Term
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Definition
| something we want to look at, most of the time in psychology we cannot touch or see it, its just an idea of something |
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Term
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Definition
1. The global ability to gain from experience and to go beyond given information
2. Goal-directed adaptive behavior |
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Definition
| the field of psychology that specializes in mental testing in any of its facets, including personality assessment, intelligence evaluation, and aptitude measurement. |
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Term
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Definition
| A statistical procedure that detects a smaller number of dimensions, clusters, or factors within a larger set of independent variables. |
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Term
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Definition
Use of specified procedures to evaluate abilities, behaviors, and personal qualities
Measurement of individual differences as compared to others of similar age |
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Term
| types of psychological assessment |
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Definition
intelligence or cognitive
personality
neuropsychological
career/vocational
forensic |
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Term
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Definition
We caught on to IQ testing in the 1900s
Galton thought he was very intelligent and gifted and wondered why some people were while others were not
These were not his only ideas, these were the ones that kind of founded the western worlds ideas of IQ testing |
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Term
| Galton's Ideas of Intelligence |
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Definition
Differences are quantifiable
Differences form a bell-shaped curve
Objective tests
Correlations |
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Term
Galton's Ideas of Intelligence
Differences are quantifiable |
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Definition
| Numerical values could be assigned to distinguish among different people’s levels of intelligence |
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Term
Galton's Ideas of Intelligence
Differences form a bell-shaped curve |
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Definition
| Most of the population is average, and the differences in IQ will form a bell shaped curve---Most people cluster in the middle and fewer are found toward the two extremes of genius and mental deficiency |
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Term
Galton's Ideas of Intelligence
Objective tests |
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Definition
| Intelligence, or mental ability, could be measured by objective tests, tests on which each question had only one “right” answer |
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Term
Galton's Ideas of Intelligence
Correlations |
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Definition
| The precise extent to which two sets of test scores were related could be determined by a statistical procedure called correlations |
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Term
Psychometric Theories of Intelligence
Charles Spearman |
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Definition
Spearman carried out an early an influential application of factor analysis in the domain of intelligence.
According to Spearman, intelligence can be understood in terms of both a single general factor, called g, which pervades performance on all tests of mental ability, and a set of specific factors, called s, each involved in performance on only a single type of mental-ability tests. For example, a person’s performance on tests of vocabulary or arithmetic depends both on his or her general intelligence and on domain-specific abilities. |
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Term
Psychometric Theories of Intelligence
Raymond Cattell |
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Definition
Raymond Cattell developed a model that proposes that general intelligence comprises two major factors: fluid and crystallized intelligence.
Fluid intelligence involves the ability to see complex relationships and solve problems. It represents speed, flexibility, and skill in the acquisition of new information, or the grasping of new relationships and abstractions regarding known information. These skills are required in inductive reasoning tests such as analogies and series completions, in which the background information needed to solve a problem is included or readily apparent.
Crystallized intelligence involves the knowledge a person has already acquired and the ability to access that knowledge; represents cumulated knowledge over the life span of the individual. it is measured using vocabulary, arithmetic and general information tests. It allows you to cope well with your life’s recurring, concrete challenges. |
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Term
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Definition
| involves the ability to see complex relationships and solve problems. It represents speed, flexibility, and skill in the acquisition of new information, or the grasping of new relationships and abstractions regarding known information. |
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Term
| Crystallized Intelligence |
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Definition
| involves the knowledge a person has already acquired and the ability to access that knowledge; represents cumulated knowledge over the life span of the individual. it is measured using vocabulary, arithmetic and general information tests. It allows you to cope well with your life’s recurring, concrete challenges. |
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Term
Psychometric Theories of Intelligence
Louis Thurstone |
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Definition
| In contrast to Spearman, Louis Thurstone concluded that the core of intelligence resides not in one single factor but in seven factors of equal importance. He referred to these factors as primary mental abilities. |
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Term
| Louis Thurstone Seven Core factors of Intelligence |
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Definition
According to Thurstone, the primary mental abilities are:
Verbal Comprehension…measured by vocabulary tests
Verbal Fluency…measured by tests that require the test taker to think of as many words as possible that begin with a given letter, in a limited amount of time
Inductive Reasoning…measured by tests such as analoties and number-series completion tasks
Spatial Visualization…measured by tests that require mental rotation of pictures of objects
Number…measured by computation and simple mathematical problem-solving tests
Memory…measured by picture and word-recall tests
Perceptual Speed…measured by tests that require the test taker to recognize small differences in pictures or to cross out the A’s in strings of various letters |
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Term
Computational Theories of Intelligence
Information processing |
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Definition
Operations by which people mentally manipulate what they learn and know about the world.
