intelligence and testing

Achievement tests

Measures what a person has learned; final exam scores

Aptitude tests

Predicts future ability; SAT predicts college success

Chronological age

Actual age in years; 16 years old

Construct validity

Test measures what it claims; IQ test correlates with problem-solving

Content validity

Test covers material taught; math test matches curriculum

Convergent thinking

One correct answer thinking; solving 2+2=4

Crystallized intelligence

Knowledge from experience; vocabulary

Emotional intelligence (EQ)

Ability to manage emotions; calming down in conflict

Fluid intelligence

Problem-solving in new situations; pattern recognition

Fixed mindset

Belief abilities are unchangeable; “I’m just bad at math”

Flynn effect

IQ scores rise over generations; average IQ higher today than 1950

g (general intelligence)

Overall mental ability; scoring well across multiple tests

Grit

Persistence toward goals; practicing piano daily for years

Growth mindset

Belief abilities can improve; learning from mistakes

Intelligence

Mental abilities; reasoning, learning, problem-solving

Intelligence quotient (IQ)

Score representing intelligence; 100 average

Mental age

Level of performance typical of a certain age; 12-year-old solving 10-year-old problems

Multiple intelligences

Different types of intelligence; musical, linguistic, logical-math

Normal distribution/curve

Bell-shaped pattern of scores; most scores near average

Percentile score

Percentage below a score; 90th percentile beats 90% of peers

Predictive validity

Test predicts future performance; SAT predicts college grades

Reliability

Consistency of a test; similar scores on retest

Split-half reliability

Comparing two halves of a test; first vs. second half scores match

Standardization

Same procedures and scoring; all students take test under same conditions

Stanford-Binet test

Classic IQ test; measures reasoning, knowledge, memory

Triarchic theory

Three intelligence types; analytical, creative, practical

Stereotype lift

Performance improves when positive stereotype is activated; women perform better on math after hearing “women are good at math”

Stereotype threat

Performance drops when negative stereotype is active; women score lower on math under stereotype pressure

Test-retest reliability

Consistency over time; same IQ score after 2 weeks

Validity

Measures what it claims; IQ predicts academic success

WAIS/WISC

IQ tests for adults/kids; verbal and performance scales

Z score

Standardized score showing SD from mean; +1 SD above average