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AP Psych 11
| Question | Answer |
|---|---|
| Joshua Aronson | Observed the self-fulfilling stereotype threat when students felt threatened while taking an aptitude test. |
| Alfred Binet | He studied students learning potential in Paris, France after school was the law. He came up with mental age and assessed many children. Any mental age above actual=genius any lower=slow |
| David Caruso | Developed a test that assesses four emotional intelligence components, which are abilities to perceive, understand, manage, and use emotions. |
| James Flynn | Researcher that determined that intelligence has been rising over time. This is called the Flynn effect. |
| Francis Galton | He was on a quest for a simple intelligence measure and believed that genius was inherited. |
| Howard Gardner | He views intelligence as multiple abilities that come in packages. He studied people with brain damage and savant syndrome. |
| John Mayer | Developed a test that assesses four emotional intelligence components, which are abilities to perceive, understand, manage, and use emotions. |
| Peter Salovey | Developed a test that assesses four emotional intelligence components, which are abilities to perceive, understand, manage, and use emotions. |
| Sandra Scarr | Said "Wouldn't it be nice if being weak in one area would be compensated by genius in some other area?" |
| Theodore Simon | Helped Binet study students learning potential in Paris, France after school was the law. He came up with mental age and assessed many children. Any mental age above actual=genius any lower=slow |
| Charles Spearman | He believed that we have one general intelligence and helped develop factor analysis. |
| Claude Steele | Concluded that telling students they probably won't succeed functions as a stereotype that can erode test performance/ |
| William Stern | German psychologist that created IQ. |
| Robert Sternberg | He proposed a triarchic theory of three, not eight, intelligences. Analytical, creative, and practical. |
| Lewis Terman | He revised Alfred Binet's test and adapted for superior adults and called it the Stanford-Binet. |
| L.L. Thurstone | He did not rank people on a single scale of general aptitude he identified seven different clusters. |
| David Wechsler | He created the most widely used intelligence test, the Wechsler Adult Intelligence Scale (WAIS) |
| 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 (G) | 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 in computation or drawing. |
| 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 most 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 (by Terman at Stanford University) of Binet's original intelligence test. |
| Intelligence Quotient (IQ) | Defined originally as the ratio of mental age to chronological age multiplied by 100. On contemporary intelligence tests, the average performance for a given age is assigned a score of 100. |
| Achievement Tests | Tests designed to assess what a person has learned. |
| Aptitude Tests | Tests designed to predict a person's future performance; aptitude is the capacity to learn. |
| Wechsler Adult Intelligence Scale (WAIS) | The WAIS is the most widely used intelligence test; contains verbal and performance (nonverbal) 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 it 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 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 by evaluated based on a negative stereotype. |
Created by:
gabby.linn