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AP_Unit 11
Intelligence
| Term | Definition |
|---|---|
| Intelligence | Mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations. Intelligence is socially constructed; it is defined according to the attributes that enable success in a culture. |
| Intelligence Test | A method for assessing an individual’s mental aptitudes and comparing them with those of others, using numerical scores. “School smarts” is what researchers have historically assessed in their tests of intelligence. |
| General Intelligence (g) | A general intelligence factor that underlies specific mental abilities and is therefore measured by every task on an intelligence test. |
| Charles Spearman | Believed that the value of a single intelligence test score underlies successful performance on a wide variety of tasks. |
| Factor Analysis | A statistical procedure that identifies clusters of related items (called factors) on a test. Has been used to assess whether intelligence is a single trait or a collection of distinct abilities. |
| L.L. Thurstone | Disagreed with Spearman about the nature of intelligence. Identified seven clusters of primary mental abilities rather than one general intelligence factor. |
| Primary Mental Abilities | Verbal comprehension, Spatial orientation, Inductive reasoning, Number facility, Word fluency, Associative Memory, Perceptual Speed. |
| Savant Syndrome | A condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing. Used to support Gardner’s argument for multiple intelligences. |
| Multiple Intelligences | A theory that challenges the idea of a single IQ. There are eight intelligences: musical, visual, verbal, logical, bodily, interpersonal, intrapersonal, and naturalistic. |
| Triarchic Theory of Intelligence | Robert Sternberg’s theory of intelligence that describes three distinct types of intelligence that a person can possess. He distinguished between analytical, practical, and creative intelligences. |
| Analytic Intelligence | Academic problem solving assessed by traditional intelligence tests, which present well-defined problems having a single right answer. |
| Creative Intelligence | Demonstrated in reacting adaptively to novel situations and generating novel ideas. Many inventions result from creative problem solving. |
| Practical Intelligence | Required for everyday tasks, which may be ill-defined, with multiple solutions. |
| Emotional Intelligence | The ability to perceive, understand, manage, and use emotions. A critical component of social intelligence. One component of emotional intelligence is predicting accurately when feelings are about to change. |
| Brain Size (Intelligence) | MRI scans reveal correlations of about +.33 between people’s brain size (adjusted for body size) and their intelligence scores. Einstein’s brain was 15% larger in the lower region of the parietal lobe. |
| Brain Complexity (Intelligence) | Postmortem brain analyses reveal that highly educated people have more synapses when they die than do their less educated counterparts. High intelligence has been linked with high concentrations of gray matter in certain regions of the frontal lobe. |
| Neural Processing (Intelligence) | There is a positive correlation between intelligence and the neural processing speed in the brain. The speed with which people retrieve information from memory has been found to be a predictor of their verbal intelligence. |
| Sir Francis Galton | Believed that superior intelligence is biologically inherited. He authored the book Hereditary Genius. Galton attempted to assess intellectual strengths by measuring muscular power, sensory acuity, and body proportions. |
| Alfred Binet | Developed an intelligence test that would reduce the need to rely on teachers’ subjectively biased judgments of students’ learning potential. |
| 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 (Original) | Defined originally as the ratio of mental age (ma) to chronological age (ca) multiplied by 100 (thus, IQ=ma/ca x 100). |
| Intelligence Quotient (Contemporary) | The average performance for a given age is assigned a score of 100, with scores assigned to relative performance above or below average. |
| Eugenics Movement | A movement aimed at improving the genetic composition of the human race. It would have been most likely to encourage the selective breeding of highly intelligent people. |
| General Intelligence Tests | The Stanford-Binet, WAIS, and WISC. |
| Achievement Tests | A test designed to assess what a person has learned. Assesses learned knowledge and skills. |
| Aptitude Tests | A test designed to predict a person’s future performance. Specifically designed to predict the ability to learn a new skill. |
| Wechler Adult Intelligence Scale | The WAIS is the most widely used intelligence test. Provides separate verbal comprehension, perceptual organization, working memory, processing speed scores, as well as an overall intelligence test score. |
