Unit 11- Intelligence Flashcards
(37 cards)
Stereotype threat is a _____ variable.
Confounding
Measuring individual differences is an essential component of psychology, but _____ guidelines and _____ standards must be followed to ensure results and conclusions are valid and appropriate.
Strict-Ethical
Psychologists use two methods to determine whether or not the results of a test have significance: _____ and _____
Validity and Reliability
Define Validity
a property exhibited by a test that measures what it purports to measure.
Define Reliability
a property exhibited by a test that yields the same results over time.
Define Face Validity
measures whether a test looks like it tests what it is supposed to test.
Define Content Validity
a property exhibited by a test in which each item is representative of the larger body of knowledge about the subject that the test covers.
Define Item Analysis
the process of examining each question on a test to see how it is related to the objectives being tested.
Define Criterion Validity
a property exhibited by a test that accurately measures performance of the test taker against a specific learning goal.
Define Test-Retest Reliability
a property exhibited by a test on which people get about the same scores when they take the test more than once.
Define Split-Half Reliability
a measure of reliability in which a test is split into two parts and an individual’s scores on both halves are compared.
Define Normal Range
scores falling near the middle of a normal distribution.
Define Objective Tests
tests that can be scored easily by machine, such as multiple-choice tests and selected-response tests.
Define Subjective Tests
tests in which individuals are given an ambiguous figure or an open-ended situation and asked to describe what they see or finish a story.
Define Inter-Rater Reliability
a measure of how similarly two different test scorers would score a test.
Intelligence testing has a history of controversy, but most psychologists now view intelligence as a normally distributed trait that can be measured by performance on a variety of tasks- both _____ and _____.
Verbal-Nonverbal
What are the four important factors that distinguish the Binet-Simon approach?
1) Binet and Simon interpreted scores on their test as an estimate of current performance, not as a measure of innate intelligence. 2) They wanted the test scores to be used to identify children who needed special help, not merely to categorize or label them as bright or dull. 3) They emphasized that training and opportunity could affect intelligence, and they wanted to identify areas of performance in which special education could help the children identified by their test. 4) They constructed the test empirically- based on how children were observed to perform- rather than trying the test to a particular theory of intelligence.
Define Mental Age
the average age at which normal (average) individuals achieve a particular score.
Define Chronological Age
the number of years since the individual’s birth.
Define Intelligence Quotient
a numerical score on an intelligence test, originally computed by dividing the person’s mental age by chronological age and multiplying by 100.
Define Mental Retardation
often conceived as representing the lower 2% of the IQ range, commencing about 30 points below the average (below about 70 points). More sophisticated definitions also take into account an individual’s level of social functioning and giftedness.
Define Giftedness
often conceived as representing the upper 2% of the IQ range, commencing about 30 points above the average (at about 130 IQ points).
Define Savant Syndrome
found in individuals who have a remarkable talent (such as the ability to determine the day of the week for any given date) even though they are mentally slow in other domains.
Some psychologists believe that the essence of intelligence is a _____, general factor, while others believe that intelligence is best described as a _____ of distinct abilities.
Single-Collection
