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Intelligence & Testi
| Term | Definition |
|---|---|
| Types of Testing | 1. Intelligence 2. Achievement 3. Aptitude 4. Personality |
| Intelligence Testing | Measures general mental ability |
| Achievement Test | Measures mastery in a particular area |
| Aptitude Test | Measures aptitude in a particular area |
| Personality Test | Measures attitudes, interests, values |
| Standardized Test | Same test administered on the same day, in an uniform way and scored the same way |
| Norm | Shows where your score ranked in relation to others who took the same test |
| Percentile | Is a norm that tells you that a certain percentage of people scored at or below your raw score. This IS NOT your raw score |
| Reliability | You should score relatively the same whenever you take the test--consistent measure |
| Validity | The test measures what it is supposed to measure |
| Content Validity | The test contained only the material you were told would be measured |
| Construct Validity | The test measures whatever criteria is being measured like happiness, open-mindedness |
| Criterion-Related Validity | Two scores on a test, or another, are correlated. Ex: IQ and open-mindedness |
| Predictive Validity | Foretells with accuracy if the person taking the test will be successful in whatever area represents the test's measure |
| Galton | Late 1800s Claimed that intelligence is hereditary. If successful people are successful through the generations, it must be hereditary. Neglects that money buys resources for a family like private schooling, tutoring, experiences |
| Binet | 1904 French psychologist commissioned by the French government to construct a test for people of subnormal intelligence and then normal to above intelligence. He died while constructing that test |
| Terman | 1911 Binet's friend uses his work to help American psychologists at Stanford U to complete it. First successful IQ test |
| Stanford-Binet Intelligence Test | Used to measure WWI and WWII military recruit intelligence and then school children's IQ. Measured math and language achievement and aptitude |
| Wechsler | Suggested non-verbal items on the IQ test like spatial ability. Female IQ scores decreased |
| Formula for IQ measurement | Mental Age (test score)/chronological age x 100 |
| Gardner | Developed the Multiple Intelligences Test |
| Linguistic Intelligence | Like to read, write, research and present |
| Math & Logic | Like math and reasoning |
| Interpersonal | Good social skills: can read body language, understand people, likes to mingle with groups of people |
| Intrapersonal | Likes the company of one's self, keeps a journal, prefers smaller groups of people |
| Musical | Likes music, knows recordings, genres |
| Naturist | Likes to be outside, landscapers, gardeners, herbalists |
| Visual/Spatial | Artistic--also interior designers, architects, landscape designers |
| Scientific | Likes scientific subjects--biology, chemistry, physics, anatomy |
| Body/Kinesthetic | Knows their body--athlete, dancer, trainer, interested in nutrition |
| Sternberg | Triarchic Theory of Intelligence: Analytical Intelligence, Practical Intelligence, and Creative Intelligence |
| Analytical Intelligence | Convergent Thinking: Usual type of reasoning whether deductive or inductive |
| Practical Intelligence | People who learn by doing |
| Creative Intelligence | Divergent Thinking like our Functional Fixedness exercise |
| Cattell | Fluid and Crystallized Intelligence |
| Fluid Intelligence | Can learn new things, reason well |
| Crystallized Intelligence | Uses wisdom from learned experience to advise |
| Spearman | Took a number of intelligences and did a factor analysis to come up with a score representing general mental ability, therefore the "g" factor |
| Average IQ on the standard bell curve | 100 |
| Range of the Standard Deviations away from the Mean | 15 points |
| Each standard deviation equals a | Z score. If a person's IQ is +2 Z scores, this means they are 2 standard deviations above 100 and their IQ is in the range of 130 to 145 |
| The majority of people who fall one SD (or z score) above and below the mean | 68%--34% one standard deviation above (100-115) and 34% one below the mean (85 to 100) |
| Percentage of people who fall two SD (or z scores) above and below the mean | 28% - 14% two z scores above the mean (115-130) and 14% below the mean (70 to 85) |
| Percentage of people who fall three SD (or z scores) above and below the mean | 4% - 2% three z scores above the mean (130-145) and 2% below the mean (55 to 70) |
| Percentage of people who fall four SD (or z scores) above and below the mean | .2% - .1% 4 z scores above the mean (+145) and below the mean .1% (- 55) |
| Low Functioning | Sub average intelligence with problems in adaptive skills before 18 years of age. |
| What kind of skew will a curve show for low functioning IQ ranges? | Positive--above average IQ scores are missing |
| High Functioning | People with IQ 130-145% and above |
| What kind of a skew will a curve show for high functioning IQ ranges? | Negative - IQ scores for -55 to 129 are missing |
| Moderately Gifted IQs | 130 to 145 |
| Profoundly Gifted IQs | 145+ |
| Terman's Study about Gifted People | Untrue: above average in height, weight, social skills, emotional intelligence |
| Extraordinary Achievement Criteria | Intersection of high intelligence, high creativity and high motivation |
| Flynn Effect | IQ has been rising with each generation since 1930s |
| Supposition about the Flynn Effect | Decrease in malnutrition, more family resources, more people being educated, more highly educated parents, better school curricula and technology |
| Stereotype Threat Effect | Steele & Aronson: A stigmatized group like women and math/science will underperform on a standardized test when the stereotype against them becomes noticeable. |
| Emotional Intelligence | Can control emotion, good impulse control, read body language and express within the boundaries of their culture |
| Marshmallow Experiment | Stanford U experiment testing impulse control of children ages 2-5/6. As children age, their control should improve |
| Heritability Ratio | The proportion of genetic variability in a given population |
| Heritability Ratio for fraternal twins | 1:2 |
| Heritability Ratio for Identical twins | 0 |
| Highest correlation for IQ and nature | .85 for identical twins raised in same family |
| Correlation for IQ and nature/nurture | .74 for identical twins raised apart |
| Evidence for nurture | Adopted children raised in the same family have high correlation for IQ |
Created by:
lmckay
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