retest reliability

• same test on 2 diff. occasions
• correlation b/w 2 test periods

• 2 diff. versions of the test are given on 2 diff. occasions
• time b/w testing is short
• SAT has alternate forms

• one occasion to give test
• split the test in half 
• must have parallel forms equivalent halves

• test's content reflects all knowledge or skills that is says it measures
• determined by giving it to the experts in the field
• non-statistical measures

• test is compared to an external criterion
• correlates w/ some present or future behavior
• Predictive- external criterion is available at a future time
• concurrent- the external criterion is available at time of testing

• Test measures a hypothetical construct/ concept
• Must infer this concept from behavior(s) that is exhibited
• use another test (well accepted) to make a comparison
• 2 types:
• convergent construct validity
• divergent construct validity

• Test has set procedure for administering, scoring & interpreting the result
• must follow those instructions
• test is "normed" on a group of people

1. Indivivual IQ test

• individual one examiner & examinee- strigent and accurate

2. Group Test- one examiner- many examinees

make an association b/w two stimuli

• Pavlov- salivating dogs
• watson- little albert

not learned stimulus 

like a relfex

Make an association b/w respose and consequence 

person: B.F. Skinner

increase behavior

• positive- by giving something
• negative-removing something unpleaseant 

primary- natural reinforcers

Secondary- conditioned

decrease behavior

• positive-giving something unpleasant
• negative- taking something good

Person: Albert Bandura

modeling and immitation 

must remember the behavior

• symbolic represention

• motivation to do something
• direct reinforcement or punishment

and array of symbols that a society has agreed on a meaning

uses involve:

comprehension

production

basic units of sound 

• 45 in English
• 1st step in children's lang. development:phonological development

the smallest unit of meaningful sounds

ie. suffixs, prefixes

2nd stage: sematic development- learning the system for expressing meaning in a language

combine words into sentences

set of rules

3rd step: synactic devel.-acquiring the rules for combining words in a given lang.

• funt. localization of lang-left hemisphere
• brocca-speech
• wernicke- lang comprehension
• evidence- wild child

lang is species specific 

only humans acquire lang in normal course of devel.

orginially dubbed "motherese"

characteristics: higher pitch, change in intonation patters, talk slowly, clearly, elongated pauses, repetative, exaggerated, facial expressions, grammatically correct

wood's six stages of lang. acqu.

stage 1:pre-speech

sounds are very limited for first two months

cry, sneeze, sign, smack their lips

babbling (6-10 months) av.7

MLU 1 word. requirements for a word

a. resembles an adult word

b. used in reference to an object or person

learn words as a familiar pattern of sound w/o attached meaning

12-18 months

holophrastic speech-one word as a whole sentence

overextentio- using the word in a broader sense than is appropiate 

underextion- using a word in a stricter context than is approp.

end of 2 years

2-3 word combination

telegraphic speech- lack # of elements of adult speech

30 months 

learn grammar rules...mostly

5-6 years old

more complex sentence structure

noam chomsky 

• innate 
• using lang. requires knowledge of highly abstract unconscious rule
• Lang Acq. device (LAD)
• natural lang. blue print that develops

• learned
• solely the role of enviroment
• B.F skinner's reinforcement
• shaping-zero occurance SO reinforcing successive approx of a desired behavior
• bandara- social learning

combination b/w maturation and learning

driven by the desire to interact w/ others

thought process and lang

a. piaget mental combination -symbolic thought -thought precedes lang.

b. Vygotsky-simultanious devel. of thought and lang.

1. share a set of defining attributes

2. suggest we have a prototype

3. can be identified by referring to exemplars

4.schemas- abstract knowledge structures that organize a vast amount of information

5.simiplicity-when confronted w/ an example we induce the simplest category or rule that would cover all examples easier w/ some concepts

1. superordinate- most general

2. basic- medium

3. subordinate- most specific

2 types of intelligence

-fluid=not influenced but schooling. mostly non verbal

-cystalized=heavily influenced by schooling. factual knowledge

3 levels of intelligence

top, middle, and bottom. exactly like super, basic, and subordinate.

intellect is based on the view that people process at least 8 types of intelligence

• linguistic
• musical
• logico-mathimatical
• spatial
• bodily-kinistecs
• intrapersonal
• interpersonal
• naturalistic
• existential