Reading...
Play button
Play button
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;
145 Cards in this Set
- Front
- Back
|
Intelligence is the ability to ____ and ____ to the environment by using a combination of _____ abilities and _____ abilities
|
understand
adapt inherited learned |
|
|
Constructed the first workable intelligence test in the early 1900's
|
Alfred Binet
|
|
|
Name Binet's 4 elements of intelligence
|
1. Direction
2. Adaptability 3. Comprehension 4. Self-evaluation |
|
|
The Stanford-Binet test today has more emphasis on several types of ____ ______, such as _____ _____ and ______
|
reasoning processes
critical thinking analysis |
|
|
Name the formula for calculating IQ
|
(mental age / chronological age) x 100
|
|
|
An IQ of 130 or above is ___ _____
|
very superior
|
|
|
An IQ of 120-129 is _____
|
superior
|
|
|
An IQ of 110-119 is ___ _____
|
high average
|
|
|
An IQ of 90-109 is ____
|
average
|
|
|
An IQ of 80-89 is ___ _____
|
low average
|
|
|
An IQ of 70-79 is ____
|
borderline
|
|
|
An IQ of 69 or below is ___ _____
|
mentally retarded
|
|
|
Psychologist who worked with derelicts; wanted to develop a program to help them find jobs and get out of the mess they were in, so he needed a measure of their real-world intelligence
|
David Wechsler
|
|
|
IQ test items that rely heavily on word comprehension and usage
|
Verbal scale
|
|
|
IQ test items that try to bypass verbal material and focus on problem-solving without words
|
Performance scale
|
|
|
An intelligence test for adults that provides three IQs: verbal, performance, and full-scale (total)
|
Wechsler Adult Intelligence Scale (WAIS)
|
|
|
An intelligence test for children aged 6-16 that provides three IQs: verbal, performance, and full-scale (total)
|
Wechsler Intelligence Scale for Children (WISC)
|
|
|
Theory that intelligence is made up of seven abilities
|
Theory of multiple intelligences
|
|
|
Creator of the theory of multiple intelligences
|
Howard Gardner
|
|
|
Name the 7 abilities of the theory of multiple intelligences
|
Language, logical/mathematical, visual/spatial, musical, bodily movement, intrapersonal, and interpersonal
|
|
|
IQ is ____ ______ to job success
|
indirectly related
|
|
|
___ plays an important part in basic intellectual potential (accounts for __%)
|
Heredity
50% |
|
|
____ sets up certain limits, and ___ and ____ work within those limits
|
Inheritance
effort environment |
|
|
___ has built in a sequence of ___ ______ that the child follows, and training or stimulation cannot ____ ____ the sequence of development
|
Nature
mental development speed up |
|
|
The benefit to individual intelligence tests is that there is more ____ for the examiner to ____ the test taker and their _____
|
opportunity
understand reasoning |
|
|
A drawback of individual intelligence tests is that they are ____
|
expensive
|
|
|
Group intelligence tests are highly ____
|
verbal
|
|
|
The unfair measurement of cultural groups' abilities
|
Cultural bias
|
|
|
Did a study to find out what bright children were really like
|
Lewis Terman
|
|
|
Retardation from known physical defects' most common causes are ___ of ___, ___ ____, and _____ to ___ _____
|
lack of oxygen
extreme malnutrition exposure to toxic chemicals |
|
|
The practice of keeping children with disabilities in regular academic classrooms
|
Inclusion
|
|
|
Condition in which a person with below-normal mental capacity possesses a special talent or mental ability to an extremely high degree
|
Savant syndrome
|
|
|
The mental processes that result in original, workable ideas
|
Creativity
|
|
|
The result of unusual thinking
|
Invention
|
|
|
A tendency to solve problems in the same way over and over
|
Set
|
|
|
To come up with unusual, unexpected ideas; to use something in a way different from the way in which it is normally used
|
Break set
|
|
|
Tests of creativity try to measure the _____ but _____
|
unexpected
possible |
|
|
Test designed for schools to give kids
|
Otis Lenin
|
|
|
Swiss psychologist who studied cognitive development
|
Jean Piaget
|
|
|
The ways in which thinking and reasoning grow and change
|
Cognitive development
|
|
|
Piaget's term for the awareness that specific objects are real and exist all by themselves
