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| a subarea of psychology concerned with developing psychological tests that assess an individual's abilities, skills, beliefs, and personality traits in a wide range of settings- school, industry, or clinic. |
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| measures or quatifies cognitive abilities or factors that are thought to be involved in intellectual performance. |
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| Spearman's Two-Factor Theory |
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Definition
| says that intelligence has two factors: a general mental ability factor (g), which represents what different cognitive tasks have in common; specific factors (s), which include specific mental abilities (math, mechanics, verbal skills). |
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| Gardner's Multiple-Intelligence Theory |
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| says that instead of one kind of general intelligence, there are at least seven different kinds, which include verbal, musical, logical-mathematical, spatial, body, understanding yourself, and understanding others. |
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| Sternberg's Triarchic Theory |
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| says that intelligence can be divided into three different kinds of reasoning processes: the first uses analytical/logical thinking skills that are measured by traditional intelligence tests; the second uses problem-solving skills that require creative thinking and the ability to learn from experience; the third is using practical thinking skills that help a person adjust to, and cope with, his/her sociocultural environment. |
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| Binet-Simon Intelligence Scale |
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| contained items arranged in order of increasing difficutly; the items measured vocabulary, memory, common knowledge, and other cognitive abilities; first used to distinguise mentally-impaired children in France. |
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| a method of estimating a child's intellectual progress by comparing the child's score on an intelligence test to the scores of average children of the same age. |
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| computed by dividing a child's mental age by the child's chronological age and multiplying the result by 100: (MA/CA)*100. |
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| Wechsler Adult Intelligence Scale (WAIS III) and Wechsler Intelligence Scale for Children (WISC III) |
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Definition
| have items that are organized into various subtests: the verbal section contains a subtest of general information, a subtest of vocab, etc; the performance section contains a subtest that involves arranging pictures in a meaningful order; verbal and performance combine to form IQ. |
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| means that the test measures what it is supposed to measure. |
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| refers to consistency: a person's score on a test at one point in time should be similar to the score obtained by the same person on a similar test at a later point in time. |
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| refers to a statistical arrangement of scores so that they resemble the shape of a bell and, thus, is said to be a bell-shaped curve: most scores are in the middle and the rest taper off at the ends. |
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| refers to a substantial limitation in present functioning that is characterized by significantly subaverage intellectual functioning, along with related limitations in two of ten areas, including communication, self-care, home living, social skills, and safety. |
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| results from genetic problems or brain damage. |
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| Cultural-Familial Retardation |
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| results from a greatly impoverished environment; no genetic or brain damage. |
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| moderate: IQ score between 130 and 150; profound : IQ score of 180+. |
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| means that the wording of the questions and the experiences on which they are based are more familiar to members of some social groups. |
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| does not contain vocab, experiences, or social situations that are very different from the cultural experiences of the individual taking the test. |
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| says that we should measure intelligence by observing how people solve problems in their usual settings and environments. |
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| refers to a noncognitive factor, such as attitude, experience, and emotional functioning, that may help or hinder performance on tests. |
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| asks how much both nature- hereditary or genetic factors- and nurture- environmental factors- contribute to the development of intellectual, emotional, personal, and social abilities. |
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| Siblings that have 50% of their genes in common. |
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| develop from one egg and have 100% of their genes in common. |
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| a number that indicates the amount or proportion of some ability, characteristic, or trait that can be attributed to genetic factors. |
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| the extent to which traits, abilities, or IQ scores may increase or decrease as a result of interaction with environmental factors. |
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| creates an environment that offers increased opportunites for intellectual, social, and personality-emotional development while ensuring good physical health. |
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