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34 Cards in this Set
- Front
- Back
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Achievement Test |
A test designed to find out how much one has learned in their life |
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Aptitude Test |
A test containing novel puzzle-like problems that presumably go beyond prior learning and are thought to measure applicants' potential for future learning and performance |
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Cognitive Process Theories |
Theories that explore the specific information-processing and cognitive processes that underlie intellectual ability |
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Construct Validity |
Validity that exists when a test successfully measures the psychological construct it is designed to measure, as indicated by relations between test scores and other behaviors that it should be related to |
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Content Validity |
Validity that refers to whether the items on a test measure all the knowledge or skills that are assumed to underlie the construct of interest |
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Criterion-related Validity |
Validity that refers to the ability of test scores to correlate with meaningful criterion measures |
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Crystallized Intelligence |
The ability to apply previously acquired knowledge to current problems |
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Dynamic Testing |
Standard testing is followed up with an interaction in which the examiner gives the respondent guided feedback on how to improve performance and observes how the person utilizes the information |
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Emotional Intelligence |
The abilities to read others' emotions accurately, to respond to them appropriately, to motivate oneself, to be aware of one's own emotions, and to regulate and control one's own emotional responses |
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Factor Analysis |
A statistical technique that reduces a large number of measures to a smaller number of clusters, or factors, with each cluster containing variables that correlate highly with one another but less highly with variables in other clusters |
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Fluid Intelligence |
The ability to deal with novel problem-solving situations for which personal experience does not provide a solution |
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G Factor |
General intelligence |
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Intelligence |
The ability to acquire knowledge, to think and reason effectively, and to deal adaptively with the environment |
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Intelligence Quotient (IQ) |
The ratio of mental age to chronological age, multiplied by 100 |
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Interjudge Reliability |
Consistency of measurement when different people observe the same event or score the same test |
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Internal Consistency |
Consistency of measurement within the test itself |
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Knowledge-acquisition Components |
Components that allow us to learn from our experiences, store information in memory, and combine new insights with previously acquired information |
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Metacomponents |
The higher-order processes used to plan and regulate task performance |
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Normal Distribution |
Bell-shaped curve with most scores clustering around the center of the curve |
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Norms |
Test scores derived from a large sample that represents particular age segments of the population |
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Outcome Bias |
The extent that a test underestimates a person's true intellectual ability |
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Performance Components |
The actual mental processes used to perform a task |
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Personal Intelligence |
The ability to understand who one is and who one wants to be |
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Predictive Bias |
Bias that occurs if the test successfully predicts criterion measures, such as school or job performance, for some groups but not for others |
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Psychological Test |
A method for measuring individual differences related to some psychological concept, or construct, based on a sample of relevant behavior in a scientifically designed and controlled situation |
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Psychometrics |
The statistical study of psychological tests |
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Reliability |
Consistency of measurement |
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Standardization |
The development of norms and rigorously controlled testing procedures |
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Static Testing |
Traditional approach to testing |
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Stereotype Threat |
Occurs if participants believe that certain behaviors on their part would confirm a negative stereotype in the minds of others |
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Test-retest Reliability |
Reliability which is assessed by administering the measure to the same group of participants on two (or more) separate occasions and correlating the two (or more) sets of scores |
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Three-stratum Theory of Cognitive Abilities |
Three levels of mental skills - general, broad, and narrow - arranged in a hierarchical model |
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Triarchic Theory of Intelligence |
Theory which addresses both the psychological processes involved in intelligent behavior and the diverse forms that intelligence can take |
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Validity |
How well a test actually measures what it is designed to measure |