|
Object permanence
|
|
|
Piaget's first stage of child development, from birth to about 2 years old, in which knowledge is tied to movement and objects in the environment
|
Sensorimotor stage
|
|
|
In this stage, objects are not "permanent" - child has not yet formed the concept of object permanence
|
Sensorimotor stage
|
|
|
Piaget's second stage of child development, from 2 to about 7 years old, in which children acquire language and the ability to use symbols but are still not capable of logical thought
|
Preoperational stage
|
|
|
In this stage, children know that things can be permanent but cannot understand either reversibility or conservation
|
Preoperational stage
|
|
|
In this stage, language and vocabulary develop rapidly, and the child begins to notice difference between people and objects in the environment
|
Preoperational stage
|
|
|
In this stage, the child is unable to change places with someone else and see things from another point of view
|
Preoperational stage
|
|
|
Piaget's term for the idea that a relationship that goes in one direction can go in the other direction as well
|
Reversibility
|
|
|
Piaget's term for the idea that some of an object's characteristics can be chantged while others remain the same
|
Conservation
|
|
|
"Changing shape does not change volume" is an example of _____
|
conservation
|
|
|
Piaget's third stage of child development, from about 7 to 11 years old, in which the child understands that there is a real world with real objects, which exist apart from the child and which can be manipulated
|
Concrete operations stage
|
|
|
At the beginning of this stage, children have trouble seeing objects as having mrore than one dimension at the same time
|
Concrete operations stage
|
|
|
In this stage, children look at things in black-and-white
|
Concrete operations stage
|
|
|
Piaget's fourth stage of child development, beginning at about 11 years old, in which the ability to deal with the highly symbolic and abstract thoughts found in logic, math, philosophy, and ethics begins to appear
|
Formal operations stage
|
|
|
In this stage, one has the highest level of cognitive development
|
Formal operations stage
|
|
|
This stage is not free of cultural influences
|
Formal operations stage
|
|
|
In this stage, a child uses symbols and language to represent the world
|
Preoperational stage
|
|
|
In this stage, a child grasps the concepts of past, present, and future; they also master the concept of conservation of a number
|
Preoperational stage
|
|
|
In this stage, a child learns measurement, class and set relations, and concepts of space
|
Concrete operations stage
|
|
|
In this stage, a child understands the concept of conservation of weight and area
|
Concrete operations stage
|
|
|
In this stage, a child has deductive thought - basic logic and reasoning; they also master reversibility, decentration, and conservation
|
Concrete operations stage
|
|
|
In this stage, a child starts to think abstractly, reason, and become more systematic in thinking
|
Formal operations stage
|
|
|
In this stage, a child forms concepts by organizing facts and events by common qualities
|
Formal operations stage
|
|
|
In this stage, a child begins to approach problem-solving in a mature fashion
|
Formal operations stage
|
|
|
In this stage, a child has inductive thought
|
Formal operations stage
|
|
|
The focus one one problem and not several
|
Centration
|
|
|
The inability to vision reversing action
|
Irreversability
|
|
|
The inability to take another perspective
|
Ego centrism
|
|
|
Name 3 reasons (all one-word) why children in certain stages do not understand conservation
|
Centration, irreversability, and ego-centrism
|
|
|
A person with ___ mental retardation is an educable mentally handicapped person
|
mild
|
|
|
A person with ___ mental retardation is a trainable mentally handicapped person
|
moderate
|
|
|
A person with ___ mental retardation is considered to be custodial
|
severe
|
|
|
Most (80% of) mentally handicapped people have ___ mental retardation
|
mild
|
|
|
People with a ____ degree of mental retardation can learn to talk and communicate but need guidance and are unlikely to progress beyond the 2nd grade level in academic subjects
