stanford-binet

Answer 9

the widely used American revision (by Terman at Stanford University) of Binet’s original intelligence test.a standardized assessment of intelligence and cognitive abilities for individuals of ages 2 to 89 years.

Question 10

intelligence quotient (IQ)

Answer 10

a standard measure of an individual’s intelligence level based on psychological tests. On contemporary intelligence tests, the average performance for a given age is assigned a score of 100, with scores assigned to relative performance above or below average.

Question 11

achievement test

Answer 11

a test designed to assess what a person has learned. Spelling tests, timed arithmetic tests, and map quizzes are all examples of achievement tests.

Question 12

aptitude

Answer 12

a test designed to predict a person’s future performance; aptitude is the capacity to learn. For example, a person’s ability to carry a tune is considered an aptitude.

Question 13

Wechsler Adult
Intelligence Scale

Answer 13

the WAIS is the most widely used intelligence test for determining a child’s intellectual abilities and particular strengths and weaknesses in cognitively understanding his or her world contains verbal and performance (nonverbal) subtests.

Question 14

standardization

Answer 14

defining uniform testing procedures and meaningful scores by comparison with the performance of a pretested group. the consistency or uniformity of the conditions and procedures for administering a psychological test.

Question 15

normal curve

Answer 15

the symmetrical, 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 the extremes

Question 16

reliability

Answer 16

the extent to which a test yields consistent results, as assessed by the consistency of scores on two halves of the test, on alternate forms of the test, or on retesting. For example, if a person weighs themselves during the course of a day they would expect to see a similar reading

Question 17

validity

Answer 17

the extent to which a test measures or predicts what it is supposed to. (See also content validity and predictive validity.) For example, measures of anxiety should correlate positively with the number of negative thoughts.

Question 18

content validity

Answer 18

the extent to which a test samples the behavior that is of interest.

Question 19

predictive validity

Answer 19

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. (Also called criterion-related validity.) For example, SAT scores are considered predictive of student retention

Question 20

cohort

Answer 20

a group of people from a given time period.

Question 21

crystalized intelligence

Answer 21

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

Question 22

fluid intelligence

Answer 22

our ability to reason speedily and abstractly; tends to decrease during late adulthood

Question 23

intellectual disability

Answer 23

condition of limited mental ability, indicated by an intelligence score of 70 or below and difficulty in adapting to the demands of life. (Formerly referred to as mental retardation.)

Question 24

down syndrome

Answer 24

a condition of mild to severe intellectual dis-ability and associated physical disorders caused by an extra copy of chromosome 21. (ex. inability to feel emotion)

Question 25

heritability

Answer 25

the proportion of variation among individuals that we can attribute to genes. The heritability of a trait may vary, depending on the range of populations and environments studied.

Question 26

stereotype threat

Answer 26

self-confirming concern that one will be evaluated based on a negative stereotype. when female students are given a math exam and told that the exam is diagnostic of their own intellectual abilities, negative stereotypes of women as less capable mathematicians

Question 27

charles spearman

Answer 27

known for his contributions to the field of intelligence and psychological testing. His most famous theory is known as the Two Factor Theory of Intelligence, which proposed that intelligence is composed of two distinct factors: a general factor (g) and specific factors (s).

Question 28

L.L. Thurstone

Answer 28

The new statistical techniques developed by Thurstone provided the necessary tools for his most enduring contribution to psychology: The Theory of Primary Mental Abilities, a model of human intelligence that challenged Charles Spearman’s then-dominant paradigm of a unitary conception of intelligence.

Question 29

Howard gardner

Answer 29

a developmental psychologist best-known for this theory of multiple intelligences. He believed that the conventional concept of intelligence was too narrow and restrictive and that measures of IQ often miss out on other \“intelligences\” that an individual may possess.