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;
26 Cards in this Set
- Front
- Back
|
Alfred Binet
Theodore Simom |
developed the first intelligence test to identify children who needed remedial education
; their goal was to measure aptitude |
|
|
Aptitude
|
natural intelligence
|
|
|
Ratio IQ
|
a statistic obtained by dividing a person's mental age by the person's physical age and then multiplying the quotient by 100
;Average IQ on the age is 100 ;for children |
|
|
William Stern
|
devised the idea of inteligence quotient
; mental level can be thought of as mental age |
|
|
Lewis Terman
|
decised the idea of intelligence quotient
; formalizes intelligence quotient or ratio IQ |
|
|
Deviation IQ
|
a statistic obtained by dividing a person's test score by the average test score of people in the same age groups and then multiplying the quotient by 100
; (individual score/average score of people in same age group) x 100 ;for adults |
|
|
Factor analysis
|
a statistical technique developed by Spearman that explains a large number of correlations in terms of a small number of underlying factors
|
|
|
Two-factor theory of intelligence
|
Spearman's theory suggesting that every task require a combination of a general ability and skills that are specific to the task
|
|
|
Primary mental abilities
|
suggestion by Thurstone that there be actually no such things as general ability, but instead a few stable and independent mental abilities such as perceptual, verbal, and numerical ability
|
|
|
Three-level Hierarchy
|
general factor at the top, specific factors at the bottom, and a small number of group factors (=middle-level abilities) in the middle
|
|
|
Bottom-up approach
|
analyze people's responses to questions on intelligence tests
|
|
|
Crystallized intelligence
|
the accuracy and amount of information available for processing
|
|
|
Fluid intelligence
|
the ability to process informatio
|
|
|
Top-down approach
|
suggests that there may be middle-level abilities that intelligence tests do NOT measure
|
|
|
Analytic intelligence
|
ability to identify and define problems and find strategies for solving
|
|
|
Creative intelligence
|
ability to generate solutions that other people do not
|
|
|
Practical intelligence
|
ability to apply and implement these solutions in everyday setting
|
|
|
Prodigy
|
person of normal intelligence who has an extraordinaly ability
|
|
|
Savant
|
person of low intelligence who has an extraordinally ability
|
|
|
Galton
|
who suggests that intelligence may be inherited by genealogical studies of eminent families
|
|
|
Monozygotic twins
|
identical twins
;have 100% same genetic information |
|
|
Dizygotic twins
|
fraternal twins
|
|
|
Heritability coefficient
|
a statistic that describes the proportion of the difference between people's scores that can be explained by differences in their genetic makeup
|
|
|
Shared environment
|
those environmental factors that are experienced by all relevant members of a house hold
|
|
|
Non-shared environment
|
those environmental factors that are not experienced by all relevant members of a household
|
|
|
Flynn effect
|
the substantial increase in average scores on intelligence tests all over the world
|
