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Vocab for Chapter 11
Myers 7th Edition - Chapter 11 Vocabulary
| TERM | DEFINITION |
|---|---|
| Intelligence test | A method for assessing an individual's mental aptitudes and comparing them with those of others, using numerical scores. |
| 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 a 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 (ma) to chronological age (ca) multiplied by 100 units (thus, IQ= ma/ca x 100). On contemporary intelligence tests, the average performance for a given age is assigned a score of 100. |
| Intelligence | Mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations. |
| 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 one's total score. |
| General intelligence (g) | A general intelligence factor that Spearman and others believed underlies specific mental abilities and is therefore measured by every task on an intelligence test. |
| 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, express, understand, and regulate emotions. |
| Creativity | The ability to produce novel and valuable ideas. |
| Aptitude test | A test designed to predict a person's future performance; aptitude is the capacity to learn. |
| Achievement test | A test designed to assess what a person has learned. |
| 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 "standardization 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, on alternate forms of the test, or on retesting. |
| Validity | The extent to which a test measures or predicts what it is supposed to. (see also content validity and predictive validity). |
| Content validity | The extent to which a test samples the behavior that is of interest (such as driving test that samples driving tasks). |
| Criterion | The behavior (such as college grades) that a test (such as the SAT) is designed to predict; thus, the measure used in defining whether the test has predictive validity. |
| 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. (also called criterion-related validity). |
| Mental retardation | A condition of limited mental ability, indicated by an intelligence score below 70 and difficulty in adapting to the demands of life; varies from mild to profound. |
| Down syndrome | A condition of retardation and associated physical disorders caused by an extra chromosome in one's genetic makeup. |
| Steroetype threat | A self-confirming concern that one will be evaluated based on a negative stereotype. |
Created by:
shellenberger
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