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;
23 Cards in this Set
- Front
- Back
|
intelligence |
the ability to direct one's thinking, adapt to one's circumstances, and learn from one's experience |
|
|
why were intelligence tests originally developed |
so that educators could develop remedial programs for children who were behind their peers |
|
|
ratio IQ |
(mental age/physical age x 100) |
|
|
deviation IQ |
test score/avg test score of ppl in the same age group x 100 |
|
|
factor analysis |
statistical technique that explains a large # of correlations in terms of a small # of underlying factors |
|
|
two factor theory of intelligence |
suggests that every task requires a combination of general ability (g) and skills specific to the task (s) |
|
|
fluid intelligence |
ability to see abstract relationships and draw logical references |
|
|
crystallized intelligence |
ability to retain and use knowledge that was acquired through experience |
|
|
prodigy |
person of normal intelligence who has an extraordinary ability |
|
|
savant |
person of low intelligence who has an extraordinary ability |
|
|
emotional intelligence |
ability to reason about emotions and to use emotions to enhance reasoning |
|
|
fraternal twins (dizygotic twins) |
twins who develop from 2 different eggs that were fertilized by 2 different sperm |
|
|
identical twins (monozygotic twins) |
twins who develop from the splitting of a single egg that was fertilized by a single sperm |
|
|
heritability coefficient |
statistic (h^2) that describes the proportion of the difference b/w people's scores that can be explained by differences in their genes |
|
|
shared environment |
environmental factors that are experienced by all relevant members of a household |
|
|
nonshared environment |
environmental factors that are not experienced by all relevant members of a household |
|
|
what important consequences do intelligence test scores predict |
the # of years of education, occupational status, income |
|
|
how was the debate b/w spearman and thurstone resolved |
new math technique called confirmatory factor analysis; showed that correlation b/w scores on diff mental ability tests are best described by a 3 level hierarchy: general factors (Spear), specific factors (Spear), and group factors (Thurs) |
|
|
what are the advantages of a theory-based approach to intelligence |
capable of discovering any middle-level abilities that intelligence tests didn't already measure |
|
|
why are the intelligence scores of relatives so similar |
genes, environment, or both |
|
|
why is h^2 higher among wealthy kids than among poor kids |
rich kids have more resources, poor kids don't |
|
|
how might genes exert their influence on intelligence |
by changing a person's environment |
|
|
how might your children enhance their intelligence |
by taking cognitive enhancers like ritalin or adderall which enhance cognitive performance |
