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Chapter 10
Cognitive Ability
| Question | Answer |
|---|---|
| Cognitive ability | the capacity to reason, remember, understand, solve problems, and make decisions |
| Intelligence | those attributes that center around skill at information processing, problem solving, and adapting to new or changing situations |
| intelligence 2 | no universally agreed-upon specific definition |
| intelligence characteristics 1 | being able to learn , remember, reason, and perform other information-processing skills |
| intelligence characteristics 2 | using those skills to solve problems |
| intelligence characteristics 3 | being able to alter or adapt to new or changing environments |
| Intelligence Test | a test designed to measure intelligence on an objective, standardized scale |
| mental age | measures the mental level by determining the age level of the most advanced items a child could consistently answer correctly |
| chronological ages | children whose mental age equals there actual ages were considered to be of "regular" intelligence |
| Stanford-Binet | a test determining a persons intelligence quotient, or IQ |
| Stanford-Binet 2 | Developed by Lewis Terman at Stanford University into a english version about a decade after Binet published his test |
| intelligence quotient | an index of intelligence that reflects the degree to which a person's score on an intelligence test deviates from the average score of others in the same age group |
| aptitude test | a test designed to measure a persons's capacity to learn certain things or perform certain tasks |
| aptitude test 2 | ultimate goal is to asses your potential to learn or to perform well in some future situations |
| aptitude test examples | SAT, ECT, GRE commonly used by colleges and universities in the US to help guide decisions about which application to admit |
| achievement test | a measure of what a person has accomplished or learned in a particular area |
| achievement test examples | school children are tested on what they have learned about language, mathematics, and reading |
| achievement test 2 | performance on these test is then compared with the performance of other students in their same grade to evaluate their educational progress |
| test | a systematic procedure for observing behavior in a standard situation and describing it with the help of a numerical scale or a category system |
| test 2 | they are standardized or objective |
| norm | a description of the frequency at which particular scores occur, allowing scores to be compared statically |
| norm example | tell us what percentage of high school students obtain each possible score on a college entrance exam |
| reliability | the degree to which a test can be repeated with the same results |
| reliability 2 | consistancy of grades when given the same test over again |
| validity | the degree to which test scores are interpreted correctly and used appropriately |
| validity 2 | truth |
| validity types | content, criterion, construct |
| content validity | the lecture give impression there is one specific point |
| content validity2 | the degree to which the content of a test is a fair and representative sample of what the test is suppose to measures |
| criterion validity | predicted |
| criterion validity 2 | how well the test scores correlate with an independent measure of whatever the test id suppose to asses |
| construct validity | actually measure the particular concept |
| innate ability | what you are born with |
| Project Head Start | |
| pyschometric approach | a way of studying intelligence that emphasizes analysis of the products, especially scores on intelligence test |
| pyschometric approach 2 | researchers taking this approach asking whether intelligence is one general trait or a bundle of more specific ability |
| g | general intelligence factor that Charles Spearman postulated as accounting for positive correlations between people's |
| s | a group of special abilities that Charles Spearman saw as accompanying general intelligence |
| fluid intelligence | the basic power of reasoning and problem solving |
| crystallized intelligence example | good vocabulary and familiarity with multiplication - LEHMAN |
| crystallized intelligence | the specific knowledge gained as a result of applying fluid intelligence |
| information processing approach | an approach to the study of intelligence that focuses on mental operations, such as attention and memory, that underlies intelligent behavior |
| triarchic theory of intelligence | robert sternbergs theory that describes intelligence at having analytic, creative, and practical dimensions |
| triarchic theory of intelligence 2 | analytic intelligence, creative intelligence, practical intelligence |
| multiple intelligence | eight semi-independent kinds of intelligence postulated by Howard Gardner |
| multiple intelligence semi-independence kinds | logical/mathematical, musical, spacial, body-kinesthetic, spatial, intrapersonal, interpersonal, naturalistic |
Created by:
jksboom
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