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psychology- chapter9
| Question | Answer |
|---|---|
| Achievement Test | a measure of an individual's degree of accomplishment in a particular subject or task based on a relatively standardized set of experiences |
| aptitude test | measure of a persons ability to profit from further training or experience in an occupation or skill |
| cognitive process theories | approaches to intelligence that analyze the mental processes that underlie intelligent thinking |
| construct validity | The extent to which a test measures the psychological construct that is purported to measure |
| content validity | The extent to which test items adequately sample the domain that the test is supposed to measure |
| criterion-related validity | the ability of psychological test scores to correlate with some present or future behavior assumed to be influenced by the construct measured by the test |
| crystallized intelligence | intellectual abilities that depend on a store of information and the acquisition of particular skills |
| dynamic testing | a procedure in which static is followed up with an interaction in which the examiner gives the subject guided feedback on how to improve performance and observes how the subject utilitizes the information |
| emotional intelligence | the ability to respond adaptively in the emotional realm by reading and responding appropriately to others emotions, to be aware of and have the ability to control one's own emotions |
| entity theorists | an individual who believes that people's characteristics are fixed and relatively unchangeable |
| factor analysis | a statistical technique that permits a researcher to reduce a large number of measures to a small number of clusters or factors |
| fluid intelligence | I love psychology |
| g factor | a general intellectual capacity that underlies more specific intellectual abilities |
| incremental theorists | an individual who believes that people's characteristics are changeable |
| intelligence | the ability to acquire knowledge and think and reason effectively |
| intelligence quotient | Ma/Ca x 100 |
| interjudge reliability | the extent to which different observers or scorers agree in their scoring of a particular test or observed behavior |
| internal consistency | The extent to which items within a psychological test correlate with one another |
| knowledge-acquisition components | mental capabilities that allow us to learn from our experiences, store information in memory, and combine new insights with previously acquired information |
| meta components | not in the back of the book |
| normal distribution | a frequency distribution in the shape of a symmetrical or bell-shaped curve that satisfies certain mathematical conditions deduced from the theory of probability |
| norms | rules that specify what behavior is acceptable |
| outcome bias | occurs when an intelligence test score underestimates a persons true intellectual ability |
| performance components | the specific mental processes used to perform a task |
| predictive bias | occurs when an intelligence test successfully predicts criterion measures, such as school or job performance, for some groups but not for others |
| psychological test | method for measuring individual differences related to some psychological construct, based on a sample of relevant behavior obtained under standardized conditions |
| psychometrics | the statistical study of psychological tests |
| reaction range | the genetically influenced limits within which environmental factors can exert their effects on an organism |
| reliability | consistency with which a measure assesses a given characteristic or different observers agree on a given score |
| shared environment | the environmental conditions shared by a family or other social group over a period of time |
| standardization | deriving norms with which an individual's performance can be compared |
| static testing | traditional approach to testing, in which the test is administered under highly standardized conditions |
| stereotype threat | the anxiety created by the perceived possibility that one's behavior or performance will confirm a negative stereotype about ones group |
| test-retest reliability | the extent to which scores on a presumably stable characteristic are consistent over time |
| three-stratum theory of cognitive abilities | model of intelligence based on factor analysis that contains three hierarchical levels of ability, from specific skills to a general intellectual factor |
| triarchic theory of intelligence | distinguishes between analytical, practical, and creative forms of mental ability. |
| validity |
Created by:
Akile6
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