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AP Psychology Unit 5
| Term | Definition |
|---|---|
| Intelligence | the ability to learn from experience, solve problems, and use knowledge to adapt to new situations |
| Charles Spearman | believed that we have ONE general intelligence |
| General intelligence | according to Spearman and others underlies all mental abilities and is therefore measured by every task on an intelligence test - often shortened to “g” |
| 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 |
| Gardner’s Multiple Intelligences | Gardner identified 8 relatively independent intelligences, and has proposed a 9th possible intelligence- existential intelligence, the ability “to ponder large questions about life, death, existence” |
| Savant syndrome | a condition in which a person has limited mental ability but possess one or more exceptional skills (such as in computation or drawing) - usually in ppl. with ASD (autism) |
| Sternberg’s Three Intelligences (triarchic theory) | proposes 3 intelligences 1. Analytical (Academic problem-solving) intelligence 2. Creative intelligence 3. Practical intelligence |
| Grit | passion and perseverance in the pursuit of long-term goals |
| Emotional intelligence | the ability to perceive, understand, manage, and use emotions |
| Intelligence test | a method for assessing an individual’s mental aptitudes and comparing them with those of others, using numerical scores |
| Achievement tests | a test designed to assess what a person has learned - ex. class quiz/test |
| Aptitude tests | a test designed to predict a person’s future performance; aptitude is the capacity to learn - ex. college entrance exam |
| Francis Galton: Presuming Hereditary Genius | - tried to measure “natural ability” (study human traits) and encourage those of high ability to mate with one another (eugenics) - believed genius was inherited |
| Alfred Binet: Predicting School Achievement | - Binet measured children's mental age by testing a variety of reasoning and problem-solving questions to identify appropriate school placements - “Dull child” scores like a younger child - “Bright child” scores like an older child |
| Mental age | a measure of intelligence test performance by Binet the level of performance typically associated with children of a certain chronological age - ex. a child who does as well as an average 8-year-old is said to have a mental age of 8 |
| Lewis Terman: Measuring Innate Intelligence | - Terman adapted Binet’s work and changed it by extending the upper end of the test’s range from teenagers to “superior adults” - Revised the name to the Standford-Binet |
| Standford Binet | widely used American revision (by Terman at Stanford University) of Binet’s original intelligence test |
| Intelligence quotient | defined as the ratio of mental age (ma) to chronological age (ca) multiplied by 100 (thus, IQ = ma/ca •100) on contemporary intelligence tests, the average performance for a give age is assigned a score of 100 |
| Wechsler Adult Intelligence Scale (WAIS) | by David Wechsler WAIS and its companion versions for children are the most widely used intelligence tests contain verbal and performance (nonverbal) subtests |
| What are the 3 things a psychological test needs? | 1. Standarization 2. Reliability 3. Validity |
| Standardization | defining uniform testing procedures and meaningful scores by comparison with the performance of a pretested group |
| Reliability | the extent to which a test yields consistent results - as assessed by the consistency of scores on two halves of the test, on alternative forms of the test, or on retesting |
| Validity | the extent to which a test or experiment measures or predicts what it is supposed to |
| Content validity | the extent to which a test samples the behavior that is of interest |
| 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 |
| 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% fall within one standard deviation of it) and fewer near the extremes |
| One standard deviation is _____%. | 68% |
| Two standard deviations is _____%. | 95% |
| Fluid intelligence | our ability to reason speedily and abstractly which tends to decrease during late adulthood (REASON QUICKLY) - ex. Solving novel problems |
| Crystallized intelligence | our accumulated knowledge and verbal skills which tends to increase with age -> think that it “crystallizes” or grows with age (KNOWLEDGE) - ex. Vocabulary |
| Cohort | a group of people sharing a common characteristic, such as from a given time period |
| Intellectual disability | a condition of limited mental ability, indicated by an intelligence test score of 70 or below and difficulty adapting to the demands of life (formerly referred to as mental retardation) |
| Down syndrome | a condition of mild to severe intellectual disability and associated physical disorders caused by an extra copy of chromosome 21 |
| Heritability | the proportion of variation among individuals in a group that we can attribute to genes |
| Stereotype threat | a self-confirming concern that one will be evaluated based on a negative stereotype - ex. Helps explain why women tend to perform more poorly when they believe their online chess opponent is male |
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Rach3
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