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Intelligence
Unit 5 Cognitive Psychology
| Term | Definition |
|---|---|
| intelligence | the ability to learn from experience, solve problems, and use knowledge to adapt to new situations |
| general intelligence | according to Spearman and others, underlies all mental abilities and is therefore measured by every task as an intelligence test |
| factor analysis | a statistical procedure that identifies clusters of related items (called factors) on a test, used to identify different dimensions of performance that underlies a person's total score |
| savant syndrome | a condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing |
| grit | in psychology a passion and perseverance in the pursuit of long-term goals |
| emotional intelligence | the ability to perceive, understand, manage, and use emotions |
| intelligence test | a method for assessing an individual's mental aptitudes and comparing them with those of others, using numerical scores |
| achievement test | a test designed to assess what a person has learned |
| aptitude test | a test designed to predict a person's future performance, aptitude is the capacity to learn |
| mental age | a measure of intelligence test performance devised by Binet, the level of performance typically associated with kids of a certain chronological age. |
| Stanford- Binet | the widely used American revision of Binet's original intelligence test |
| intelligence quotient | defined originally as the ratio of mental age (ma) to chronological age (ca) multiplied by 100. IQ=ma/ca*100 |
| Wechsler adult intelligence scale | the WAIS and its companion versions for children are the most widely used intelligence tests, they contain verbal and performance (nonverbal) subtests |
| standardization | defining uniform testing procedures and meaningful scores by comparison with the performance of a pretested group |
| normal curve | the bell-shaped curve that describes the distribution of many physical and psychological attributes. Most scores fall between the average, and fewer an fewer fall near the extremes |
| reliability | the extent to which a test yields consistent results, as associated by the consistency of scores on two halves of the test, on alternative forms of the test, or on retesting |
| validity | the extent to which a test measures or predicts what if is supposed to |
| content validity | the extent to which a test samples the behavior that is of interest |
| predictive validity | the success with which a test predicts the behavior it is designed to predict, it is assessed by comparing the correlation between test scores and the criterion behavior also called criterion- related validity |
| cohort | a group of people sharing a common characteristic, such as from a given time period |
| crystallized intelligence | our accumulated knowledge an verbal skills, tends to increase with age |
| fluid intelligence | our ability to reason speedily and abstractly, tends to decrease with age especially during late adulthood |
| cross sectional study | research that compares people of different ages at the same point in time |
| longitudinal study | research that follows and retests the same people over time |
| intellectual disability | a condition of limited mental ability, indicated by an intelligence test score of 70 or below and difficulty adapting to the demands of life (formerly mental retardation) |
| down syndrome | a condition of mild to serve intellectual disability and associated physical disorders caused by an extra copy of chromosome 21 |
| heritability | the proportion of variation among individuals in a group that we can attribute to genes. the heritability of a trait may vary, depending on the range of populations and environments studied |
| stereotype threat | a self-confirming concern that one will be evaluated based on a negative stereotype |
| Charles Spearman | believed in one general intelligence (g factor) a common skill set underlies all intelligent behavior |
| L.L. Thurstone | believed in several factors of intelligence |
| Howard Gardner | 8 multiples of intelligence: visual, linguistic, logical/ mathematical, musical, bodily & kinesthetic, naturalistic, interpersonal, intrapersonal |
| Robert Sternberg | 3 types of Intelligence Analytical – intelligence tests Creative – novel situations/ideas Practical – tasks |
| Daniel Goleman | Social/ Emotional intelligence Perceive recognizes emotions in faces music stories Understand predicts emotions & how/why they change Manage knows how to express emotions in different situations Use emotions to facilitate adaptive or creative thinking |
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