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1. Mild (51-70) - 6th grade max. by late teens - self supporting in a stable environment, need help w/ stress
* majority of retarded people fall in the mildly retarded category
2. Moderate (36-50) - 2nd to 4th grade. by late teens - can be semi independent in sheltered environment, needs help w/ mild stress
3. Severe (20-35) - limited speech, toilet habits - can contribute to self support with total supervision
4. Profound (< 20) - little or no speech, not
toilet trained
- requires total care
- 2-3% of the school age population is diagnosed as mentally retarded
- 15% of retarded people think of the obvious behaviors
- usually not noticed until children have been in school a few years
He proposed the existence of 8 intelligences;
-Linguistic, Logical-mathematical, Musical, Bodily/kinesthetic, Spatial, Interpersonal, Intrapersonal, Naturalist
-Gardner argues that separate neural centers underlie these various intelligences.
-He provides numerous case studies of patients who have lost all language abilities because of damage to the speech centers in the left hemisphere, but who still retain the capacity to be musicians, visual artists, and engineers.
-He proposed the existence of eight intelligences
->Linguistic, Logical-mathematical, Musical, Bodily/kinesthetic, Spatial, Interpersonal, Intrapersonal, Naturalist
-Gardner argues that separate neural centers underlie these various intelligences.
-He provides numerous case studies of patients who have lost all language abilities because of damage to the speech centers in the left hemisphere, but who still retain the capacity to be musicians, visual artists, and engineers.
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Terms in this set (61)
Intelligence Test
a method for assessing an individual's mental aptitudes and comparing them with those of others, using numerical scores
Achievement Test
a test designed to assess (reflect )what a person has learned.
ex: Exams covering material you have previously learned
Aptitude Test
a test designed to predict a person's ability to learn a new skill and future performance
-Gardner says it is a "thinly disguised intelligence test"
ex: College entering exams which seeks your ability to do college work
Mental Age
a measure of intelligence test performance devised by Binet; the chronological age that most typically corresponds to a given level of performance
-Spearman theorized that mental aptitude like athletic aptitude is a general capacity that shows up in various ways
Stanford-Binet (Terman)
the widely used American revision (by Terman at Stanford University) of Binet's original intelligence test. (IQ TEST)
Intelligence Quotient (IQ)
persons mental age (ma) divided by chronological age (ca) and multiplied by 100
-On contemporary intelligence tests, the average
performance for a given age is assigned a score of 100.
-Derived by William Stern
-Worked well on children NOT adults
-2/3 of all test takers fall between 85-115
Average child with same "ma" and "ca" has IQ of 100 but and 8 year old
who answers questions like a 10 year old would has an IQ of 125
Wechsler Adult Intelligence Scale (WAIS)
the WAIS and its companion versions for children are the most widely used intelligence tests; contain verbal and performance (nonverbal) subtests.
-overall intelligence score AND separate scores for verbal comprehension, perceptual organization, working memory, and processing speed
-can help
psychologists or psychiatrist establish a rehabilitation plan for stroke patients
-helps highlight areas that need improvement and indicate areas of understanding/expertise
Standardization
Defining uniform testing procedures and meaningful scores by comparison with the performance of a pretested group.
-everyone takes the same test
-on intelligence tests the average score (mean) is 100
-95% of
people fall between 70-130
-same environment for all test takers
-pre-test----test (must yield similar scores)
Normal Curve
a symmetrical, bell-shaped curve that describes the distribution of many types of data; most scores fall near the mean (about 68 percent fall within one standard deviation of it) and fewer and fewer near the extremes.
Reliability
the extent to which a test yields consistent results
-the test taker or environment should have no influence
-if the odd and even numbered questions correlate (agree) then the test is reliable
-Standford Binet and WAIS test are very reliable
(+.9 correlation)
Validity
the extent to which a test measures or predicts what it is supposed to.
-high reliability does not
ensure this
-
Content Validity
the extent to which a test samples the behavior that is of interest.
