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| a standardized measure of some aspect of the behavior or performance of an individual |
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| comparative statistics that tell us the characteristics of a test and allow us to determine where a given individual stands |
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| the ability to yield consistent scores for an individual relative to the group |
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| alternate form reliability |
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| develop two statistically identical forms of the test, given one now and the other to the same group later |
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| you give the test just once but in two different part. Evens then odds or something like that |
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| extent to which a test measures what it is supposed to measure |
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| is the ability of the test to measure what it is supposed to be measureing |
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| Criterion-related validity |
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| or concurrent validity, involves a comparison of the test in question with some criterion, which is often an established test that measures the same construct |
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| involves determining how well the test predicts future performance. |
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| which established by determining the extent to which the test scores are related to a particular theory that underlies the intelligence construct |
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| is the capacity for adaptive, goal-directed behavior |
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| William Stern - simply the ratio of mental chronological age * 100 |
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| one that predicts your ability to accomplish something if you are given proper educational opportunities |
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| measures not what you can accomplish but what you have already accomplished |
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| a statistical technique that is used to determine the component parts of intelligence - Charles Spearman |
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| Information processing theory |
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| suggests that the person is basically a system for evaluating and acting on info and that the brain, operating like a computer, provides the highest lvl of processing. |
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| triararchic theory of intelligence |
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| views intelligence as consisting of three major aspecs: componential, experiential, and contextual - Sternberg |
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| Howard Gardner - several diff intellegences |
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| the ability to develop novel ideas that have some value in the society |
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| common way of measuring creativity, which involves generating multiple, different solutions to the same problem |
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| ability to reason and manipulate information |
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| base of acquiring knowledge and skills |
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Mild (50-70)
Moderate (35-49)
Severe (20-34)
Profound (below 20) |
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| when something runs in the family |
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| influence of the environment |
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| heavily involved in complex cognitive process called intellegence. |
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| we aquire, process and store information by astablishing neural synaptic connections |
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