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Intelligence
Psychology
| Term | Definition |
|---|---|
| Achievement Test | determine how much a person has already learned. |
| Adaptive Testing | adjust their level of difficulty—based on the responses provided—to match the knowledge and ability of a test taker |
| Alfred Binet | a French psychologist, created the first intelligence test to separate slower learners from other students in the French education system, based on the problem solving skills that the average person at a specific age should possess, mental age |
| Aptitude Test | try to predict how well a person will be able to learn a certain skill |
| Body Kinesthetic | ability to control movement and balance |
| Charles Spearman | proposed the Two-Factor Theory of intelligence, intelligence is made up of: G, or general intelligence, which refers to our overall ability to solve problems;S, or specific intelligences, are concentrated in certain areas such as math and verbal abilities |
| Content Validity | How well does the test measure what someone has learned? |
| Cultural Bias | items that pertain to one social group but not another |
| David Wechsler | developed most common intelligence tests used today, give percentile scores in several areas to provide a more detailed picture of a person’s strengths and weaknesses, first to include nonverbal components to reduce bias |
| Emotional Intelligence | was created by Daniel Goleman and is related to Gardner’s concepts of interpersonal and intrapersonal intelligence, refers to an ability to perceive and express one’s own emotions as well as understand the emotions of others |
| G (General intelligence) | refers to our overall ability to solve problems |
| Gifted | a score above 130 |
| Heritability | it means that individuals with the same genes have similar IQs and individuals with different genes have relatively different IQs |
| Howard Gardner | created multiple intelligences |
| Intelligence | The ability to learn new ideas and behavior?, Doing well in school and on IQ tests?, Reading emotions and interacting successfully with other people?, Having exceptional abilities in areas such as art and music?m, A combination of all of these things? |
| Intelligence Quotient (IQ) | (mental age / chronological age) X 100 |
| Interest Inventory | measure a person’s preferences in a wide variety of activities to identify areas they may succeed in |
| Interpersonal | skilled in interactions with others |
| Interscorer | different graders give consistent scores |
| Intrapersonal | skilled at understanding one’s own self |
| L.L. Thurstone | found that intelligent behavior does not arise from a general factor, but rather emerges from seven independent factors that he called primary abilities |
| Linguistic Verbal | speaking / writing skills |
| Logical Mathematical | ability to process numbers and equations |
| Mental Age | based on the average performance of that age group |
| Mentally Handicapped | scores under 70 |
| MMPI(Minnesota-Multiphasic Personality Inventory) | most widely used objective test, help diagnose psychological disorders, 10 different clinical scales measured by the test |
| Multiple Intelligences | believed that we actually possess intelligence in eight different areas: someone may be high or low in each |
| Musical | ability to compose and play music |
| Myers Briggs | objective test, assesses personality based on specific traits, such as extraversion vs introversion, sheds insight onto the traits we use in our daily interactions |
| Naturalist | ability to function and identify patterns in nature |
| Norm | the average scores of a large group of people |
| Objective Tests | used limited or forced-choice options, person must choose from the options given |
| Percentile | used instead to give a score based on the test’s norms, indicates the percentage of test takers who you outperformed |
| Personality Test | try to measure a person’s unique characteristics or identify problems in mental functioning, explain future behavior |
| Predictive Validity | Can the test tell us something about future behavior? |
| Projective Tests | use free-response techniques which are then interpreted by a psychologist |
| Reliability | refers to the consistency of a test |
| Rorschach Test | most famous projective test, consists of 10 ambiguous inkblots, test taker is asked to say what he or she sees when looking at the inkblot, Psychologists analyze the responses in an attempt to gain insight into personality |
| S (specific intelligences) | concentrated in certain areas such as math and verbal abilities |
| Spatial | ability to comprehend shapes and three-dimensional objects |
| Split Half | test is divided into two parts and each half is compared |
| Standardized Test | hey must be given same way every time (for example, standard instructions), scores are interpreted based on norms, or the average scores of a large group of people |
| Stanford Binet | Binet’s test was revised by Lewis Terman for use in the United States, used a formula to determine intelligence quotient or IQ |
| TAT (thematic apperception test) | subjects are shown pictures of 20 scenes and must make up a story for each, Psychologists look for themes that apply to our social motives |
| Test Retest | scores are consistent over time |
| Triarchic Theory | Componential intelligence - “academic intelligence” used to solve problems, Creative intelligence - the ability to use information in a new or original way, Practical intelligence - Applying what you know to real-life situations |
| Two factor theory | G and S |
| Validity | refers whether or not a test measures what it is intended to measure |
| WAIS | for adults |
| WISC | for children |
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