Simple Information Processing
Inspection time
Complex Information Processing
Essentially, working memory
The basic idea is that individual differences in intelligence may derive, in part, from differences in the rate of intake and processing of simple stimulus information. |
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Term
| Simple Information Processing: Inspection time |
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Definition
In the inspection-time task, a person looks at two vertical lines with different lengths. The person simply has to say which line is longer. Inspection time is the length of stimulus presentation an individual needs in order to discriminate which of the two lines is longer.
Investigators have found that more intelligent individuals can discriminate the lengths of the lines with shorter stimulus duration (inspection) times. In other words, smarter people process information more rapidly. |
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Term
Biological Theories of Intelligence
Electrophysiological eveidence |
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Definition
| Complex patterns of electrical activity in the brain is related to scores on IQ tests |
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Term
Biological Theories of Intelligence
Metabolic evidence |
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Definition
Glucose levels in the brain may be related to intelligence
Higher intelligence correlates with reduced levels of glucose metabolism during problem-solving tasks. In other words, smarter brains consume less sugar (meaning they expend less effort) than do less smart brains doing the same task. Essentially, researchers suggest this means that more intelligent people may have learned how to use their brains more efficiently. |
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Term
Biological Theories of Intelligence
Brain size |
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Definition
Greater brain size does not necessarily mean greater intelligence. How efficiently the brain is used is probably more important than its size.
For example, on average, men have larger brains than women, but women have better connections, through the corpus callosum, between the two hemispheres. So it is not clear which sex would have an advantage…probably neither. |
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Term
Systems Theories of Intelligence
Sternberg's Triarchic Theory |
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Definition
Sternberg’s theory emphasized the way in which 3 components of intelligence worked together for successful intelligence.
Metacomponents, Performence components, Knowledge-acquisition components |
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Term
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Definition
| Successful intelligence comprises three aspects, which deal with the relationship of intelligence to the internal world, to experience and to the external world. |
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Term
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Definition
| are executive processes used to plan, monitor, and evaluate problem solving |
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Term
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Definition
| are lower-order processes used for implementing the commands of the metacomponents. |
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Term
| Knowledge-acquisition components |
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Definition
are the processes used for learning how to solve the problems in the first place.
These components are highly interdependent and all contribute to three relatively distinct aspects of intelligence. |
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Term
Sternberg’s Triarchic Theory
Analytical Intelligence |
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Definition
Sternberg’s Triarchic Theory
provides the basic information processing skills that people apply to life’s many familiar tasks.
Analytical abilities are used to analyze, evaluate, critique, or judge, as when you decide whether a cetain arugment you or someone else has made is logical.
A metacomponent, such as planning, might be used analytically to devise a strategy for solving a geometry problem. |
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Term
Sternberg’s Triarchic Theory
Creative Intelligence |
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Definition
It involves skills used to create, invent, discover, imagine, suppose or hypothesize.
Examples are when you come up with new ides for a paper topic or an idea for a scientific experiment. The metacomponent of planning might be used here to help design a buildng. |
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Term
Sternberg’s Triarchic Theory
Practical Intelligence |
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Definition
Practical intelligence is reflected in the management of day-to-day affairs. It involves your ability to adapt to new and different contexts, select appropriate contexts, and effectively shape your environment to suit your needs.
An example is when you decide that your psychology professor would probably rather read a term paper on a psychology topic than on the geological formation of the Himalayas.
Research suggests that the three types of abilities—analytical, creative, and practical—are statistically relatively independent. |
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Term
| Gardner's Theory of Multiple Intelligences |
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Definition
| Eight distinct intelligences function somewhat independently but may interact to produce intelligent behavior |
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Term
Gardner's Theory of Multiple Intelligences
Logical-mathematical |
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Definition
Logical or numerical patterns
Scientist, mathematician
Solving math problems, balancing a checkbook
Those with this type of intelligence are sensitive to, and have the capacity to discern, logical or numerical patterns and have the ability to handle long chains of reasoning.
They are likely to become a scientist or a mathematician
This type of intelligence is tested by solving math problems, balancing a checkbooks, doing a mathematical proof, and logical reasoning. |
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Term
Gardner’s Theory of Multiple Intelligences
Linguistic |
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Definition
Sounds, rhythms, meaning of words
Poet, Journalist
Reading, writing
Those with this intelligence are sensitive to the sounds, rhythms, and meanings of words. They are also sensitive to the different functions of language.
