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38 Cards in this Set
- Front
- Back
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Describe the two main categories of psychological tests.
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Mental Ability and Personality Tests
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Standardization
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uniform procedures used in the adminstration and scoring of a test
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Test Norms
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Information about where a score on psychological test ranks in relation to other scores on that test
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Percentile Score
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The percentage of people who score at or below the score one has obtained
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Reliability
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Measurement consistency of a test
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Correlation Coefficient
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numerical index of the degree of relationship between two variable
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Validity
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the ability of a test to measure what its supposed to measure
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Mental Age
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indiciated that he or she displayed the mental abilty typical of a child of that chronological age
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IQ
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a child's mental age divided by chronological age multiplied by 100
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WAIS
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a. Wechsler made scales less dependent on subjects' verbal ability
b. Wechsler discarded the IQ in favor of a new scoring scheme based on normal distribution |
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Normal Distribution
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a symmetric, bell-shaped curve that represents the pattern in which many characteristics are dispersed in the population
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What does an IQ score mean nowadays?
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indicates exactly where you fall on the normal distribution of intelligence
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Mild Retardation
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Range: 51-70
Education: 6th grade Life Adapt: stable environment = normal functioning, may need help with stress |
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Moderate Retardation
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Range: 36-50
Education: 2nd-4th grade Life Adapt: semi-independent in sheltered environment, needs help with mild stress |
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Severe Retardation
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Range:20-35
Education: limited speech, toilet habits, systematic traning Life Adapt: self-support under total supervision |
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Profound Retardation
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Range: below 20
Education: little or no speech, no toilet habits, unresponsive Life Adapt: requires total care |
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Causes of Retardation
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-Down's syndrome
-Phenylketonuria -Hydrocephaly |
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Giftedness
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-children who fall in the upper 2-3% of the IQ distribution
-above average in height, weight, strength, physical health, emotional adjustment, mental health, maturity |
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English Biological/Theoretical Tradition
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-hereditary basis of mental characteristics
-variation amongst humans was due to natural selection |
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French Clinical/Therapeutic Tradition
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-not interested in theory
-wanted to identify students at risk of failing in school |
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Francis Galton
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-English Bio/Theo Trad.
-studied hereditary ability -familial retardation vs. organic retardation -head size = mental ability -assortative mating -invented systematic study of human differences and behavior -Eugenics |
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Alfred Binet
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-French Clinic/Thera Trad.
-first intelligence tests -tests of memory, comprehension, complexity -norms, reliabilty, validity |
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Factor Analysis
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statistical method to reduce a complex data set to a smaller number of constructs by identifying common underlying factors
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"g"
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-scores on various tests of mental abililty correlate postively
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Gardner's Multiple Intelligence Theory as a fad
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-little emperical support
-doesn't meet scientific standards |
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Sternberg's Triarchic Model as a fad
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-hypothesis is not supported
-generates a "g" factor |
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Three-Strata Model
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-top: single factor, "g", plus specific mental abilites
-middle: seven factors: a. crystallized b. fluency c. fluid d. memory e. perceptual speed f.visualization -bottom: specific tests of mental ability |
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Four-Strata Model
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-between top and middle levels
-measures verbal, perceptual, and rotation |
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Dunedin Longitudianl Study
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Participants: 794 children in New Zealand
Method: took measures of ability and home environment every few years from 5-32 Finding: hard to tell who changes, not very great change occured if there was one, not associated with environmental changes |
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Louisville Longitudinal Study
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Finding: "genetic effect" increases over time as twins age
MZ twins grow more similar DZ twins become like sib-twin pairs environmental effects disappear btwn 12-15 yrs. |
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Methodology of Twin/Adoption Studies
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-give mental ability and persoanlity measures to people with varying degress of genetic relationship
-correlate scores for two people -look at strenght of correlation |
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MZT
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monozygotic twins reared together
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DZT
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dyzgotic twins reared together
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MZA
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monozygotic twins reared apart
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DZA
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dyzygotic twins reared apart
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URT
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unrelated individuals reared together
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How much does IQ change over time?
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-IQ is not stable = supports environmental influence
-IQ is stable = supports biological influences |
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What is the role of the environment?
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-more important in childhool
-less important over time |
