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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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| a measure of intelligence test performance devised by 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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| the widely used american revision (by Terman at Stanford University)of Binet's original intelligence test. |
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| Intelligence Quotient (IQ) |
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| defined originally as the ratio of mental age to chronological age multiplied by 100. On contemporary intelligence tests, the average performance for a given age is assigned a score of 100. |
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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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| a statistical procedure that identifies clusters of related items (called factors) on a test; used to identify different dimensions of performance that underlie one's total score. |
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| a general intelligence factor that spearman and others beleived underlies specific mental abilities and is therefore measured by every task on an intelligence test. |
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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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| the ability to percieve, express, understand and regulate emotions. |
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| the ability to produce novel and valuable ideas. |
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| a test designed to predict a person's future performance; aptitude is the capacity to learn |
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| a test designed to assess what a person has learned. |
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| Wechsler Adult Intelligence Scale |
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| The WAIS is the most widely used intelligence test; contains verbal and non verbal tests |
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| Defining meaningful scores by comparison with the performance of a pretested "standardization 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 lie 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, on alternate forms 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 th ebehavior that is of interest (driving test that samples driving tasks) |
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| the behavior that a test is designed to predict; thus, the measure used in defining whether the test has predictive validity |
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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 below 70 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 chromosome in one's genetic makeup. |
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| a self confirming concern that one will be evaluated based on a negative stereotype. |
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| Alfred Binet and Theodore Simon |
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| French Psychologists who developed an objective test to identify children who are likely to have trouble in certain classes. studied mental age. Binet leaned towards environmental explanation. |
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| Stanford University proffessor who developed the Stanford-Binet intelligence test that measured IQ |
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| helped develop factor analysis, beleived there is a general intelligence. |
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| beleived in primary mental abilities; went against Spearman. intelligence come sin different packages. non-general |
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| saw that brain damage inhibits some abilities but not others. supported Thurstone. studied savants. we have multiple intelligences |
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| agrees with Gardner's multiple intelligences idea. distinguished among analytical (problem solving), creative (reacting adaptively to novel situations and generating novel ideas) and practical intelligence (required for every day tasks) |
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| Nancy Cantor and John Kilstrom |
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| first called social intelligence the know how to react in social situations. |
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| Seynour Epstein and Petra Meier |
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| called it emotional intelligence |
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| Mayer, Salovey, and david Caruso |
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| recently developed a multifactor emotional intelligence scale.. 3 factors:percieve emotions, understand emotions and regulate emotions. |
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| seventeenth century genius, demonstrated creativity in mathematical situations. |
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| Characteristics of a creative person |
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| Expertise, IMaginative thinking skills, a venturesome personality, intrinsic motivation, a creative environment |
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| Phrenologist that realized human intelligence surpasses animal intelligence because the human cortex is more developed. correlation to head size and intelligence score. |
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| developed test for adult as well as school-age child intelligence |
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| calculated magnitude of the effect of college entrance exams dropping but intelligence test scores improving |
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| Psychologist who observed the dramatic effects of early experiences and demonstrated the impact of early intervention. testified to the importance of environment. |
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| Stephen Ceci and Wendy Williams |
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| schooling and intelligence contribute to each other. |
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| Charles Murray and Richard Herrnstein |
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| studied black-white intelligence differences. |
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| David Geary and Irwin Silverman |
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| speculate that skills in navigating route from our ancestors; an evolutionary perspective. |
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| Robert Rosenthal and Judith Hall |
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| studied emotional detection |
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| Claude Steele, Steven Spencer, and Joshua Aronson |
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| observed stereotype threats |
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