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| a method for assessing an individual's mental aptitudes and comparing them with those of others, using numerical scores |
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| mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations |
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| general intelligence factor that, according to Spearman and others, underlies specific mental abilities and is therefore measured by every task on an intelligence test. |
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| a statistical procedure that identifies clusters of related items (called factors) on a test; used to identify different dimensions of performance that underlies a person's score. |
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| a condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing |
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| Spearman's general intelligence theory |
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| a basic intelligence predicts our abilities in varied academic areas |
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| Spearman's general intelligence theory |
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| different abilities, such as verbal and spatial, do have some tendency to correlate |
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| Thurstone's primary mental abilities theory of intelligence |
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| our intelligence may be broken down into seven factors: word fluency, verbal comprehension, spatial ability, perceptual speed, numerical ability, inductive reasoning, and memory |
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| Thurstone's primary mental abilities theory of intelligence |
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| a single g score is not as informative as scores for seven primary mental abilities |
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| Gardner's multiple intelligences theory |
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| our abilities are best classified into eight independent intelligences, which include a broad range of skills beyond traditional school smarts |
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| Gardner's multiple intelligences theory |
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| intelligence is more than just verbal and mathematical skills. Other abilities are equally important to our human adaptability |
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| Sternberg's triarchic intelligence theory |
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| our intelligence is best classified into three areas that predict real-world success: analytical, creative, and practical |
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| Sternberg's triarchic intelligence theory |
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| the analytical, creative, and practical facets can be reliably measured |
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| Spearman's general intelligence theory |
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a criticism of this theory is that
human abilities are too diverse to be encapsulated by a single general intelligence factor |
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| Thurstone's primary mental abilities theory of intelligence |
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| the seven mental abilities show a tendency to cluster, suggesting an underlying g factor |
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| Gardner's multiple intelligences theory |
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| should all of our abilities be considered intelligences? shouldn't some be called less vital talents? |
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| Sternberg's triarchic intelligence theory |
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| analytical,creative,and practical areas may be less independent and may share an underlying g factor |
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| the ability to perceive, understand, manage, and use emotions |
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| a measure of intelligence test performance devised by Alfred Binet;the chronological age that most typically corresponds to a given level of performance. Thus, a child who does as well as the average 8 year old is said to have a mental age of 8 |
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| widely used American revision of the Binet intelligence test |
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| defined originally as the ratio of mental age (ma)to chronological age (ca) multiplied by 100. On contemporary intelligence tests, the average performance for a given age is assigned a score of 100 |
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| a test designed to assess what a person has learned |
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| test designed to predict a person's future performance; aptitude is the capacity to learn |
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| Wechsier Adult Intelligence Scale (WAIS) |
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| most widely used intelligence test;contains verbal and performance (nonverbal) subtests |
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| defining meaningful scores by comparison with the performance of a pretested group |
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| the symmetrical bell shaped curve that describes the distribution of many physical and psychological attributes. Most scores fall near the average, and fewer and fewer scores near the extremes |
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| the extent to which a test yields consistent results, as assessed by the consistency of scores on two halves of the test, or on retesting |
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| the extent to which a test measures or predicts what it is supposed to. |
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| the extent to which a test samples the behavior that is of interest |
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| the success with which a test predicts the behavior it is designed to predict: it is assessed by computing the correlation between test scores and the criterion behavior |
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| a condition of limited mental ability, indicated by an intelligence score of 70 or below and difficulty in adapting to the demands of life: varies from mild to profound |
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| a condition of retardation and associated physical disorders caused by an extra copy of chromosome 21 |
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| general term that refers to the mental activities involved in acquiring, retaining, and using knowledge |
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| manipulation of mental representations of information order to draw inferences and conclusions. It typically involves the manipulation of mental images and concepts. |
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| mental representation of objects or events that are not physically present |
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| we manipulate mental images in much the same way as we manipulate the actual objects they represent |
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| mental images are potentially subject to error and distortion because they are not perfect duplicates of our actual sensory experience; instead, they are memories of visual images and are actively constructed. |
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| mental categories of objects or ideas based on the properties they share |
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| learning the rules or features that define a particular concept |
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| result of everyday experiences |
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| most typical instance of a particular concept |
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| thinking and behavior directed toward attaining a goal that is not readily available |
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| trial and error solution strategy |
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| attempting different solutions and eliminating those that do not work |
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| involves following a specific rule, procedure, or method that inevitably produces the correct solution |
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| using an algorithm may not always be practical because of the amount of time it can take to solve problems |
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| general rule of thumb that reduces the number of possible solutions |
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| sudden realization of how a problem can be solved |
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| coming to a conclusion without conscious awareness of the thought process that is involved |
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| tendency to view objects as functioning only in their usual customary way; it may prevent us from seeing the full range of ways in which an object can be used |
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| tendency to persist in solving problems with solutions that have worked in the past; it maay prevent us from coming up with new and more effective solutions |
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| decision making strategy that involves making a decision based on a single feature. It is appropriate when the decision is a minor one. |
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| decisision making strategy that involves generating and rating a list of factors. Appropriate for complex decisions. |
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| elimination by aspects model |
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| decision making strategy in which evaluate all alternatives eliminating one aspect at a time. Important for complex decisions with range of choices that each has multiple features |
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| decision making strategy in which the likelihood of an event is estimated on basis of how readily available other instances of the event are in memory |
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| decision making strategy in which likelihood of an event is estimated by comparing how similar it is to the typical prototype of the event |
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| global capacity to think rationally, act purposefully, and deal effectively with the environment |
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| devises a series of tests to measure different elementary mental abilities, such as memory, attention, and the ability to understand similarities and differences;his research led to the concept of mental age |
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| translated and adapted Binet's intelligence test (the Stanford-Binet Intelligence scale) and developed the concept of intelligence quotient |
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| developed new intelligence test (WAIS) which is designed specifically for adults and its 11 subtest scores can be grouped to provide an overall verbal score and performance score. |
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