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Unit 11 Terms
Testing and Individual Differences
| Question | Answer |
|---|---|
| Intelligence Test | A method for assessing an individual's mental aptitudes and comparing them with those of others using numerical scores. |
| Intelligence | Mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations. |
| General Intelligence (GI) | A general intelligence factor that, according to Spearman and others, underlies specific mental abilities and is therefore measured by every task on 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 underlie 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 drawing or computation. |
| Emotional Intelligence | The ability to perceive, understand, manage, and use emotions. |
| Mental Age | A measure of intelligence test performance devised by Binet; the chronological age that typically corresponds to a given level of performance. Thus, a child who does as well as the average 8-year-old is said to have a mental age of 8. |
| Stanford-Binet | The widely used American revision of Binet's original intelligence test. |
| Intelligence Quotient | Defined originally as the ration of mental age to chronological age multiplied by 100. Contemporary intelligence tests, the average performance for a given age is assigned as score of 100. |
| Achievement Tests | Test designed to assess what a person has learned. |
| Aptitude Tests | Test designed to predict a person's future performance; aptitude is the capacity to learn. |
| Wechsler Adult Intelligence Scale | The WAIS is the most widely used intelligence test; contains verbal and nonverbal (performance) subtests. |
| Standardization | Defining meaningful scores by comparison with the performance of a pretested group. |
| Normal Curve | The symmetrical, bell shaped curve that describes the distribution of many physical and psychological attributes. Most scores fall near the average, and fewer and fewer scores lie near the extremes. |
| Reliability | The extent to which a test yields consistent results, as assessed by the CONSISTENCY of scores on two halves of the test, or on retesting. |
| Validity | The extent to which a test measures or predicts what is is supposed to. (ACCURACY) |
| 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 computing the correlation between test scores and the criterion behavior. |
| Intellectual Disability | A condition of limited mental ability, indicated by an intelligence score of 70 or below and difficulty in adapting to the demands of life; varies from mild to profound. |
| Down Syndrome | A condition of intellectual disability and associated physical disorders caused by an extra copy of chromosome 21. |
| Stereotype Threat | A self-confirming concern that one will be evaluated based on a negative stereotype. |
| Autism | A disorder that appears in childhood and is marked by deficient communication, social interaction, and understanding of others' states of mind. |
| Creativity | The ability to produce novel and valuable ideas. |
| Criterion | A principle or standard by which something may be judged or decided. |
| WISC | An intelligence test of general intellectual ability that is commonly used in schools; used primarily to identify key cognitive functions. |
| Asperger's Syndrome | A developmental disorder related to autism and characterized by higher than average intellectual ability coupled with impaired social skills and restrictive, repetitive patterns of interest and activities |
| Multiple Intelligences | Refers to the ability to learn, create, and solve problems within one or more cultural settings; Dr. Howard Gardner's theory that there is more than one way to be smart. |
| Degrees of Intellectual Disabilities | People with mental health issues that ranges from mild to extreme. |
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APPsychology
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