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| a method for assessing an individual's mental aptitudes and comparing them with those of others, using numerical scores |
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| a mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations |
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| a general intelligence factor that, according to Spearman and other, underlies specific mental abilities and is therefore measured by every task on an intelligence test |
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| a statistical procedure that identifies clusters of related items (called factors) on a test; used to identify different dimensions of performance that underlie a person's total score |
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| a condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing |
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| a measure of intelligence test performance devised by Binet; the chronological age that most typically corresponds to a given level of performance. Thus, a child who does as well as the average 8-year-old is said to have a mental age of 8. |
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| the widely used American revision (by Terman at Stanford University) of Binet's original intelligence test. |
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| intelligence quotient (IQ) |
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| defined originally as the ratio of mental age (ma) to chronological age (ca) multiplied by 100 (thus, IQ= ma/ca x 100). On contemporary intelligence tests, the average performance for a given age is assigned a score of 100. |
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| tests designed to assess what a person has learned. |
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| tests designed to predict a person's future performance; aptitude is the capacity to learn |
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| Wechsler Adult Intelligence Scale (WAIS) |
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| the WAIS is the most widely used intelligence test; contains verbal and performance (nonverbal subtests) |
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| defining meaningful scores by comparison with the performance of a pretested group |
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| the symmetrical, bell-shaped curve that describes the distribution of many physical and psychological attributes. Most scores fall near the average, and fewer and fewer scores lie near the extremes. |
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| 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. |
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| the extent to which a test measures or predicts what it is supposed to. (see also content validity and predictive validity) |
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| the extent to which a test samples the behavior that is of interest. |
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| 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. (Also called criterion-related validity) |
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| (formerly referred to as mental retardation) a condition of limited mental ability, indicated by an intelligence score of 70 or below and difficulty in adapting to the demands of life; varies from mild to profound |
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| a condition of intellectual disability and associated physical disorders caused by an extra copy of chromosome 21. |
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| a self-confirming concern that one will be evaluated based on a negative stereotype. |
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