Intelligence (with Tests)

Vocabulary flashcards related to intelligence and its measurement, based on lecture notes.

Francis Galton

Believed intelligent persons were those equipped with the best sensory abilities and devised sensorimotor and other perception-related tests.

Alfred Binet

Stated that when one solves a particular problem, the abilities used cannot be separated because they interact to produce the solution; components of intelligence: reasoning, judgment, memory, and abstraction.

David Wechsler

Defined intelligence as the aggregate or global capacity of the individual to act purposefully, to think rationally and to deal effectively with his environment; composed of elements or abilities which, though not entirely independent, are qualitatively differentiable.

Jean Piaget

Argued that intelligence is an evolving biological adaptation to the outside world; as cognitive skills are gained, adaptation increases, and mental trial and error replaces physical trial and error.

Louis L. Thurstone

Proposed that intelligence is composed of primary mental abilities, including verbal meaning, perceptual speed, reasoning, number facility, rote memory, word fluency, and spatial relations.

Spearman’s Two-Factor Theory of Intelligence

Posits the existence of a general intellectual ability factor (g) and specific components (s), with (g) representing the portion of variance all intelligence tests have in common.

Horn & Cattell

Proposed two major types of cognitive abilities: crystallized intelligence (Gc) and fluid intelligence (Gf).

Crystallized Intelligence (Gc)

Includes acquired skills and knowledge dependent on exposure to a particular culture, formal and informal education, and retrieval of information and application of general knowledge.

Fluid Intelligence (Gf)

Is nonverbal, relatively culture-free, and independent of specific instruction, often described as 'street smart'.

Carroll’s Three-Stratum Theory of Cognitive Abilities

Features a hierarchical model with (g) at the top stratum, broad abilities at the second stratum, and specific level/speed factors at the first stratum.

Cattell-Horn-Carroll (CHC) Model

Blends the Cattell-Horn Theory with the Three-Stratum Theory, differing in the designation of broad abilities and the existence of a g factor.

McGrew-Flanagan CHC Model

Features 10 broad stratum abilities and over 70 narrow stratum abilities, making no provision for the general intellectual ability because it lacked utility in psychoeducational evaluations.

E.L. Thorndike

Conceived intelligence in terms of three clusters of ability: social intelligence, concrete intelligence, and abstract intelligence.

Aleksandr Luria

Focused on how information is processed rather than what is processed, distinguishing between simultaneous/parallel processing and successive/sequential processing.

PASS Model of Intellectual Functioning

Involves Planning, Attention, Simultaneous, and Successive processing; planning involves strategy development for problem-solving; attention involves receptivity to information.

Point Scale

A test organized into subtests by category of item, not by age at which most testtakers are presumed capable of responding in the way that is keyed as correct

Deviation IQ

Tables for comparing the performance of the individual with the performance of others of the same age in the standardization sample test performance is converted into a standard score with a mean of 100 and standard deviation of 16

Culture-Free Intelligence Test

Assumes that if cultural factors can be controlled then differences between cultural groups will be lessened; controlled through the elimination of verbal items and exclusive reliance on nonverbal, performance items.

Culture-Fair Intelligence Test

A test or assessment process designed to minimize the influence of culture with regard to various aspects of the evaluation procedures, such as administration instructions, item content, responses required of testtakers, and interpretations made from the resulting data.

Flynn Effect

Intelligence inflation; progressive rise in intelligence test scores that is expected to occur on a normed test intelligence from the date when the test was first normed measured intelligence seems to rise on average, year by year, starting with the year for which the test was normed