Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
36 Cards in this Set
- Front
- Back
|
What belief(s) did Cattell share with Galton? |
The 2 shared the fundamental belief that the more one could measure, the more one could know
- anthropometric testing (mental testing) |
|
|
In general, what was measured by the mental tests used by Cattell? |
Reaction time studies - without strictly physical measurements (eg. height, weight, length of arm span) |
|
|
What unfortunate results were reported by Cattell's graduate student Clark Wissler? |
the tests were unrelated to each other (eg. the correlation between reaction-time and colour naming was only +.15)
they did not correlate with academic performance (only +.02 between reaction time and college standing) |
|
|
Did Charles Spearman find the same results as Wissler?
Why or why not? |
concluded that Wissler's measurements were not high in reliability
because of problems with the methods used to collect the data |
|
|
How was Binet's strategy for mental testing different from Galton and Cattell's? |
Galton-Cattell strategy relied on physical measurements and results of simple sensory and perceptual tasks
Binet focused on more complex mental phenomena - and used children rather than college students or adults as subjects |
|
|
What was Ebbinghaus's completion test? |
a way to assess the effects of mental fatigue in school children
gave incomplete prose passages - they were shown sentences that had syllables missing from words and words missing from sentences and asked to fill in the gaps to make the sentences complete and meaningful |
|
|
What educational dilemma was Binet responding to when developing his tests? |
Compulsory education has arrived in France, but some children lacked the ability to succeed in normal classes
how to identify these children so they could be placed in special education classes |
|
|
What did Binet learn from observing his daughters? |
value of case studies/individual differences
didn't seem to be much difference between his daughters' scores and the scores reported for adults
adults only superior on tasks involving mental processing that was beyond sensory capacity |
|
|
Individual Psychology |
centered on studying individual differences
studies the properties of psychic processes that vary from individual - it has to determine the various properties then study how they vary from individual to individual |
|
|
How did Binet and Simon develop their tests? |
they developed the test empirically by identifying 2 groups of students, one normal and one impaired,
and then giving each group a series of tests that appeared to be conceptually related to intelligence, looking for tests that differentiated between the groups. |
|
|
Mental level |
Term used by Binet to indicate child's level o f mental functioning;
those in need of remediation scored 2 levels below the norm for their chronological age |
|
|
How did Binet define his general mental ability? |
in functional terms as the faculty of "judgment, otherwise called good sense, practical sense, initiative, the faculty of adapting one's self to circumstances.
To judge well, to understand well, to reason well - these are all the essential wellsprings of intelligence" |
|
|
What were Binet's attitudes towards intelligence, how mental tests should be used, and influence of training? |
intelligence was multifaceted, composed of a variety of skills
within broad limits mental levels could increase with training
scale was useful only winton the narrow educational context of identifying weak students |
|
|
Mental age |
Mistranslation of Binet's mental level;
indicated a child's level of mental ability, reported in terms of years |
|
|
Who did Goddard see as "morons" and why did he see them as a problem? |
people between the mental ages of 8-12 when 20+
morons were believed to be responsible for many of society's ills |
|
|
Goddard: belief in the genetic basis of intelligence. |
beliebet most feeblemindedness was caused by a single recessive gene |
|
|
How did the Killikak family provide evidence for Goddard's view that intelligence was inherited? |
many relatives lived close by and that the family was notorious for the number of defectives and delinquents it had produced |
|
|
Flaws in Goddard's Killikak Study |
Goddard's failure to recognize environmental effects
bias affected the way he interpreted his data |
|
|
In terms of society in general, what was Goddard's solution for mental defectiveness? |
eliminate the gene
eugenicist - mentally defective should be prevented from breeding |
|
|
What was Goddard's role regarding the arrival of European immigrants of Ellis Island? |
identify mental defectives
administered a series of evaluations before allowing immigrants to enter the country |
|
|
What was Terman's position regarding the heritability of intelligence? |
belief that heredity was the prime determiner of intelligence |
|
|
William Stern and IQ |
Leader of testing movement in Germany
mental ability be capsulized in a "mental quotient" that represented the relationship between mental age and chronological age x 100 |
|
|
Terman Use of mental tests to identify gifted children |
motivated by his herditarian ideas about intelligence and his strong belief that America should be a meritocracy |
|
|
Meritocracy |
belief that its leaders should be those capable of leading
IQ testing would be a good way to identify such people |
|
|
What was the traditional view of gifted children? |
although they are intellectually superior, they are physically weak, socially inferior, and burn out at a young age, never quite fulfilling their childhood promise |
|
|
Did Terman's work support or refute the traditional view of gifted children? |
refuted all aspects of the stereotype
group appeared to be not just smarter than others but more successful, productive, well adjusted, and physically heathly |
|
|
Attrition |
as time goes by, subjects drop out of the study for various reasons |
|
|
Hollingworth
Testing the variability hypothesis.
|
evolution-based idea that women showed less variation in traits than men and were therefore less suited for highly intellectual tasks
belief rested on very little empirical data, and what information did exist was ambiguous |
|
|
According to Hollingworth why did few women achieve eminence? |
variability hypothesis accounted for the fact that relatively few women had achieved eminence - lack of opportunity in a male-dominated world |
|
|
Hollingworth Testing periodic function |
studied 23 women and examined their performance on tests for "speed and accuracy of perception, controlled association, steadiness, speed of voluntary movement, fatigability and rate of learning" during all phases of menstrual cycle
no gender difference with male "controls" |
|
|
Yerkes
Army Alpha tests |
Group intelligence test for testing the abilities of literate soldiers in WW1 |
|
|
Yerkes
Army Beta tests |
Group intelligence test for testing abilities of illiterate soldiers in WW1 |
|
|
What did mental testing project run by Yerkes in the army mean for Psychology once the war was over? |
showed that mental testing could be applied on a large scale |
|
|
Beliefs shared by Goddard, Terman, and Yerkes |
mental capacity was primarily the result of genetic inheritance
the environment had little if any effect on this overall ability
intelligence might be composed of a variety of skills, but underlying all of them was a single unitary capability
this capability was what intelligence tests measured |
|
|
Lippmann's criticisms of mental tests |
we cannot measure intelligence when we have never defined it, and we cannot speak of its hereditary basis after it has been indistinguishably fused with a thousand education and environmental influences |
|
|
Nativism |
a defensive nationalism that viewed outsiders with suspicion and alarm |
