Intelligence:
many consider it to be different things –> though its good and depends on many different things.
Factor Analysis
(Spearman) the statistical procedure he created to analyze correlations between different measures –> lead him to discover that those who score high on one measure of intelligence often score well on other measures of intelligence. Older.
-g (general) and s (specific)
-ONE general intelligence
Multiple Intelligences
(Gardner) – The idea that intelligence is made up of more than a single factor. More modern. –> includes music smart, body, smart, people smart, word smart, logic smart, nature smart, self smart, and picture-smart.
Triarchic Theory of Intelligence
(Sternberg) – similar to Gardner but he defines intelligence with three main categories: practical, analytical, and creative.
Practical Intelligence
Part of the Triarchic Theory of Intelligence
-the ability to solve everyday problems and navigate daily routines.
Analytical Intelligence
Part of the Triarchic Theory of Intelligence
-academic problem solving; can be tested by traditional intelligence tests.
Creative Intelligence
Part of the Triarchic Theory of Intelligence
-Innovative problem solving; divergent thinking, with multiple correct answers.
Intelligence Tests
a standardized method for measuring an individual’s cognitive abilities, such as problem-solving, reasoning, and memory
Mental-Age
-The fake age that shows whether your above or below your peers (originally created for children through the Binet-Simon Intelligence Test)
Stanford-Binet Intelligence Test
(Terman) – wanted to apply the binnet-simon test to a larger population
-a standardized test used to measure cognitive ability and intelligence quotient (IQ)
Intelligence Quotient
(Stern) –> IQ = (mental age / by chronological age) X 100
Wechsler Intelligence Scales
(Wechsler) believed the stanford-binet test did not measure all of a person’s intelligence. Created a test for children and adults that measured Verbal Comprehension, Perceptual Reasoning, Working Memory, and Processing Speed.
Standardized tests
formal assessments administered and scored in a consistent, predetermined manner to ensure fair results.
-Include timing, directions, setting, seating, and monitoring.
Psychometric Principles
features an assessment must meet to. be considered as high quality
-Reliability, Validity, Standardization, Freedom from bias
Validity
the degree to which assessments succeed in measuring what they are signed to measure and how well it does so.
Construct Validity
the degree to which a test accurately measures the SPECIFIC concept it is intended to measure, such as “intelligence” or “anxiety”.
Predictive Validity
the degree to which a test score accurately predicts a future outcome or behavior.
Reliability
the consistency and stability of results in an assessment.
Test-Retest Reliability
refers to the consistency of a test over time. It indicates how well the test produces similar results when given to the same individuals on separate occasions.
Split-Half Reliability
less known; the degree to which two halves of an exam have equal difficulty.
Normal Distribution
-Bell-shaped curve that describes how a trait or behavior is spread across a population
-Most people cluster around the average (mean)
-Used to model IQ among other things
Percentile Rank
the percentage of people who scores at or below a given score
Stereotype Threat
When a member of a group (racial, gender, etc)believes their group traditionally scores poorly, the knowledge may cause anxiety, possibly causing the person to fulfill the expectation and score poorly. –> “performing down”.
Stereotype Lift
a phenomenon where individuals from stereotypes perform better on tasks / tests when positive stereotypes about their group are activated.
