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Psych Chp 12
| Term | Definition |
|---|---|
| Intelligence | Is a term used to refer to mental abilities such as reasoning, thinking, adapting efficiently to one’s environment and problem solving. |
| Binet-simon intelligence scale | Classifies mentally deficient people in three groups based on the severity of their deficiency – ‘idiots’ (most deficient), ‘imbeciles’, or ‘morons’ (least deficient). |
| Mental abilities | Are talents and abilities in which relates to the brain. Such as imagination, judgement and intelligence. |
| Intelligence quotient (IQ) | Is a score used to measure one or more forms of intelligence. It is usually a number that is compared to a statistically normal figure. |
| Stanford Binet Intelligence scale | Similar to the Binet-simon intelligence scale, however it has been revised so that it could be more suitable for American’s and extended the test to make it more applicable to adults. |
| WAIS (Weshsler Adult Intelligence Scale) | Is an IQ test for adults above the age of 16 years. |
| WISC (Weschler Intelligence Scale for children) | A full in depth IQ test for children between the ages of 5-15 years old. It provides a full scale IQ score and four index scores. |
| WPPSI (Weschler primary and pre-school scale of intelligence) | This type of IQ tests is for children between the age of 2 and 7. |
| Verbal IQ | IQ tests which are assessed relying heavily upon the ability of verbal materials. |
| Performance IQ | IQ tests that are assessed relying heavily on the use of non-verbal materials. |
| Full-scale IQ | The IQ tests that are a combination of performance and verbal materials to provide an overall IQ score. |
| Bell-shaped curve (normal distribution) | Is a frequency distribution curve where scores are arranged symmetrically so that the vast majority fall into the middle range. There are fewer scores near the two extremes of the curve. |
| CHC - Cattel-horn-carrol theory (3 stratum level) | Is a three level hierarchy of intelligence that makes up the CHC model. |
| Factor analysis | A complicated method that finds the relationship between different items and then allows them to be grouped together. |
| Stratum III | 3rd level of the CHC theory. Is an overall general intelligence. |
| Stratum II (Eight Broad Factors) | - Fluid intelligence - Crystallised intelligence - General memory and learning - Broad visual perception - Broad auditory processing - Broad retrieval ability - Broad cognitive processing speed - Processing speed |
| Stratum I | Number of narrow abilities. 1st level of the CHC theory. 71 specific factors. |
| Fluid intelligence | The ability to perceive relationships independent of previous practice or instructions that are concerned with those relationships. |
| Crystallised intelligence | Are crystals or grains of knowledge that we have learnt in our lifetime. |
| Sternberg’s Triarchic theory of intelligence | Is the theory that there are three ways of processing information. E.g. Analytical, creative and practical intelligences. |
| Analytic intelligence | Becoming aware of the information within a subject matter and analysing it. E.g. becoming aware of certain information in a textbook. |
| Metacomponents (Analytic intelligence) | Are any higher order of functions that direct our thinking. |
| Performance components (Analytic intelligence) | Refers to the mental processes which are used to solve problems. |
| Knowledge acquisition components (Analytic intelligence) | The mental processes which are used to learn new facts. |
| Creative intelligence | Creative intelligence refers to the ability to be able to deal with novel situations and use problem-solving skills. |
| Practical Intelligence | The ability to use thinking skills that help a person adjust and cope with his or her environment. |
| Successful Intelligence | To achieve success in life in terms of one’s own personal standards. |
| Multiple intelligence theory (Gardner) | Gardener suggested that people actually have different kids of “intelligences.” Multiple intelligences suggests that everyone has more than one natural intelligence. |
| Verbal (verbal linguistic or word smart) intelligence | Learn languages easily and demonstrate the capacity to be able to use that learnt language. E.g. people that like to invent words. |
| Musical (music smart) intelligence | People that have skills in performance, appreciation and composition of music. E.g. Beethoven. |
| Logical mathematical (number smart) intelligence | Analyzing or finding problems logically, work well with mathematical operations & investigate issues by using the scientific method. E.g. Albert Einstein. |
| Visual- spatial (picture smart) intelligence | Is the ability to recognise and manipulate patterns in different areas as well as preferring pictures or images to study. E.g. Able to learn well will images. |
| Bodily-kinaesthetic (body movement) intelligence | The ability to use the body for expression. E.g. Anna Pavlova, famous dancer. |
| Intrapersonal intelligence (myself smart) | The ability to understand yourself and interpret and appreciate your own feelings and motivations. E.g. Philosopher, Constance Brisko. |
| Interpersonal intelligence (people smart) | The ability to understand people’s intentions, motivations and desires. Being able to work well with others. E.g. Therapist, Psychologist, Counselor. |
| Naturalistic intelligence (nature smart) | The ability to recognize and appreciate our relationship with the natural world. E.g. Environmentalist. |
| Emotional intelligence (Salovey and Mayer’s ability based model) | The ability to perceive and express emotion, understand and reason with emotion and regulate emotion in oneself and in others. |
| Self perception (ability 1) | The ability to perceive, apprise and express emotions accurately. Having awareness of one’s own emotions and ability to read others emotions. |
| Thought facilitation (ability 2) | The ability to use emotions to assist thought. Understand another person by acknowledging the emotions involved. |
| Social understanding (ability 3) | Is the ability to understand emotions, including analysing emotions and the complexity of feelings as they relate to social situations. Understand feelings in stories/movies plus show empathy for others. |
| Relationship management (ability 4) | Being able to manage emotion successfully in oneself and others so as not to be affected by anxiety or anger. It is also the ability to manage emotions to promote emotion and intellectual growth in yourself and others. |
| Twin studies in intelligence | To address the question of influenced genetic and environmental factors have focused the IQ scores of twins and siblings reared apart and together. |
| Adoption studies in intelligence | To discover if adopted children resemble their biological parent's intelligence. By comparing the results, it has been discovered that a trait like height is 90% inherited, experts suggest that intelligence is about 50% inherited. |
| Environmental influence in intelligence | Inheritance certainly plays a part but there is strong evidence that supports the Nurture part. If adopted children resemble the IQ levels of their foster parents then this would support the environment hypothesis. |
| Interaction between heredity & environment in intelligence | Both heredity and environment plays a part in ones intelligence. However the focus has moved to determining the degree that each of these factors play in determining ones IQ. |
Created by:
Monique Mair
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