Psych Chapter 8

Front 1

Intelligence

Back 1

combines verbal ability, problem solving skills, and the ability to adapt and learn from everyday life experiences

Front 2

Alfred Binet

Back 2

Developed intelligence tests to identify slow learners
-Mental age based on ability not chronological age

Front 3

IQ score

Back 3

(Mental Age/Chronological Age) x 100

-However this system was flawed

Front 4

Weschsler Intelligence Tests:

Back 4

WPPSI: Preschool
WISC: Children
WAIS: Adults

Average is about 100

Front 5

The Flynn Effect

Back 5

James FLynn found that from one generation to the next, there have been steady gains in IQ scores

Front 6

Hypotheses of The Flynn Effect

Back 6

More time in school, better educated parents, better nutrition, broader exposure through media

Front 7

Vocabulary Subtest

Back 7

Breadth of concepts, ideas and experiences, positively correlated with overall IQ

Front 8

Information Subtest

Back 8

Basic fund of information; culturally sensitive

Front 9

Comprehension Subtest:

Back 9

Awareness of socially appropriate behavior, rules and roles

Front 10

Similarities Subtest

Back 10

Verbal concept formation, level of abstraction

Front 11

Arithmetic Subtest

Back 11

Concentration/attention; mathematical ability

Front 12

Digit Span

Back 12

Attention and rote memory

Front 13

Sample of Performance Subtests
-Picture COmpletion:
-Block Design:
-Digit Symbol:
Visual Puzzles:
Cancellation:
Figure Weights:

Back 13

Picture Completion: visual organization and concentration
Block Design: Perception and analysis of patterns
Digit Symbol: Imitative behavior and learning capacity
Visual Puzzles: Perceptual Reasoning
Cancellation: Processing speed
Figure Weights: Perceptual Reasoning

Front 14

Self-fulfilling prophecy

Back 14

If we expect something to happen in a certain way our expectancies will make it so

Front 15

Why self-fulfilling prophecy worked students in the experiment?

Back 15

-Younger children are easier to change
-Younger students have less developed reputations
-Younger children may be more susceptible
-Teachers of children in lower grades may differ from the teachers of older children

Front 16

Culture Free Intelligence Tests
-Stereotype vulnerability

Back 16

Stereotype vulnerabilty: anxiety may impair test performance of true ability because of an implicit or explicit expectation of inadequacy based on stereotypes.
-Basically impossible to create a truly culture free test

Front 17

Mental Retardation/Intellectual Disability

Back 17

A condition of limited mental ability; IQ lower than 70 on a traditional test, difficulty adapting to everyday life; onset during the developmental period, before age 18

Front 18

Assessment of Adaptive Behavior

Back 18

Comes from Conceptual Skills, Social SKills, Practical Skills

Front 19

Conceptual Skills

Back 19

Language and literacy, money, time and number concepts; self direction

Front 20

Social Skills

Back 20

Interpersonal skills, social responsibility, self-esteem, gullibilty, naivete (wariness), social problem solving, and the ability to follow rules/obey laws and to avoid being victimized

Front 21

Practical Skills

Back 21

Activities of daily living (personal care), occupational skills, healthcare, travel/transportation, schedules/routines, safety, use of money, use of telephones

Front 22

Early Signs of Developmental Delays in Preschool Children

Back 22

Language:Pronunciation, slow vocab growth
Memory: trouble recognizing letters or numbers, difficulty remembering sequencing (Days)
Attention: Difficulty sitting still or sticking to a task
Motor SkillsL problems with self care, clumsiness
Other Functions: trouble learning left/right, difficulty categorizing difficulty reading faces/body language

Front 23

Mild Retardation

Back 23

IQ of 50-70

Front 24

Moderate Retardation

Back 24

IQ of 35-50

Front 25

Severe Retardation

Back 25

IQ of 20-35

Front 26

Profound Retardation

Back 26

IQ of less than 20

Front 27

Multiple Causes of Retardation

Back 27

Organic: over 100 single genetic traits can result in mental retardation
Environmental: teratogens (fetal alcohol syndrome, poor nutrition, diseases)

Front 28

Giftedness

Back 28

Generally believed to be those of an IQ of above 130

Front 29

Characteristics of giftedness

Back 29

prococious, teachers may not identify them correctly,

Front 30

Terman

Back 30

Long term study of gifted individuals. FOund to be above average in height, weight strength physical health, emotional stability, and social satisfaction

Front 31

Winner

Back 31

Profoundly gifted were found that they were more likely to be introverted and socially isolated

Front 32

Spearman: Two Factor Theory of Intelligence

Back 32

g factor or general abilitiesL comprehension or spatial skills, verbal abilities
s factor or specific abilities: numerical reasoning, rote memory skills

Front 33

Cattell: Two types of g factor of intelligence

Back 33

Fluid Intelligence: innate skills that are not dependent on the environment, more biologically based

Crystallized Intelligence: academic learning, ability to use info learned in problem solving, related to environment and experience

Front 34

Sternberg's three factors of intelligence

Back 34

Practical intelligence: dealing with problems encountered in every day life

Analytical intelligence: abstract reasoning, good test taking skills

Creative intelligence: generate new ideas