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CH 9 Sigelman &Rider
Life-Span Human Development, 9th edition: Intelligence & Creativity
| Term | Definition |
|---|---|
| psychometric approach | The research tradition that spawned standardized tests of intelligence and that views intelligence (or personality) as a set of traits that can be measured and that varies from person to person. |
| fluid intelligence | Aspects of intelligence that involve actively thinking and reasoning to solve novel problems. Contrast with crystallized intelligence. |
| crystallized intelligence | Those aspects of intellectual functioning that involve using knowledge acquired through experience. Contrast with fluid intelligence. |
| factor analysis | Statistical technique to identify meaningful groupings of personality scale or intelligence test items that are correlated with each other but not with other groupings of items. |
| mental age (MA) | A measure of intellectual development that reflects the level of age-graded problems that a child is able to solve; the age at which a child functions intellectually. |
| Stanford–Binet Intelligence Scale | One of the most widely used, individually administered intelligence tests, which yields an IQ score. |
| intelligence quotient (IQ) | A numerical measure of a person’s performance on an intelligence test relative to the performance of other examinees of the same age, typically with a score of 100 defined as average. |
| test norms | Standards of normal performance on psychometric instruments based on the average scores and range of scores obtained by a large, representative sample of test takers. |
| Wechsler Scales | A set of widely used, individually administered intelligence tests that yield verbal, performance, and overall IQ scores. |
| normal distribution | A symmetrical (bell-shaped) curve that describes the variability of a characteristic within a population. Most people fall at or near the average score; there are relatively few high or low scores. |
| standard deviation | A measure of the dispersion or spread around the mean of a distribution of scores; in the case of IQ tests with a mean score of 100, the standard deviation is 15, meaning that about two-thirds of people taking the test have scores between 85 and 115. |
| savant syndrome | The phenomenon in which extraordinary talent in a particular area is displayed by a person who is otherwise mentally retarded. |
| prodigies | Individuals, especially children, endowed with one or more extraordinary ability. |
| triarchic theory of intelligence | Sternberg’s information-processing theory of intelligence that emphasizes three aspects of intelligent behavior: a practical component emphasizing the effect of context on what is intelligent; a creative component centering on coping with both novel and familiar problems; and an analytic component focused on the cognitive processes used to solve a problem. |
| practical component | In Sternberg’s triarchic theory of intelligence, the aspect of intelligence that varies from one sociocultural context to another. |
| creative component | In Sternberg’s triarchic theory of intelligence, the aspect of intelligence that varies with experience on a task. |
| automatization | The process by which information processing becomes effortless and highly efficient as a result of continued practice or increased expertise. |
| culture bias | The situation that arises in testing when one cultural or subcultural group is more familiar with test items than another group and therefore has an unfair advantage. |
| analytic component | In Sternberg’s triarchic theory of intelligence, the information-processing skills such as thinking critically and analytically. |
| successful intelligence | Sternberg’s concept that people are intelligent to the extent that they are able to succeed in life in their sociocultural context. |
| creativity | The ability to produce novel responses or works; see also divergent thinking. |
| convergent thinking | Thinking that involves “converging” on the one best answer to a problem; what IQ tests measure. Contrast with divergent thinking. |
| divergent thinking | Thinking that requires coming up with a variety of ideas or solutions to a problem when there is no one right answer. Contrast with convergent thinking. |
| ideational fluency | The sheer number of different (including novel) ideas that a person can generate; a measure of creativity or divergent thinking. |
| investment theory | Sternberg’s view that creativity emerges from a confluence, or coming together, of several ingredients, each in the right amounts and at the right times: intellectual abilities, knowledge, cognitive style, personality, motivation, and a supportive environment. |
| General Adaptive Composite (GAC) | An overall score on the Bayley Scales of Infant Development reflecting the cognitive, language, motor, and social–emotional development of an infant in comparison with a large norm group of infants or toddlers the same age. |
| Bayley Scales of Infant Development (BSID) | Standardized test to measure the mental, motor, and behavioral progress of infants and young children. |
| child poverty | A household climate that includes low income along with low levels of response to children’s basic needs. |
| Flynn effect | The rise in average IQ scores over the 20th century. |
| dysrationalia | A term coined by Keith Stanovich for a quite common inability to think and behave rationally despite having adequate intelligence. |
| terminal drop | A rapid decline in intellectual abilities that people within a few years of dying often experience. |
| wisdom | A combination of rich factual knowledge about life and procedural knowledge such as strategies for giving advice and handling conflicts. |
| cumulative-deficit hypothesis | The notion that impoverished environments inhibit intellectual growth and that these inhibiting effects accumulate over time. |
| Home Observation for Measurement of the Environment (HOME) inventory | A widely used instrument that allows an observer to determine how intellectually stimulating or impoverished a home environment is. |
| stereotype threat | An individual’s fear of being judged to have the qualities associated with negative stereotypes of his or her social group. |
| intellectual disability | Significantly below-average intellectual functioning with limitations in areas of adaptive behavior such as self-care and social skills, originating before age 18 (previously known as mental retardation). |
| giftedness | The possession of unusually high general intellectual potential or of special abilities in such areas as creativity, mathematics, or the arts. |
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