Term
|
Definition
| Mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations. |
|
|
Term
|
Definition
| A statistical procedure that identifies clusters of related items on a test; used to identify different dimentions of performances that underlie one's total score. |
|
|
Term
|
Definition
| A general intelligence factor that according to Spearman and other underlies specific mental abilities and is therefore measured by every task on an intelligence test. |
|
|
Term
|
Definition
| A condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing. |
|
|
Term
|
Definition
| The ability to perceive, understand, manage, and use emotions. |
|
|
Term
|
Definition
| The ability to produce novel and valuable ideas. |
|
|
Term
|
Definition
| A method for assessing and individual's mental aptitudes and comparing them with those of others, using numerical scores. |
|
|
Term
|
Definition
| A measurea of intelligence test performance devised by Binet; the chronological age that most typically corresponds to a given level of performance. |
|
|
Term
|
Definition
| The widely used American revision (by Terman at Standford University) of Binet's original intelligence test. |
|
|
Term
| intelligence quotient (IQ) |
|
Definition
| Defined originally as the ratio of mental age (MA) to chronological age (CA) multiplied by 100 (thus, IQ=MA/CA x 100). On contemporary intelligence tests, the average performance for a given age is assigned a score of 100. |
|
|
Term
|
Definition
| A test designed to predict a person's future performance. |
|
|
Term
|
Definition
| A test designed to assess what a person has learned. |
|
|
Term
| Wechsler Adult Intelligence Scale (WAIS) |
|
Definition
| The most widely used intelligence test; contains verbal and performance (nonverbal) subtests. |
|
|
Term
|
Definition
| Defining meaningful scores by comparison with the performance of a pretested standardization group. |
|
|
Term
|
Definition
| 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. |
|
|
Term
|
Definition
| 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 reliability. |
|
|
Term
|
Definition
| The extent to which a test measures or predicts what it is supposed to. |
|
|
Term
|
Definition
| The extent to which a test samples the behavior that is of interest. |
|
|
Term
|
Definition
| The behavior that a test is designed to predict; thus, the measure used in defining whether the test has predictive validity. |
|
|
Term
|
Definition
| 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 (also called criterion-related validity). |
|
|
Term
|
Definition
| A condition of limited mental ability, indicated by an IQ of 70 or below and difficulty in adapting to the demands of life; varies from mild to profound. |
|
|
Term
|
Definition
| A condition of retardation and associated physical disorders caused by an extra chromosome in one's genetic makeup. |
|
|
Term
|
Definition
| A self-confirming concern that one will be evaluated based on a negative stereotype. |
|
|
