Unit 2.8 - Intelligence

achievement test

tests designed to assess what a person has learned

aptitude tests

tests designed to predict a person's future performance; aptitude is the capacity to learn

chronological age

the number of years one has been alive; one's age as determined by date of birth

construct validity

the extent to which a test accurately measures some abstract trait or psychological notion. For example, "hopelessness," "self-actualization," and "ego-strength" are all constructs.

content validity

the extent to which a test samples the behavior that is of interest (such as a driving test that samples driving tasks).

fixed mindset

In Carol Dweck's model, a belief about intelligence that suggests it is not changeable

Flynn effect

the rise in average IQ scores that has occurred over the decades in many nations

g (general intelligence)

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

growth mindset

In Carol Dweck's model, a belief about intelligence that suggests it can expand based on learning, experience, or practice.

intelligence

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

intelligence quotient (IQ)

A standardized scale used to measure intellectual abilities.

mental age

a measure of intelligence test performance - a child who does as well as a 8 year old has that mental age

predictive validity

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

psychometric principles

the scientific study of the measurement of human abilities, attitudes, and traits

reliability

the extent to which a test yields consistent results, as assessed by the consistency of scores on two halves of the test, or on retesting

split-half reliability

A measure of reliability in which a test is split into two equal parts and an individual's scores on both halves are compared.

standardization

the use of uniform procedures in test administration to ensure that all participants take the same test under the same conditions and are scored by the same criteria, which in turn ensures that results can be compared to each other.

stereotype lift

an increase in a group's test performance due to not being part of a negative stereotype

stereotype threat

a self-confirming concern that one will be evaluated based on a negative stereotype

test-retest reliability

using the same test on two occasions to measure consistency

validity

the extent to which a test measures or predicts what it is supposed to

multiple abilities of intelligence

One theory that intelligence is not just a single ability, but rather a several specific intelligences

Norming

The process of establishing a normal distrubtion of scores against which test-takers' results will be compared. For example, if designing a test for 3rd graders, one must obtain a normal distrubtion of test scores from representative 3rd graders that can be used to determine which levels of performance are low, middling, or high.

Percentile Rank

the location of a score in a distribution expressed as the percentage of cases in the data set with scores equal to or below the score in question. Thus, if a score is said to be in the 90th percentile, this means that 90% of the scores in the distribution are equal to or lower than that score.; often used as a way of comparing an individual's score on a test or measure to the scores of others in the same population

In-Group Variations

the differences that exist within a group of people (i.e. women, men, a specific ethnicity); there is a greater difference between in-groups than there are when comparing one group to another (between groups)