-tests that tap the pertinent criterion and behavior
-course tests have this if they asses one's mastery of a representative sample of course material
Predictive Validity
predicts criterion and future performance
-bests when people are young
-correlation between intelligence tests and school performance is +.6
Cohort
a group of people sharing a common characteristic, such as from a given time period
Crystallized Intelligence
knowledge that comes from prior learning and past experiences; based on facts, rooted in experience, increases with age
ex: reading comprehension and vocabulary terms
Fluid Intelligence
the ability to perceive relationships independent of previous specific practice or instruction concerning these relationships
ex:
Intellectual Disability
a condition of limited mental ability, indicated by an intelligence test score of 70 or below and difficulty adapting to the demands of life
Down Syndrome
a condition of mild to severe intellectual disability and associated physical disorders caused by an extra copy of chromosome 21.
Intelligence
Mental potential and our ability to learn from experience, solve problems, and use knowledge to adapt to new situations
Savant Syndrome
a condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing.
-These people score low on intelligence tests and may have limited or no language ability
-4 out of 5 people with this are males and may also have autism
Emotional intelligence
the ability to perceive, understand, manage, and use emotions.
-This is a specific type of social intelligence (the know-how involved in social situations)
-consists of 4 abilities
-emotionally intelligence people can delay gratification in pursuit of long-range rewards rather than being impulsive
Rectification
to make an abstract concept concrete
ex: Sally has an IQ of 120
vs. Sally scored 120 on an IQ test
(the first statement indicates the test is objective while its actually subjective)
"G" (general intelligence)
the existence of a broad mental capacity that influences performance on cognitive measures (Spearman)
Analytic (componential)
abstract thinking and logical reasoning AND verbal and mathematical skills
-assessed by intelligence tests, which present well defined problems having a single right answer
-these tests predict school grades and vocational success
Creative (experimental)
divergent thinking; ability to deal with novel situations
-demonstrated in innovative smarts
ex: thinking up a caption for an untitled cartoon
Practical (contextual)
the ability to apply knowledge in the "real world"; the ability to shape and change one's environment
-required for every day tasks that are NOT well defined and may have many possible answers
-Sternburg and Wagner offered a test of practical managerial intelligence that measures skill at writing effective memos, motivating people, reading people, delegating tasks, and promoting one's own career
ex: figuring out how to move a large bed up a spiral staircase
Word fluency
the ability to find and use words readily in communication (retrieval)
Verbal comprehension
the facility with which one can understand words in communication and manipulate them in planning
Spatial visualization
the ability to organize and manipulate spatial patterns
Number facility
the facility of working with numbers, as in simple arithmetic
Associative memory
the ability to recall previously experienced or learned materials (Recall)
Reasoning
the ability to understand symbolic relationships
Perceptual speed
the readiness to attend accurately to some details in perception
Heritability
the proportion of variation among individuals that we can attribute to genes. The heritability of a trait may vary, depending on the range of populations and environments studied.
-genetics
(height +.9 and weight +.5)
-environment (height +.1 and weight +.5)
Stereotype threat
a self-confirming concern that one will be evaluated based on a negative stereotype.
Spearman
Theorist who created the concept of "g" or general ability; believed that if one was good at one thing, he/she is probably good at all things.
-His belief stemmed in part from his work with factor analysis
Binet
Worked with low ability students and aimed to get rid of teacher observation as the standard of evaluating children. Creates a test that uses abstract reasoning and basic item identification to measure intelligence.
-Original work was titled under "New Methods for Diagnosing the idiot, the imbecile, and the moron"
-Began by
believing all children follow the same course of intellectual development but some develop more rapidly than others
-"Dull" child should score like a younger child and "bright" child should score like an older child
-Measured mental age
Terman
Is from stanford and takes Binet's test and creates the Stanford- Binet test, similar to the IQ test that we know today.
-promoted widespread use of intelligence testing to "take account of the inequalities of children in original endowment" by assessing their "vocational fitness"
Wechler
He deems the Stanford-Binet not adequate for adults and creates a new test based on non-verbal reasoning and and new scoring scheme not age-based
-Wechler Adult Intelligence Scale (WAIS)
-WAIS consisted of 15 subtests such as:
-similarities (what way are two
objects alike)
-vocabulary (given picture and asking for name)
-block design (given 4 blocks, make a shape)
-Letter-Number Sequencing (repeating # in orders)
Sternberg
Theorist who believed intelligence is best classified into 3 areas that predict real-world success and is behind the triarchic intelligence theory.