They are likely to become poets and journalists.
This intelligence can be measured through tasks requiring reading, writing, and understanding spoken word. |
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Term
Gardner’s Theory of Multiple Intelligences
Naturalist |
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Definition
Differences among diverse species
Biologist, Environmentalist
Understanding patterns in the natural world
Those with this intelligence are sensitive to the differences among diverse species, ability to interact subtly with living creatures.
They are likely to become biologists or environmentalists.
This intelligence is measured with tasks involving understanding patterns in the natural world. |
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Term
Gardner's Theory of Multiple Intelligences
Musical |
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Definition
Produce and appreciate rhythm, pitch and timbre
Composer, Violinist
Singing, composing, playing a musical instrument
Abilities to produce and appreciate rhythm, pitch, and timbre; appreciation of the forms of musical expressiveness
Composer, violinist
Tasks such as singing, composing, playing a musical instrument, appreciating musical structure. |
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Term
Gardner’s Theory of Multiple Intelligences
Spatial |
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Definition
Perceive visual-spatial world accurately
Navigator, Sculptor
Reading a map
Capacities to perceive the visual-spatial world accurately and to perform transformations on one’s initial perception.
Navigator, sculptor
Tasks such as getting from one place to another, reading a map, packing suitcases in the trunk of a car |
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Term
Gardner’s Theory of Multiple Intelligences
Bodily kinesthetic |
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Definition
Control one’s body movements
Dancer, Athlete
Dancing, athletics
Abilities to control one’s body movements and to handle objects skillfully
Dancer, athlete
Tasks such as dancing or athletics |
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Term
Gardner’s Theory of Multiple Intelligences
Interpersonal |
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Definition
Discern and respond appropriately to others
Therapist, Salesperson
Understanding another person’s behavior, motives or emotions
Capacities to discern and respond appropriately to the moods, temperaments, motivations and desires of other people.
Therapist, salesperson
Tasks involving understanding another person’s behavior, motives or emotions |
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Term
Gardner's Theory of Multiple Intelligences
Intrapersonal |
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Definition
Access to one’s own feelings; knowledge of strengths and weaknesses
Person with detailed, accurate self-knowledge
Understanding who we are
Access to one’s own feelings and the ability to discriminate among them and draw upon them to guide behavior; knowledge of one’s own strengths, weaknesses, desires, and intelligences.
Person with detailed , accurate self-knowledge
Tasks involving understanding who we are, what makes us tick, and how we can change ourselves.
Gardner also speculated on the possible existence of existential and spiritual intelligences.
Each intelligence is a separate system of functioning. These systems can interact to produce intelligent performance. For example, novelists rely heavily on linguistic intelligence but might use logical-mathematical intelligence in plotting story lines or checking for logical inconsistencies.
Gardener characterizes people as lasers, those with high IQ in one or two areas, and as searchlights, those with high IQ in many areas. |
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Term
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Definition
| those with high IQ in one or two areas |
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Term
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Definition
| those with high IQ in many areas. |
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Term
| Emotional Intelligence (4) |
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Definition
Four components:
Perceive, appraise and express emotions accurately and appropriately
Use emotions to facilitate thinking
Understand and analyze emotions and to use emotional knowledge effectively
Regulate one’s emotions to promote both emotional and intellectual growth |
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Term
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Definition
Use of specified procedures to evaluate abilities, behaviors, and personal qualities
Measurement of individual differences |
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Term
Concept of Reliability
Reliability |
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Definition
| Stability/consistency of scores produced by an instrument |
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Term
Concept of Reliability
Test-Retest Reliability |
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Definition
Test given on two separate occasions
Measured by a correlation
correlation of scores derived by the same individual(s) at different times. If a test is completely reliable, then it will have a correlation of 1.0 meaning that the identical pattern emerges both times the test is taken…the same people who got the highest and lowest scores will do so again. |
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Term
Concepts of Reliability
Parallel Forms |
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Definition
Different versions of a test
, also known as alternate-forms or equivalent-forms reliability, is correlation of scores derived by using different forms of the same test. For example, two forms of a measure of intelligence might be created, with different items in the two forms measuring the same construct. The two forms would then be given to a large sample. Half of the sample would receive form A followed by form B, and the other half of the sample would receive form B followed by form A. Scores from the two forms would the be correlated, yielding a reliability coefficient. |
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Term
Concept of Reliability
Internal Consistency |
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Definition
