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Tests & Measurements
Intelligence and Measurements
| Term | Definition |
|---|---|
| Cattell-Horn-Carroll Theory | a comprehensive model of cognitive abilities that organizes intelligence into a hierarchical structure, combining the concepts of fluid and crystallized intelligence (Gf-Gc) with a three-stratum model of cognitive abilities |
| Cross-battery assessment | a time-efficient approach that uses data from multiple cognitive, achievement, and neuropsychological test batteries to provide a more comprehensive understanding of an individual’s abilities than a single battery alone |
| Culture-fair intelligence test | A test or assessment process designed to minimize the influence of culture on various aspects of the evaluation procedures |
| Culture-free intelligence test | In psychometrics, the ideal of a test that is devoid of the influence of any particular culture and therefore does not favor people from any culture |
| Culture loading | An index of the magnitude to which a test incorporates the vocabulary, concepts, traditions, knowledge, and feelings associated with a particular culture |
| Flynn effect | “Intelligence inflation”; the fact that intelligence measured using a normed instrument rises each year after the test was normed, usually in the absence of any academic dividend |
| g factor of intelligence | In Spearman’s two-factor theory of intelligence, the general factor of intelligence; also, the factor that is measured to greater or lesser degrees by all tests of intelligence |
| Hierarchical model | a way of organizing information or concepts in a layered structure, where higher-level variables or constructs influence lower-level ones |
| Information processing theories | A way of looking at intelligence that focuses on how information is processed rather than what is processed |
| Intelligence | A multifaceted capacity that manifests itself in different ways across the life span but in general includes the abilities and capacities to acquire and apply knowledge, to reason effectively and logically, to exhibit sound judgment |
| Interactionism | The belief that heredity and environment interact to influence the development of one’s mental capacity and abilities |
| Predeterminism | the belief that all events, including human actions and choices, are predetermined and not subject to free will |
| Psychoeducational assessment | a comprehensive evaluation that examines a student’s cognitive, academic, and sometimes social-emotional functioning to identify learning and behavioral challenges and inform educational interventions |
| Schema | a mental framework or blueprint that helps organize and interpret information about the world |
| Three-stratum theory of cognitive abilities | conception of mental abilities and processing classified by three levels or strata, with g at the broadest level followed by eight abilities or processes at the second level and a number of more narrowly defined abilities and processes at the third level |
| Adaptive testing | An examination method or procedure characterized by individually tailoring presentation of items to the test taker; also referred to as tailored testing, sequential testing, branched testing, and response-contingent testing |
| Armed services vocational aptitude battery (ASVAB) | administered to prospective new recruits in all the armed services. It is also made available to high-school students and other young adults who seek guidance and counseling about their future education and career plans |
| Ceiling | The highest-level item of a subtest |
| Ceiling level | A stage in a test achieved by a test taker as a result of meeting some preset criterion to discontinue testing. responding wrong to 2 consecutive items on a test that contains increasingly difficult items = “ceiling” on the test taker’s ability |
| Floor | The lowest level of the items on a subtest |
| Deviation IQ | test composite and represents an index of intelligence derived from a comparison between the performance of an individual test taker and the performance of other test takers of the same age in the test’s standardization sample |
| Ratio IQ | An index of intelligence derived from the ratio of the test taker’s mental age (as calculated from a test) divided by his or her chronological age and multiplied by 100 to eliminate decimals |
| Extra-test behavior | Observations made by an examiner regarding what the examinee does and how the examinee reacts during testing that are indirectly related to the test’s specific content but of possible significance to interpretations regarding the test taker’s performance. |
| Intelligence quotient (IQ) | A widely used, shorthand reference to intelligence that echoes back from days now long gone when a test taker’s mental age as determined by a test was divided by chronological age and multiplied by 100 |
| Short form | An abbreviated version of a test that has typically been reduced in number of items from the original, usually to reduce the time needed for test administration, scoring, and/or interpretation |
| Teaching item | A test item designed to illustrate the task required and assure the examiner that the examinee understands what is required for success on the task |
| Wechsler tests | a suite of standardized psychological tests used to assess cognitive abilities in individuals of various ages |
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