Busy. Please wait.

show password
Forgot Password?

Don't have an account?  Sign up 

Username is available taken
show password


Make sure to remember your password. If you forget it there is no way for StudyStack to send you a reset link. You would need to create a new account.
We do not share your email address with others. It is only used to allow you to reset your password. For details read our Privacy Policy and Terms of Service.

Already a StudyStack user? Log In

Reset Password
Enter the associated with your account, and we'll email you a link to reset your password.
Don't know
remaining cards
To flip the current card, click it or press the Spacebar key.  To move the current card to one of the three colored boxes, click on the box.  You may also press the UP ARROW key to move the card to the "Know" box, the DOWN ARROW key to move the card to the "Don't know" box, or the RIGHT ARROW key to move the card to the Remaining box.  You may also click on the card displayed in any of the three boxes to bring that card back to the center.

Pass complete!

"Know" box contains:
Time elapsed:
restart all cards
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.

  Normal Size     Small Size show me how

Psychology Ch.9

diagnostic tool designed to measure overall thinking ability intelligence test
capacity to understand hypothetical concepts abstract thinking
hypothetical factor that accounts for overall differences in intellect among people g(general intelligence)
particular ability level in a narrow domain s(specific intelligence)
capacity to learn new ways of solving problems fluid intelligence
accumulated knowledge of the world acquired over time crystallized intelligence
idea that people vary in their ability levels across different domains of intellectual skills multiple intelligence
model of intelligence proposed by Robert Sternberg positing three distinct types of intelligence: analytical, practical, and creative triarchic model
intelligence test based on the measure developed by Binet and Simon, adapted by Lewis Terman Stanford-Binet IQ test
systematic means of quantifying differences among people in their intelligence intelligence quotient (IQ)
age corresponding to the average individual's performance on an intelligence test mental age
expression of a person's IQ relative to his or her same-aged peers deviation IQ
movement in the early 20th century to improve a population's genetic stock by encouraging those with good genes to reproduce, preventing those with bad genes from reproducing, or both eugenics
most widely used intelligence test for adults today, consisting of 15 subtests to assess different types of mental abilities Wechsler Adult Intelligence Scale (WAIS)
abstract reasoning measure that doesn't depend on language and is often believed to be less influenced by cultural factors than other IQ tests culture-fair IQ test
distribution of scores in which the bulk of the scores fall toward the middle, with progressively fewer scores toward the "tails" or extremes bell curve
condition characterized by an onset prior to adulthood, and IQ below about 70, and an inability to engage in adequate daily functioning mental retardation
finding that average IQ scores have been rising at a rate of approximately three points per decade Flynn effect
extent to which the variability of a trait within a group is genetically influenced within-group heritability
extent to which differences in a trait between groups is genetically influenced between-group heritability
tendency of a test to predict outcomes better in one group than another test bias
fear that we may confirm a negative group stereotype stereotype threat
capacity to generate many different solutions to a problem divergent thinking
capacity to generate the single best solution to a problem convergent thinking
application of intelligence toward a common good wisdom
ability to solve real-world problems, especially those involving other people "street smarts" practical intelligence
ability to come up with novel and effective answers to questions creative intelligence
ability to be able to reason logically "book smarts" analytical intelligence
knowledge of our own knowledge metacognitive skills
the tendency to stop responding to repeated presentations of the same stimulus habituation
susceptibility to being duped by others gullibility
tendency of researchers to unintentionally influence the outcome of studies experimenter expectancy effect
Created by: rlhaas