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Modules 60-64
| Term | Definition |
|---|---|
| emotional intelligence | the ability to perceive, understand, manage, and use emotions |
| 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 a person's total score |
| general intelligence | underlies specific mental abilities and is therefore measured by every task on an intelligence test |
| grit | passion and perseverance in the pursuit of long-term goals |
| intelligence test | a method for assessing an individual's mental aptitudes and comparing them with those of others, using numerical scores |
| intelligence | mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations |
| savant syndrome | a condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing |
| achievement test | a test designed to assess what a person has learned |
| aptitude test | a test designed to predict a person's future performance; aptitude is the capacity to learn. |
| content validity | the extent to which a test samples the behavior that is of interest |
| intelligence quotient (IQ) | defined originally as the ratio of mental age (ma) to chronological age (ca) multiplied by 100 |
| mental age | a measure of intelligence test performance devised by Binet; the chronological age that most typically corresponds to a given level of performance |
| normal curve (normal distribution) | a symmetrical, bell-shaped curve that describes the distribution of many types of data; most scores fall near the mean (about 68 percent fall within one standard deviation of it) and fewer and fewer near the extremes |
| 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.) |
| 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 |
| standardization | defining uniform testing procedures and meaningful scores by comparison with the performance of a pretested group |
| Stanford-Binet | the widely used American revision (by Terman at Stanford University) of Binet's original intelligence test. |
| validity | the extent to which a test measures or predicts what it is supposed to. (See also content validity and predictive validity.) |
| Wechsler Adult Intelligence Scale (WAIS) | is the most widely used intelligence test; contains verbal and performance (nonverbal) subtests |
| cohort | a group of people from a given time period |
| crystallized intelligence | our accumulated knowledge and verbal skills; tends to increase with age |
| Down syndrome | a condition of mild to severe intellectual disability and associated physical disorders caused by an extra copy of chromosome 21 |
| fluid intelligence | our ability to reason speedily and abstractly; tends to decrease during late adulthood |
| intellectual disability | a condition of limited mental ability, indicated by an intelligence score of 70 or below and difficulty in adapting to the demands of life. (Formerly referred to as mental retardation.) |
| heritability | the proportion of variation among individuals that we can attribute to genes. The heritability of a trait may vary, depending on the range of populations and environments studied |
| polygenetic | intelligence appears to be polygenetic, involving many genes, with each gene accounting for less than 1 percent of intelligence variations |
| stereotype threat | a self-confirming concern that one will be evaluated based on a negative stereotype |
| test bias | whether a test predicts future behavior only for some groups of test-takers. |
Created by:
margaret_05
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