| Term | Definition |
|---|
| intelligence | those attributes that center around skill at information processing, problem solving, and adapting to new or changing situations |
| Stanford- Binet test | test for determining IQ |
| IQ test | designed to meaure intelligence on an objective, standardized scale |
| mental age | age level of most advanced items that could be answered correctly on IQ test |
| Wechsler Intelligence Tests | improvement on Stanford-Binet IQ test |
| perceptual reasoning cluster | tasks assembling blocks solving mazes, reasoning about pictures (Wechsler Intelligence Scale for Children) |
| verbal comprehension cluster | define vocab, explain sentence meaning, identify word similarity (Wechsler Intelligence Scale for Children) |
| working memory cluster | recall series of numbers, put random sequence of numbers in order (Wechsler Intelligence Scale for Children) |
| fluid reasoning | completing verbal analogies (5th edition Stanford-Binet) |
| knowledge | defining words, detecting absurdities in pictures (5th edition Stanford-Binet) |
| quantitative reasoning | math problems (5th edition Stanford-Binet) |
| visual-spatial processing | assembling a puzzle (5th edition Stanford-Binet) |
| working memory | repeating a sentence (5th edition Stanford-Binet) |
| intelligence quotient (IQ score) | index of intelligence that reflects the degree to which a person's score diviates fr the average score of others the same age |
| aptitude test | designed to measure a person's capacity to learn certain things or perform certain tasks |
| achievement test | measure of what a person has accomplished or learned in a particular area |
| test | systematic procedure for observing behavior in standard situation and describing it with the help of a numerical scale or category system |
| norm | description of the frequency at which particular scores occur |
| reliability | the degree to which a test can be repeated with the same results |
| split-half method | correlation coefficient calculated between each person's scores on two comparable halves of the test (measuring reliability) |
| test-retest | same group of people take same test twice (measuring reliability) |
| validity | the degree to which test scores re interpreted correctly and used appropriatly |
| content validity | deree to which content of the test is a representative sample of what the test is supposed to measure |
| predictive calidity | test scores correclated with a criterion that cannot be measured until some time in the furutre |
| construct validity | extent to which scores suggest a test is actually measuring what it claims to measure |
| developed ability | what intelligence has been concluded to be. Partly influenced by genetics, life experiences, and culture |
| blooming period | time of rapid academic growth |
| psychometric approach | way of studying intelligence that emphasizes analysis of the products of intelligece, especially scores on IQ tests |
| g (generalized intelligence) | general intelligence factor that Spearman postulated as accounting for positive correlations between people's scores on cognitive ability tests |
| s | group of special abilities that Spearman saw as accompanying general intelligence (g) |
| fluid intelligence | basic reasoning and problem solving |
| crystallized intelligence | specific knowledge gained as a result of applying fluid intelligence |
| information-processing approach | focuses on mental operations, such as attention and memory, that underlie intelligent behavior |
| analytic intelligence | logical, would help you solve a physics problem |
| creative intelligence | the intelligence you would you to compose music |
| practical intelligence | intelligence used if stranded or lost somewhere |
| triarchic theory of intelligence | Sternberg's theory that describes intelligence as having analytic, creative, and practical dimensions |
| multiple intelligences | all people possess a number of intelligences with a different set of skills |
| linguistic intelligence | good vocab and reading comprehension |
| logical-mathematical intelligence | skill at math and certain kinds of reasoning |
| spatial intelligence | understanding relationships between objects |
| musical intelligence | abilities with rhythm, tempo, sound |
| body-kinesthetic intelligence | skill at dancing, athletics, hand-eye coordination |
| intrapersonal intelligence | self-understanding |
| interpersonal intelligence | ability to understand and interact with others |
| naturalistic intelligence | ability to see patterns in nature |
| emotional intelligence | capacity to perceive emotions and link them to thoughts |
| creativity | the capacity to produce new, high-quality ideas or products |
| divergent thinking | ability to think along many alternative paths to generate many different solutions to a problem |
| creative skills | willingness to work hard, persistence at problem solving, ability to break problem-solving habits, willingness to take risks |
| convergent thinking | ability to apply logic and knowledge to narrow down the number of possible solutions to a problem or perform some other complex task |
| Down syndrome | extra 21st chromosome |
| Familial retardation | no obvious genetic or environmental cause |
| metacognition | knowledge of what strategies to apply and when to apply them, and how to use them in new situations |
| mainstreaming | teaching those with mental disabilities in classrooms with children that don't have disabilities |
| learning disability | significant discrepancy between a person's measured intelligence and their academic performance |
| dyslexia | difficulty understanding the meaning of what is read |
| dysphasia | difficulty understanding spoken word or recalling words for speech |
| dysgraphia | problems with writing |
| dyscalculia | difficulty understanding quantity or basic principles of arithmetic |
Combine with other sets
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