psyc ch. 10
1. Cognitive ability- the ability to reason, remember, understand, solve problems, and make decisions
2. Intelligence- processing speed, solving challenging problems, and the ability to adapt; rates cognitive ability.
3. What is considered average intelligence when it comes to an IQ score? An IQ of 84-116, 90-110, 85-115
4. Alfred Binet & Theodore Simon- Two individuals are credited with the first modern intelligence test when they created a test in France (1905) to help identify children who needed special education services; individuals believe that intelligence was due to nurture
5. Lewis Terman & the Stanford Binet IQ Test- individual created the original Stanford-Binet IQ in 1916, which added adult tasks, believe that intelligence was due to nature.
6. David Weschler- . In the late 1930s & 40s, this individual created the WAIS-IV & WISC-IV.
WAIS IQ tests- designed for individuals aged 16 to 90 years
WISC IQ tests- specifically designed for children and adolescents aged 6 to 16 years
7. Performance scale- the subject actually executes some motor activity (nontraditional)
8. Verbal scale- poses questions to which the subject supplies symbolic answers (in words or in other symbols, such as numbers, traditional)
9. Psychometric Approach- attempts to explain what intelligence is and how classify a person as intelligent by IQ test, mental test- scores on those.
10. Charles Spearman- created g and s
g- reflects the capability of a person in doing the general mental ability tasks
s- responsible for recognizing the specific abilities of a person.
11. Raymond Cattell - believed that there is two kinds of g.
fluid intelligence- the basic power of reasoning quickly and problem solving, declines as we get older.
crystallized intelligence- Crystallized intelligence, in contrast, involves specific knowledge, concrete facts.
12. Earl Hunt - individual associated with the information-processing approach
Information-Processing Approach- approach believes that highly intelligent people can process more and do it quickly. (fast-brain)
13. Robert Sternberg & Triarchic Theory of Intelligence- Analytic (tests school), creative, and practical (street smart).
14. Howard Gardner & the 8 Multiple Intelligences- allows all people to be _____intelligent _____ in some way.
Linguistic – vocab, reading skills, language
Logical/mathematical- math, problem solving
Spatial- relation of object: graphing, interior design, architecture
Musical- good ear for music: singing, playing, writing
Body-kinesthetic- sports, dance, cheerleading, videogames, hand eye coordination
Intrapersonal- self-understanding, know what works best for you
Interpersonal- working with others, people skills
Naturalistic- environmental, understanding global warming and pollution
15. Cross Sectional Study- a type of research design in which you collect data from many different individuals at a single point in time studying multiple groups at the same time, quick data, make some assumptions
16. Longitudinal Study- Type of correlational research, involves collecting data over an extended time
17. Aptitude tests- Tests that measure your ability to go something or learn something in the future. The test give your information and then you have to use/apply it.
18. Achievements tests- Tests that measure what you have learned so far. Examples include chapter exam and quizzes
19. Reliability - consistency; is an examination of how consistent and stable the results of an assessment are.
3 ways to check for reliability- Split -half: Compare the odd & even questions or compare the first part of the of the test with the second part. Test-retest: Give the exact same test again to same people or other groups. Alternate form: Give another test with different questions, but with the same difficulty level as the original test.
20. Validity- accuracy; refers to how well a test actually measures what it was created to measure
21. Content validity- Does the test measure what it should? Appropriate subject matter.
22. Criterion validity- Does the test show that someone can do something now?
23. Predictive validity- Does the test show what a person can do in the future?
24. Construct validity- Does the test accurately measure someone’s intelligence, depression, or personality?
25. Pygmalion effect/expectancy effect- The idea that high expectation for a student in the classroom can lead to better performance by the student; related to the expectancy effect
26. Norm- The summary of test scores; including the mean, median, mode, and standard deviation; this allows a person to compare the scores to each other
27. Standardization- Term for conditions surrounding a test and that are as similar as possible for everyone taking the test; including the registration, the test, the timing, and the scoring, etc.
28. Creativity- The ability to produce new high-quality ideas or products
29. Divergent thinking- Ability to come up with multiple solutions to a problem; related to creativity.
30. Convergent thinking- The ability to produce new high-quality ideas or products
31. Gifted/Giftedness- People who show remarkably high levels of accomplishments or promise
32. Intellectual development disorder / intellectually disabled- Those with an IQ less than 70 and fail to display daily living and communication skills; formally mental retardation
33. Familial retardation / cultural familial intellectual disability- Cases of mild cognitive disability for which there is no obvious genetic or environmental cause.
34. Learning disability- Conditions that may account for a discrepancy between a person’s IQ and academic achievement.
35. Dyslexia- Type of learning disability; difficulty in understanding the meaning of what one reads.
36. Dysphasia- Type of learning disability; problems with understanding spoken words.
37. Dysgraphia- Type of learning disability; problems with writing
38. Dyscalculia- Type of learning disability; difficulty with understanding basic arithmetic principles and operations.
39. Flynn Effect- The idea that each generation is more intelligent than the previous one.
40. Power tests- Tests designed to measure the upper limits of one’s cognitive ability. Increasingly gets more difficult as a person gets correct answers.