AP Psych Ch. 11 Vocab
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compuwiz12 on September 20, 2010
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Ch. 11 Psych Vocab, Mrs. Rocke, Psychology 8th edition by David Myers, Worth Publishers
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48 terms
Terms | Definitions |
|---|---|
 Intelligence | mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations |
| reify intelligence | mental quality consisting of the ability to view an abstract, immaterial concept as if it were a concrete thing |
| 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 one's total score |
| general intelligence (g) | a general intelligence factor that according to Spearman and others underlies specific mental abilities and is therefore measured by every task on an intelligence test |
| specific abilities (s) | factors of g, that fall under the umbrella of g, e.g. the multiple intelligences of Gardner all contribute to g |
| savant syndrome | a condition in which a person otherwise limited in mental ability has an exception specific skill, such as in computation or drawing |
| analytical intelligence | assessed by intelligence tests, which present well-defined problems having a single right answer |
| creative intelligence | demonstrated in reacting adaptively to novel situations and generating novel ideas |
| practical intelligence | often required for everyday tasks, which are frequently ill defined, will multiple solutions |
| emotional intelligence | the ability to perceive, understand, manage, and use emotions |
| creativity | the ability to produce novel and valuable ideas |
| expertise | a well-developed base of knowledge. a component of creativity |
| imaginative thinking skills | provide the ability to see things in novel ways, to recognize patterns, to make connections. a component of creativity |
| venturesome personality | tolerates ambiguity and risk, perseveres in overcoming obstacles, and seeks new experiences rather than following the pack. a component of creativity |
| intrinsic motivation | motivated by the self, rather than external motivation such as deadlines or money. component of creativity |
| creative environment | sparks, supports, and refines creative ideas. component of creativity |
| intelligence test | a method for assessing an individuals mental aptitudes and comparing them with those of others, using numerical scores |
| mental age | a measure of intelligence test performance devised by Binet; the chronological age that most typically corresponds to a given level of performance. Thus, a child who does as well as the average 8-year-old is said to have a mental age of 8 |
| psychometrics | field of study concerned with theory and technique of educational and psychological measurement |
| Stanford-Benet | widely used American revision (by Terman at Stanford University) of Binet's original intelligence test |
| intelligence quotient | defined originally 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 of a given age is assigned a score of 100 |
| aptitude test | test designed to predict a person's future performance, aptitude is the capacity to learn |
| achievement test | test designed to assess what a person has learned |
| speed test | test designed to assess the number of tasks performed in a given time, e.g. typing test, reading test, number of bras unhooked in a minute test |
| power test | test designed to assess the quantity of work accomplished in a time period |
| WAIS | Wechsler Adult Intelligence Scale, the WAIS, the WAIS is teh most widely used intelligence test; contains verbal and performance (nonverbal) subtests |
| WISC | WAIS for children |
| WPPSCI | WAIS for preschoolers |
| standardization | defining meaningful scores by comparison with the performance of a pretested standardization group |
| normal distribution | normal curve, 68-95-99.7, I know this really well |
| 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 |
| equivalent-form reliability | see reliability |
| test-retest reliability | consistent results with retesting |
| inter-rater reliability | see reliability |
| split half reliability | consistent results taking odds/evens of test |
| validity | extent to which a test measures or predicts what it is supposed to |
| face validity | the extent to which a test seems on its surface to be measuring what it purports to measure |
| concurrent validity | the degree to which two separate tests agree on results |
| content validity | extent to which a test samples the behavior that is of interest (such as a driving test that samples driving tasks) |
| criterion | behavior (such as future college grades) that a test (such as the SAT) is designed to predict; thus, the measure used in defining whether the test has productive validity |
| construct validity | the degree to which a test actually assesses what it claims to assess |
| 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 vailidity) |
| criterion-related validity | see predictive validity |
| mental retardation | condition of limited mental ability, indicated by an intelligence score of 70 or below and difficulty in adapting to the demands of life; varies from mild to profound |
| down syndrome | a condition of retardation and associated physical disorders caused by an extra chromosome in one's genetic makeup |
| emotion-detecting ability | some people are better at it than others are, and women are better than men |
| test bias | test favors one group over another |
| stereotype threat | self-confirming concern that one will be evaluated based on a negative stereotype |
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