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#lpeleap Chapter 11
Testing and Individual Differences
| Term | Definition |
|---|---|
| Achievement tests | is a test of developed skill or knowledge. |
| Content validity | refers to the extent to which a measure represents all facets of a given social construct. |
| Factor analysis | a process in which the values of observed data are expressed as functions of a number of possible causes in order to find which are the most important. |
| Intellectual disability | characterized by significant limitations in both intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills. This disability originates before the age of 18. Intellectual Functioning. |
| Predictive validity | is the extent to which a score on a scale or test predicts scores on some criterion measure. For example, the validity of a cognitive test for job performance is the correlation between test scores and, for example, supervisor performance ratings |
| Reliability | attribute of any computer-related component,that consistently performs according to its specifications. It has long been considered one of three related attributes that must be considered when making, buying, or using a computer product or component. |
| Savant syndrome | a condition in which a person with a mental disability, such as an autism spectrum disorder, demonstrates profound and prodigious capacities or abilities far in excess of what would be considered normal. |
| Validity | In logic, an argument is valid if and only if its conclusion is logically entailed by its premises. |
| Alfred Binet | was a French psychologist who invented the first practical intelligence test, the Binet-Simon scale. His principal goal was to identify students who needed special help in coping with the school curriculum. |
| Sir Francis Galton | He turned from exploration and meteorology (where he introduced the theory of the anticyclone) to the study of heredity and eugenics (a term that he coined). |
| Howard Gardner | Based on his study of many people from many different walks of life in everyday circumstances and professions, Gardner developed the theory of multiple intelligences. |
| Charles Spearman | He also did seminal work on models for human intelligence, including his theory that disparate cognitive test scores reflect a single General intelligence factor and coining the term g factor. |
| Robert Sternberg | is an American psychologist and psychometrician. He is currently Professor of Human Development at Cornell University. |
| Louis Terman | Terman adopted William Stern's suggestion that mental age/chronological age times 100 be made the intelligence quotient or IQ. (NB: Most modern IQ tests calculate the intelligence quotient differently.) |
| David Weschler | “Intelligence is the aggregate or global capacity of the individual to act purposefully, to think rationally and to deal effectively with his environment” reflects this broader view (Edwards, 1994; Wechsler, 1940). |
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