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Think & Intelligence
Think & Intell
| Question | Answer |
|---|---|
| Albert Binet | (Baguette) Helps french government for first IQ test, knew that it shouldn't be a leading indicator of how smart someone is |
| Lewis Terman | (terminator) , modified French IQ test for Americans, eugenicists, got the US Army to use it for recruits |
| Howard Gardner | Proposed 8 different types of intelligences due to the existence of savant syndrome |
| Robert Sternberg | Believes in 3 types of intelligence |
| Daniel Goleman | Emotional intelligence is most important for success |
| David Wechsler | Created the most important intelligence test, verbal and performance in 12 subsets. |
| Charles Spearman | Factor analysis and believed in one intelligence (g) |
| Francis Galton | Cousin of Charles Darwin |
| Cognitive Psychology | The study of how we think about and solve problems |
| Metacognition | thinking about thinking |
| Algorithm | Logical rule, you always get the answer |
| Representativeness Heuristic | a mental shortcut or rule of thumb, quick |
| Insight | Sudden realization, divergent thinking, doesn't require previous experience |
| Concept | mental grouping |
| Prototype | an ideal or best example |
| Belief Bias | Tendency for our beliefs to interfere with our ability to reason logically |
| Confirmation Bias | Tendency to selectively seek out info that supports our beliefs and ignore or discount counter evidence |
| Overconfidence | The tendency to think you are better than average at a wide variety of things. |
| Availability Heuristic | Judging the likelihood based on how quickly an example comes to mind |
| Mental Set (Fixation) | Approaching a problem in a way that you have in the past, even when it isn't helpful |
| Functional Fixedness (Fixation) | inability to recognize that an object can be used in other ways |
| Belief Perseverance | The tendency to stick to initial beliefs in spite of contradicting evidence |
| Framing Effect | When a change in the context of something changes how they perceive the likelihoods |
| Marshmallow test | Those who didn't eat the marshmallow had better qualities at age 18 |
| 2 Track mind | System 1 - fast, automatic, heuristics, ~95% of decisions System 2 - slow, effortful , deliberate, algorithims, ~5% of decisions |
| Standardization | defining the meaning of scores by comparing to a pretested group |
| Reliability | Measure of how consistent a test is, its reliable if people get similar scores on a retest |
| Validity | Measure of how well the test measures or predicts what it was designed for. |
| Predictive Validity | (criterion-related) Does the test predict what it is labeled to do so? |
| Content Validity | Does the test accurately reflect what your learned in that class and instructed to study? |
| Aptitude Test | predict future knowledge |
| Achievement Tests | measure current knowledge |
| WAIS | Weschler Adult Intelligence Test, most widely used test given in verbal and performance |
| WISC | Weschler test for children, used to identify learning disabilities |
| Standard deviation | -68% within 1 standard deviation - 95% within 2 standard deviations - 99.7% within 3 standard deviations of the mean WAIS: Mean(100) SD(15) |
| Flynn Effect | increase of IQ scores by ~30 points in the century (access to more information) |
| Stereotype Threat | prominence of a negative stereotype impairs performance of stereotyped group |
| IQ | Intelligence Quotient = (Mental Age / Actual Age ) * 100 |
| Eugenics | (Well Born) Belief that there are selective qualities for humans and only those who possess them should reproduce. (Galton & Terman) |
| Crystallized Intelligence | accumulation of knowledge, facts, and skills |
| Fluid Intelligence | ability to reason and solve novel problems |
| Down Syndrome | extra chromosome 21, intellectual disability, cognitive delays |
| Savant Syndrome | rare condition in which someone with significant mental disabilities demonstrates certain abilities far in excess of average. |
| Gardners 8 Intelligences | Linguistic, Logical, Musical, Bodily-K, Spatial, Interpersonal, Intrapersonal, Naturalist |
| Linguistic | ability to use language, can argue, persuade, entertain |
| Logical | see the intelligence of numbers and logic, chains of reasoning, cause and effect, create and test hypothesises |
| Musical | sensitivity to pitch, melody, rhythm, and tone, sing in tune, keep time |
| Body-K | ability to handle objects skillfully, and handle objects well |
| Spatial | acute sensitivity to visual details, draw ideas graphically, perceive the world accurately |
| Interpersonal | understand people and relationships, respond to moods, temperaments, desires of others |
| Naturalist | ability to understand, categorize, and explain patterns encountered in the natural world, Observes, interprets, constructs meaning |
| Analytical Intelligence | presented by well-defined single solutions, measured by IQ |
| Creative Intelligence | demonstrated in reacting adaptively to novel situations and generating novel ideas |
| Practical Intelligence | everyday tasks, multiple solutions, poorly defined |
| Triarchic Theory Intelligence | Analytical, Creative, Practical |
| Emotional Intelligence | self-awareness, self-management, social skills, empathy, and perserverance. |
| Brain Size | brain size and volume correlates slightly to smarter people |
| Perceptual Speed | weak, positive correlation with intelligence scores |
| Neurological Speed | weak, positive correlation with intelligence scores |
| Group Differences in IQ | - culturally dependent - income based for many tests |
| Split-test | having 2 separate tests and comparing versions for reliability |
| Convergent thinking | single answer, not creative, |
| Divergent thinking | creative ideas, multiple outlets for answers |
Created by:
dvpatel
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