Test yields similar scores across its different parts
involves the degree to which different parts of a test yield similar results (odd versus even items). This is based on the scores that an individual obtains during a single administration. This type of reliability estimate is not appropriate for timed tests, and they do not take into account changes over time. Generally, the size of the internal consistency coefficient increases with test length; the longer the test, the higher the coefficient. |
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Term
Concept of Reliability
Split-half Reliability |
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Definition
| shows the correlation between different halves of the same test. A reliable test yields the same score fore each of its halves. |
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Term
Concept of Validity
Validity |
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Definition
| extent to which a test measures what it was intended to measure |
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Term
Concept of Validity
Face validity |
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Definition
| the topic of measurement is clear to those being tested. It refers to whether a test looks valid “on the face of it.” In evaluating face validity, we are asking whether examiners and those taking the test perceive the instrument as a reasonable measure of what it is supposed to measure. |
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Term
Concept of Validity
Criterion Validity |
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Definition
is based on how positively test scores correlate with some type of criterion or outcome (such as ratings, classifications, or other test scores). There are two types of criterion related validity: predictive validity and concurrent validity
Predictive Validity
Predictive validity is based on correlations of scores on one measure with those on a criterion measure taken at a later time. For example, we might compare scores on a reading readiness test administered at the beginning of the first grade (the predictor measure) to scores on a measure of reading ability administered at the end of the first grade (the criterion measure). If the reading readiness test possesses high predictive validity, children who score high on it will perform well on later criterion measures.
Concurrent Validity
Concurrent validity is based on correlations of scores on one measure with those on a related measure. To establish concurrent validity, we administer the two measures to the same group of people, one right after the other. We might, for example, administer a measure of phonics ability and a measure of reading ability. If the phonics measure has good concurrent validity, people who obtain high scores on it will also obtain high scores on the measure of reading ability. |
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Term
Concept of Validity
Construct Validity |
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Definition
| Construct validity is the degree to which scores on a test related to the construct they are intended to measure. For example, what does a score in the gifted range on an intelligence test tell us about the intellectual functioning of the person? |
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Term
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Definition
Standards based on measurements of a large groups of people
Norms are typical scores or statistics used for comparisons. Typically you will use age-based norms or grade-based norms. These will give you scores that are “normal” for that age range…this is especially useful when you are testing kids. |
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Term
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Definition
| Standardization is the administration of a testing device to all under identical conditions. This allows you to compare individuals and make accurate interpretations. |
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Term
The Origins of Intelligence Testing
Alfred Binet and Theodore Simon
France, 1905 |
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Definition
Develop an objective test of intelligence in children
Separate developmentally disabled from normal school children
Designed age appropriate test items
Mental age and Chronological age
Binet and Simon attempted to devise an objective test of intellectual performance that could be used to classify and separate developmentally disabled from normal schoolchildren. He hoped that such a test would reduce the school’s reliance on the more subjective, and perhaps biased, elevations of teachers.
Binet designed age-appropriate problems or test items on which many children’s responses could be compared. The problems on the test were chosen so that they could be scored objectively as correct or incorrect, could vary in content, were not heavily influenced by differences in children’s environments, and assessed judgment and reasoning rather than rote memory.
Binet suggested that we might assess children’s intelligence on the basis of their mental age, which is the average age at which normal children achieve a particular score.
--if, for example, someone’s performance on a test is at a level comparable to that of an average 12-year-old, then the personl’s mental age is 12, regardless of the chronological age. |
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Term
The Origins of Intelligence Testing
Lewis Terman |
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Definition
Adapted Binet’s test questions
Standardized administration
Developed age-level norms
Stanford-Binet Intelligence
Scale (1916)
Intelligence Quotient (IQ)
MA/CA x 100 = IQ
Stanford University professor of Psychology, Lewis Terman, appreciated the importance of Binet’s method for assessing intelligence. He adapted binet’s test questions for US school children by translating them from French to English, he standardized the administration of the test, and he developed age-level norms by giving the test to thousands of children. In 1916, he published the Stanford revision of the binet tests, called the Stanford-Binet Intelligence Scale. We will talk about this test in more depth in a little bit.
With his new test, Terman provided a base for the concept of the Intelligence Quotient or IQ. The IQ was a ratio of mental age to chronological age multiplied by 100.