| Wechler Intelligence Scale Children | WISC was designed for testing children’s intelligence. |
| Standardization | Defining uniform testing procedures and meaningful scores by comparison with a pretested group. A person’s test performance can be compared with that of a representative pretested group. |
| Normal Distribution | 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 extreme. |
| Flynn Effect | The widespread improvement in intelligence test performance during the past century. Due in part to increasingly improved childhood health and nutrition. |
| Reliability | The extent to which a test yields consistent results, as assessed by the consistency of scores on two halves of the test, on alternate forms 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 behaviour that is of interest. |
| Predictive Validity | The success with which a test predicts the behaviour it was designed to predict. It is assessed by computing the correlation between test scores and the criterion behaviour. |
| Cohort | A group of people from a given time period. |
| Crystallized Intelligence | Our accumulated knowledge and verbal skills. Tends to increase with age. |
| Fluid Intelligence | Our ability to reason speedily and abstractly. Tends to decrease during late adulthood. |
| Stability (Intelligence) | IQ tends to remain stable over the lifespan. When Ian Deary and his colleagues retested 80-year-old Scots, using an intelligence test they had taken as 11-year-olds, the correlation of their scores across seven decades was +.66. |
| Down Syndrome | Is a condition involving intellectual disability caused by an extra chromosome in one’s genetic makeup. |
| Gifted Children | Intellectually gifted children are typically socially adjusted and academically successful. |
| Lewis Terman | Believed that intelligence is determined by heredity. Observed 1500 gifted Californian children. |
| Gifted Programs Criticisms | Widen the achievement gap between higher and lower ability groups. Encourage the segregation and academic tracking of intellectually advantaged students. |
| Nature and Nurture (Intelligence) | Research on the determinants of intelligence indicates that both genes and environment have some influence on intelligence scores. Intelligence is a polygenetic trait. |
| Twin Studies (Intelligence) | Intelligence test scores of identical twins raised apart is greater than between ordinary siblings raised together. Fraternal twins are more similar in their intelligence test scores than ordinary siblings. |
| Adoption Studies (Intelligence) | With increasing age, adopted children’s intelligence test scores become less positively correlated with their adoptive parent’s scores and more positively correlated with their biological parent’s scores. |
| Heritability (Intelligence) | The proportion of variation among individuals that we can attribute to genes. The heritability of intelligence is greatest among genetically dissimilar individuals who have been raised in similar environments. |
| Environment (Intelligence) | The importance of environmental influences on intelligence is provided by evidence that the intellectual development of neglected children in impoverished environments is often depressed. |
| J. McVicker-Hunt | Studied children in an Iranian orphanage that suffered delayed intellectual development due to a deprived environment. Trained caregivers to imitate babies’ babbling. |
| Schooling (Intelligence) | Research indicates that Head Start programs increase the school readiness of children from disadvantaged home environments. Head Start programs reduce the likelihood that participants will repeat grades or require special education |
| Boys (Intelligence) | Most likely to outperform in a chess tournament. Males are most likely to outnumber in a class designed for high school students highly gifted in math problem solving. |
| Girls (Intelligence) | Most likely to outperform in a spelling bee. Research suggests more skilled at interpreting others’ facial expressions of emotion. |
| Race (Intelligence) | The racial gap on the IQ test is caused by differences in environments. Race is a social category not a biological one. The distribution of intelligence test scores among all Americans is represented by the normal curve. |
| Intelligence Test Bias | Intelligence tests are “biased” in the sense that test performance is influenced by cultural experiences. Biased in terms of their content validity. Helped limit reliance on educators’subjectively biased judgments of students’academic potential. |
| Stereotype Threat | A self-confirming concern that one will be evaluated based on a negative stereotype. Self-fulfilling expectations are most likely triggered by a stereotype threat. |
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