|
moderate
|
|
|
The lowest degree of mental retardation
|
Profound
|
|
|
A surgically correctable spinal defect that can also come with mental handicaps
|
Spina Difada
|
|
|
When water gets in one's head or brain; is preventable
|
Hydrocephalis
|
|
|
Rubella = ____
|
measles
|
|
|
Causes blindness and deafness and makes the body unable to metabolize protein (which causes a chemical and nutritional imbalance)
|
PKU disorder
|
|
|
The degree of mentally handicapped behavior ranges from none to severe; it is fixable if caught early
|
PKU disorder
|
|
|
(3 types) Causes severe retardation and some facial and body deformation, but it is fixable and preventable if caught early
|
Venearal disease/Syphillis/STDs
|
|
|
This is caused by lack of oxygen to the brain; the most common cause is near-drowning, but it can also be caused by a viral infection during pregnancy; sometimes people with this can have the "droopy eye"/"closed eye"
|
Oxycephalis
|
|
|
A law that states parents' rights with their mentally handicapped children
|
Law 94-142
|
|
|
In Law 94-142, a parent can ___ or ___ permission for their child to be ____ evaluated or placed in a ____ ____ program
|
allow
deny individually special education |
|
|
In Law 94-142, parents have the right to a due process hearing before an impartial hearing officer to ____ major ____ with the school about their child's program
|
resolve
disagreements |
|
|
In Law 94-142, a parent can request the ___ of ____ or ____ information from their child's records and to include their own statement
|
removal
inaccurate misleading |
|
|
In Law 94-142, parents have the right to have their child educated with _____ _____ children to the maximum extent appropriate
|
non-special education
|
|
|
People with this mental handicap have 47 chromosomes instead of 46, and most are moderately handicapped
|
Downs Syndrome
|
|
|
Chances of your child having a birth defect increase greatly if you're having a baby when you're over ___ ___
|
age 40
|
|
|
When the child doesn't grow; is a thyroid gland problem - thyroid effects growth rate and body size, and the thyroid gland depends on having iodine in the diet
|
Cretenism
|
|
|
A "____" is actually called a ______, and it is a severe handicap where one has a small head; the cause is a recessive gene
|
"Pinhead"
Microcephalic |
|
|
Problems with this causes extreme facial distortion, is fatal, and the longer one has it, the more severe the handicap becomes
|
Pituitary gland
|
|
|
This is the master gland - it runs all the others in the body; it is the central headquarters of the brain
|
Pituitary gland
|
|
|
STDs are also known as ___ diseases
|
venereal
|
|
|
A disease that can cause mental handicaps if one had the disease early in life
|
Rheumatic Fever
|
|
|
If a mother gets ___ or a ____ during pregnancy, the child could have a mental handicap
|
measles
virus |
|
|
This results in mental handicaps, and its cause is because the mother's blood can be toxic to her baby
|
Blood match/compatibility - RH factor
|
|
|
The less specific (more general) causes of mental handicaps are ____ conditions, problems ____ pregnancy, problems ___ birth, problems ___ birth, and ____/cultural _____
|
genetic
during at after poverty deprivation |
|
|
The #1 cause of brain damage
|
Car accidents
|
|
|
The 2 kids we watched videos on, Genie and Victor,
's intelligence grew and grew but ____ before reaching "normal" level |
plateaued
|
|
|
In this level of mental retardation, people have physical problems, usually from a disease, and can sometimes take care of themselves
|
Moderate mental retardation
|
|
|
The psychologist who was asked to find students who excelled at school and who would be placed in special programs
|
Binet
|
|
|
Different ____ define ____ differently, and ___ scores must be viewed ___ that context
|
cultures
intelligence IQ within |
|
|
___ an ___ ____ is most likely to lead to creativity
|
Breaking an old set
|
|
|
Intelligence is relative to ____ within your ___ ____
|
others
subject description |
|
|
Intelligence testing is basically asking "Do you think __ ___ ___ or ___ ____ other people in your group?"
