Chapter 10 - Intelligence

those attributes that center around skill at information processing, problem solving, and adapting to new or changing situations

test for determining IQ

designed to meaure intelligence on an objective, standardized scale

age level of most advanced items that could be answered correctly on IQ tes

improvement on Stanford-Binet IQ test

tasks assembling blocks solving mazes, reasoning about pictures (Wechsler Intelligence Scale for Children)

define vocab, explain sentence meaning, identify word similarity (Wechsler Intelligence Scale for Children)

recall series of numbers, put random sequence of numbers in order (Wechsler Intelligence Scale for Children)

completing verbal analogies (5th edition Stanford-Binet)

defining words, detecting absurdities in pictures (5th edition Stanford-Binet)

math problems (5th edition Stanford-Binet)

assembling a puzzle (5th edition Stanford-Binet)

repeating a sentence (5th edition Stanford-Binet)

index of intelligence that reflects the degree to which a person's score diviates fr the average score of others the same age

designed to measure a person's capacity to learn certain things or perform certain tasks

measure of what a person has accomplished or learned in a particular area

systematic procedure for observing behavior in standard situation and describing it with the help of a numerical scale or category system

description of the frequency at which particular scores occur

the degree to which a test can be repeated with the same results

correlation coefficient calculated between each person's scores on two comparable halves of the test (measuring reliability)

same group of people take same test twice (measuring reliability)

the degree to which test scores re interpreted correctly and used appropriatly

deree to which content of the test is a representative sample of what the test is supposed to measure

test scores correlated with a criterion that cannot be measured until some time in the furutre

extent to which scores suggest a test is actually measuring what it claims to measure

what intelligence has been concluded to be. Partly influenced by genetics, life experiences, and culture

time of rapid academic growth

way of studying intelligence that emphasizes analysis of the products of intelligece, especially scores on IQ tests

general intelligence factor that Spearman postulated as accounting for positive correlations between people's scores on cognitive ability tests

group of special abilities that Spearman saw as accompanying general intelligence (g)

basic reasoning and problem solving

specific knowledge gained as a result of applying fluid intelligence

logical, would help you solve a physics problem

the intelligence you would you to compose music

intelligence used if stranded or lost somewhere

Sternberg's theory that describes intelligence as having analytic, creative, and practical dimensions

all people possess a number of intelligences with a different set of skills

good vocab and reading comprehension

skill at math and certain kinds of reasoning

understanding relationships between objects

abilities with rhythm, tempo, sound

skill at dancing, athletics, hand-eye coordination

self-understanding

ability to understand and interact with others

ability to see patterns in nature

capacity to perceive emotions and link them to thoughts

the capacity to produce new, high-quality ideas or products

ability to think along many alternative paths to generate many different solutions to a problem

willingness to work hard, persistence at problem solving, ability to break problem-solving habits, willingness to take risks

ability to apply logic and knowledge to narrow down the number of possible solutions to a problem or perform some other complex task

extra 21st chromosome

no obvious genetic or environmental cause

knowledge of what strategies to apply and when to apply them, and how to use them in new situations

teaching those with mental disabilities in classrooms with children that don't have disabilities

significant discrepancy between a person's measured intelligence and their academic performance

difficulty understanding the meaning of what is read

difficulty understanding spoken word or recalling words for speech

problems with writing

difficulty understanding quantity or basic principles of arithmetic