-Agreed with Garden that "multiple abilities can contribute to life, success, differing varieties of giftedness add spice to life challenges for education"
Triarchic Intelligences:
-Analytic (componential)
- Creative (experimental)
- Practical (contextual)
Thurston
Theorist who believes our intelligence can be broken down into 7 factors and is behind the multiple primary mental abilties theory
-Spearman's opponent
-Gave 56 different tests to people and
mathematically identified 7 clusters of primary mental abilities
-Did NOT rank on a single scale of general aptitude
-Test of retrieval
Problems With Traditional Intelligence
-Many dimensions
-Tough to measure
-language (reading, writing, essay)
-logic and math
Hands-on-Healing
The socially constructed concept of intelligence varies from culture to culture
Factor Analysis
Statistical procedure that identifies clusters of related terms
Satoshi Kanazawa
British-American psychologist who argued that general intelligence evolved as a form of intelligence that helps people solve novel (unfamiliar) problems
-says general intelligence scores DO correlate with the ability to solve novel problems but DO NOT correlate with individuals skills to solve evolutionary familiar situations
Novel Problem Examples:
ex: how to stop fire from spreading
ex: how to find food in a drought
Evolutionary Familiar Situation Examples:
ex: marrying
ex: parenting
Gardner
Theorists who believed intelligence/ability was broken down into 8 factors (which are broad and beyond traditional school smarts) and was behind the multiple intelligences theory.
-Proposed 8 relatively independent intelligences
-Also proposed a ninth possible intelligence:
(ability to ponder deep questions about life)
4 abilities to emotional intelligence
-Perceiving emotions (recognizing them in faces, music, stores, etc.)
-Understanding emotions (predicting them and how they may change or blend)
-Managing emotions (knowing how to express them in various situations)
-Using emotions (enable adaptive or creative thinking)
Galton
English scientist who was interested in measuring human traits (natural ability)
-Cousin of Charles Darwin
-Gave us the idea of nature vs. nurture
-Wondered if it was possible to measure natural
ability and to encourage those with natural ability to mate with one another
-Intelligence assessment "Intellectual Strengths"
Intellectual Strengths Assessment
Assessment given by Galton based on reaction time, sensory acuity, muscular power, and body proportions
-Measures did not correlate with each other
Eugenics
19th century movement that proposed measuring human traits and using the results to encourage only smart and fit people to reproduce
2 necessities for tests
-standardization
-reliable
Flynn Effect
results have been getting higher and higher over time
-occurs because of better education and nutrition
-Flynn attributes the
performance increase to our need to develop new mental skills and cope with modern environments
2 components of reliability
-test--retest
-split half
Split-half
When a persons score for the odd and even numbered questions on a test are compared
Thurston's 7 primary mental abilities
-word fluency
-verbal competence
-spatial visualization
-number facility
-associative memory
-reasoning
-perceptual speed
Gardner's 8 multiple intelligences
-musical (music smart)
-visual-spatial (picture smart)
-intrapersonal (self smart)
-interpersonal (people smart)
-naturalistic (nature smart)
-logical-mathmatical (logic
smart)
-verbal linguistic (word smart)
Criterion
behavior we want to measure
-college readiness (tying to be aptitude)
-read english
-speak, write, listening, understands english
Growth Mindset
seeing room to improve instead of accepting/thinking you will be bad at something permanently
Deviation percents
1SD=90%
-1SD-1SD=68%
-2SD-2SD=95%
-3SD-3SD=99.7/100%
Overall, are males and females more similar or different in intelligence? Explain.
SIMILIAR
Explanation:
-social expectation
-evolutionary biology
-hormonal
-variability (men)
strengths of female vs. male
Female:
-spelling
-verbal fluency
-non-verbal memory
-sensation
-math computation
-emotion detection
-remembering (spatial)
Men:
-AP math/science tests
-verbal analogies
-risk-taking
-math problem solving
-geometric layout memory
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