|
as well as
better than |
|
|
Growth in this stage takes place most rapidly and depends on health, diet, and activity; as much as 1/3 of intelligence is present
|
Sensorimotor stage
|
|
|
In this stage, intelligence narrows; school/education, experience, and modeling are key
|
Childhood functional development - Concrete stage
|
|
|
In this stage, there is some development, and lifestyle/activity, job, interests/aspirations, motivation, health, and diet are important
|
Adulthood - refinement
|
|
|
A high IQ stays high for a ___ time and develops ____
|
long
quickly |
|
|
A low IQ stays where it is for a ___ time and develops ____
|
short
slowly |
|
|
The test that proved the existence of cultural bias in intelligence testing
|
Semantic Perception and Linguistic Intelligence Battery (SPLIB) test
|
|
|
Means the meaning of a word
|
Semantic
|
|
|
HI LYDIA I LURVE YOU
|
hehe
|
|
|
There are > or = to ___ different components of intelligence
|
100
|
|
|
Every behavior involves > or = to ___ components of intelligence
|
3
|
|
|
Name the 3 very broad components involved with the process of intelligence
|
Receive, interpret, act
|
|
|
This component of intelligence is recall/storage and is one for all the senses - can be long, short, photographic, etc
|
Memory
|
|
|
This component of intelligence has to do with problem-solving and inductive/deductive thought
|
Logic/Reasoning
|
|
|
This component of intelligence is the 2nd step - the interpretation component; is based on experience
|
Perception
|
|
|
This component of intelligence is a quantitative element
|
Number
|
|
|
This component of intelligence is conceptual - meanings of ideas
|
Verbal
|
|
|
This component of intelligence is based on speed/processing
|
Fluency
|
|
|
This component of intelligence has to do with distances, volumes, and speeds
|
Spatial
|
|
|
This component of intelligence takes on many forms and is defined by unique thought
|
Creativity
|
|
|
One type of intelligence is the ability to ___ and ___ information relative to how ____ _____ and ____ information
|
acquire
apply others acquire apply |
|
|
One type of intelligence is a combination of ____ ____/characteristics that enable one to ____/____ in one's environment
|
mental traits
survive/function |
|
|
One type of intelligence is the ability to ____ _____ - perception
|
interpret stimuli
|
|
|
One type of intelligence is the ability to ____ to both ___ and ____ stimuli (___)
|
adapt
old new change |
|
|
One type of intelligence is behavior that is _____ (awareness), ______ (goal-directed), _____, and ______ (moral, value)
|
conscious
purposeful rational constructive |
|
|
Intelligence is generally defined as being constructive, but it can sometimes be ____
|
destructive
|
|
|
One type of intelligence is a collection of ___ or ____ working together to ___ _____
|
skills
behaviors process information |
|
|
One type of intelligence is the product of ____
|
experience
|
|
|
One type of intelligence is the global ability to ____ ______ and ____ with the _____
|
act purposefully
deal environment |
|
|
One type of intelligence is the ability to ____, ____, and ____
|
judge
understand reason |
|
|
Intelligence is ____, not ____
|
developed
inborn |
|
|
IQ is _____; it is the ____ one is ____ with
|
inborn
potential born |
|
|
When one adjusts/adapts their views when knowledge is acquired or for some other reason
|
Accommodation
|
|
|
When one associates things based on similarities
|
Assimilation
|
|
|
Psychologist who indentified core psychological needs, including achievement, affiliation, and power
|
Murray
|
|
|
Psychologist who helped complete the report "Analysis of the Personality of Adolph Hitler"
|
Murray
|
|
|
Psychologist who is kind-of the "cornerstone" of intelligence definitions and whatnot
|
Piaget
|
|
|
When a test measures what it is supposed to measure, it is ____
|
valid
|
|
|
A salesperson would be high in this intelligence
|
Interpersonal
|
|
|
Meaures potential; IQ tests are these
|
Aptitude tests
|
