capacity to act purposefully, think rationally, and deal with environment
intelligence
Spearman’s theory for intelligence, general knowledge and specific knowledges
g factor
when all test takers are given the same environment, amount of time, materials, etc
standardization
whether the test tests how much you know about a skill, how relevant it is to the topic
content validity
whether the test tests how well you will do in the future
predictive validity
whether the test compares to the “gold standard”
concurrent validity
how the test-takers view the test
face validity
whether you get close to the same result if you take the test again
test-retest reliability
whether a different version of the same test gives the same results
alternate forms reliability
whether your score on the test is the same no matter who grades it
inter-rater reliability
comparing your raw score (amount correct) to the average score
normative score
amount of deviation from the mean
standard deviation
Cattel’s theory of intelligence
crystallized vs fluid intelligence
Cattel’s theory of intelligence– knowledge built over time
crystallized intelligence
Cattel’s theory of intelligence– ability to problem solve and learn new skills
fluid intelligence
creative people are good at this, the ability to generate diverse solutions
divergent thinking
ability to understand one’s own emotions
emotional intelligence
the long-term, global rise in IQ scores
flynn effect
a popular standardized test that measures your “overall intelligence,” or skills like memory, problem-solving, and resoning
Intelligence quotient (IQ)
Sternburg’s theory of intelligence
triarchic theory
Sternburg’s theory of intelligence– ability to compare, evaluate, and analyze
analytic intelligence
Sternburg’s theory of intelligence– ability to come up with new ideas, ability of innovation
creative intelligence
Sternburg’s theory of intelligence– “street smarts” or application of knowledge
practical intelligence
howard gardener’s theory of intelligence
multiple intelligences