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Psychological Tests
| Term | Definition |
|---|---|
| Psychological test | Standardized measure of a sample of a person’s behavior - includes mental and personality tests |
| Intelligence test | Mental tests that measure general mental ability |
| Aptitude tests | Mental tests that asses specific types of mental abilities, like numerical ability, abstract reasoning, verbal knowledge. |
| Achievement tests | Mental tests that gauge person’s mastery and knowledge of various subjects |
| Personality tests | Tests that measure various aspects, like motives, interests, values, attitudes |
| Standardization | Uniform procedures used in administration and scoring of test |
| Test norms | These provide information about how score on psych test ranks in relation to other scores |
| Percentile score | This indicates the percentage of people scored at or below score |
| Reliability | This refers to the measurement consistency of test - if you take the same score twice, you get the same score |
| Correlation coefficient | A numerical index of degree of relationship |
| Validity | Ability of test to measure what test is supposed to measure |
| Content validity | Degree in which content of test is representative of domain it is supposed to cover |
| Criterion related validity | Estimated by correlating subjects’ scores on test w scores on independent criterion |
| Predictive validity | How well a test predicts future performance |
| Construct validity | Extent to which test measures particular hypothetical construct - like intelligence, personality |
| Believed that intelligence was entirely genetic and hereditary. He wanted to limit reproduction of the less intelligent, so created intelligence tests to measure sensory processes. Introduced nature vs nurture | Galton |
| Came up with a test that tested abstract reasoning, and was accurate with school children's performance | Binet |
| Terman and the Stanford-Binet | Revised Binet's test to use an intelligence quotient, but this test only worked for children |
| Wechsler Adult Intelligence Scale | Test devised for adults to measure verbal and nonverbal ability. Instead of IQ, it used a scoring scheme based on standard deviation |
| IQ Test | Test devised by Terman to measure abstract intelligence - exceptionally reliable compared to other psychological tests |
| Down syndrome | Cause of intellectual disability caused by an extra chromosome |
| Phenylketonuria | Cause of intellectual disability caused by inability to metabolize and build up of amino acid phenylalanine |
| Hydrocephalus | Cause of intellectual disability caused by excessive accumulation of cerebrospinal fluid in skull that destroys brain tissue |
| IQ > 130, gifted - excel in many activities IQ > 180, profoundly gifted - introverted / social problems | Gifted children |
| Hereditary intelligence | The consensus that about 50% of one's intelligence is inherited. Impossible to prove b/c can't separate environmental factors |
| Reaction range | Hereditary set limits on intellectual potential, and quality of life defines where one falls in that range (between 20-25 points) |
| Socioeconomic disadvantage | Idea that minorities are more likely to be among lower classes, which could cause ethnic differences in IQ (single class homes, fewer books, less privacy, no study time) |
| Stereotype vulnerability | Derogatory stereotypes of stigmatized groups that then create a feeling of vulnerability, which could lead to people doing worse on tests |
| Cultural bias | Reason for cultural differences in IQ scores because some tests appear to have slight bias |
| Factor analysis | Correlations among many variables are analyzed to identify closely related clusters of variables |
| g | Factor of general intelligence made by Spearman, that can be divided into 2 intelligence categories |
| Fluid intelligence | Involves reasoning ability, memory capacity, and speed of info processing (decreases with age) |
| Crystallized intelligence | Ability to apply acquired knowledge and skills in problem solving (increases with age) |
| Sternberg's Triarchic Theory | Theory saying that there are 3 types of intelligence acquisition - contextual, experimental, and componential |
| Contextual aspect of intelligence | Says that intelligence is culturally defined |
| Experimental aspect of intelligence | Says that intelligence is influenced by experience (solving new problems, quickness in solving familiar problems |
| Componential aspect of intelligence | Specifies cognitive processes that underlie intelligent behavior |
| Analytical | Facet of successful intelligence that involves abstract reasoning, evaluation, and judgement. The type most crucial to school work / intelligence tetst |
| Creative | Facet of successful intelligence that involves ability to generate new ideas and be inventive in dealing with novel problems |
| Practical | Facet of successful intelligence that involves ability to deal effectively with kinds of problems that people encounter in everyday life |
| Emotional intelligence | Ability to perceive and express emotion, assimilate emotion in thought, and understand reason with emotion |
| Verbal-Linguistic, Logical-Mathematical, Kinesthetic, Visual Spatial, Musical, Intrapersonal, Interpersonal, Naturalist Intelligence | Gardner's Eight Intelligences |
| Divergent | Creative idea in which one expands range of alternatives by generating many possible solutions |
| Convergent | Creative idea in which one considers variety of options and narrows down to one or two best alternatives |
| Reification | Creative idea in which one treats hypothetical, abstract concept as if it was a tangible concept |
| Savant syndrome | Condition when person with developmental disability - autism spectrum disorder - shows prodigious abilities far in excess of to be considered normal |
Created by:
uriel_magana
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