Most modern intelligence tests use a form of IQ, although not devised from the exact formula. |
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Term
The IQ Tests
Stanford-Binet Intelligence Test |
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Definition
Full Scale IQ
Verbal IQ and Nonverbal IQ
Fluid Reasoning
Knowledge
Quantitative Reasoning
Visual-Spatial Processing
Working Memory
Average Full Scale IQ score is 100 with a standard deviation of 15
Average Verbal/Nonverbal IQ score is 10 with a standard deviation of 3
The test is broken down like this. There is an overall Full Scale IQ. That IQ is then broken down into a Verbal IQ and Nonverbal IQ. Within those two sections, there are sub |
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Term
| Fluid Reasoning (Stanford Binet Intelligence Test) |
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Definition
| The use of deliberate and controlled mental operations to solve novel, on the spot problems |
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Term
Stanford Binet Intelligence Test
Knowledge |
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Definition
| Acquired knowledge of the language, information and concepts and the application of this knowledge |
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Term
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Definition
Recognize the
absurd or missing
details in pictures |
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Term
Stanford Binet Intelligence Test
Quantitative Reasoning |
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Definition
| Acquired store of declarative and procedural quantitative knowledge. |
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Term
Quantitative Reasoning
Nonverbal |
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Definition
Solve quantitative reasoning problems
Point to the side that has more circles. |
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Term
Stanford Binet Intelligence Test
Visual-Spatial Processing |
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Definition
| The ability to generate, retain, retrieve, and transform well-structured visual images |
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Term
Standford Binet Intelligence Test
Working Memory |
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Definition
| Ability to temporarily store and perform a set of cognitive operations on information that requires divided attention |
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Term
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Definition
Wechsler Adult Intelligence Test (4th ed.) (WAIS-IV)
Wechsler Intelligence Scales for Children (4th ed) (WISC-IV)
Full Scale IQ
Verbal Comprehension Index
Perceptual Reasoning Index
Working Memory Index
Processing Speed
Same mean IQ as the Stanford Binet |
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Term
WAIS-IV
Verbal Comprehension Index (VCI) |
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Definition
Measures verbal fluency, verbal memory abilities, ability to work with abstract semantic information
4 subtests: Similarities, Vocabulary, Information
The material is presented to examinees in the form of oral questions that they need to answer. An examinees score reflects the extent to which he or she understands the meanings of the words, can conceptualize verbal information, the extent of factual knowledge related to verbal material, and ability to adequately express the material in words. |
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Term
WAIS-IV
Verbal Comprehension Index (VCI)
Similarities |
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Definition
Similarities measure logical abstract reasoning, verbal concept formation or conceptual thinking, distinguishing essential from nonessential details, and associative ability combined with language facility
Vocabulary measures language development, word knowledge, general verbal intelligence, language use and accumulated verbal learning ability, rough measure of the subjects optimal intellectual efficiency, educational background, and range of ideas, experiences, or interests that a subject has acquired. |
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Term
WAIS-IV
Perceptual Reasoning Index |
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Definition
Measures nonverbal, fluid reasoning, ability to integrate nonverbal information and ability to evaluate visuospatial information.
3 subtests
Block design
Matrix Reasoning
Visual Puzzles |
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Term
Perceptual Reasoning Index
Block Design |
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Definition
Block Design
Measures analysis of whole into component parts, and spatial verbalization
Use these blocks to make this figure |
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Term
WAIS-IV
Working Memory Index |
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Definition
Measures concentration and attention, and the ability to hold and manipulate information in short-term memory
2 subtests
Digit Span
Arithmetic |
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Term
Working Memory Index
Digit Span |
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Definition
Measures immediate rote recall and ability to shift thought patterns
6-9-8-4-2
Forward?
Backward?
In numerical order? |
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Term
WAIS-IV
Processing Speed Index |
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Definition
Measures speed of processing information, planning and organizaion, motoro control and motivation
2 subtests
Symbol Search
Coding |
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Term
Processing Speed Index
Symbol Search |
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Definition
| Measures speed of visual search and visuomotor coordination |
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Term
Extremes of Intelligence
Mental Retardation |
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Definition
Age of onset is before 18 years of age
IQ score of 70 to 75 or below
Demonstrated limitations in two or more adaptive life skills |
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Term
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Definition
| A large discrepancy between an individual’s measured IQ and his or her achievement |
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Term
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Definition
Intelligence is inherited
Biologically superior people should inbreed
One of his other ideas was that IQ was inherited and nurture had little to do with it---he thought along the lines of Darwinism and fitness and also thought your IQ was related to your worth as a person
In fact he started the eugenics movement by encouraging “biologically superior people to inbreed” and discouraging “inferior” people to produce offspring
So he was very elitist, kind of like Hitler |
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