Chapter 11: Intelligence



[pic] Chapter 11

INTELLIGENCE



Cadet____________________

PART 1: Print the following Chapter 11 terms. Provide an example where indicated.

1. intelligence test:________________________________________________________________________________

2. intelligence:___________________________________________________________________________________

3. general intelligence (g):__________________________________________________________________________

4. factor analysis:_________________________________________________________________________________

5. savant syndrome: ______________________________________________________________________________

Name 2 savants that we’ve discussed:__________________________ _________________________

6. creativity:_____________________________________________________________________________________

7. emotional intelligence:___________________________________________________________________________

8. mental age:___________________________________________________________________________________

9. Stanford-Binet:________________________________________________________________________________

10. intelligence quotient (IQ):________________________________________________________________________

_______________________________________________________________________________________________

11. achievement tests:_____________________________________________________________________________

Name 2 examples of achievement tests:__________________________ ________________________

12. aptitude tests:_________________________________________________________________________________

Name 2 examples of aptitude tests:__________________________ ________________________

13. Wechsler Adult Intelligence Scale (WAIS): __________________________________________________________

_______________________________________________________________________________________________

14. standardization: ______________________________________________________________________________

15. test reliability:_________________________________________________________________________________

16. test validity:___________________________________________________________________________________

17. content validity:________________________________________________________________________________

18. predictive validity:______________________________________________________________________________

19. mental retardation:_____________________________________________________________________________

20. Down syndrome:______________________________________________________________________________

21. stereotype threat:______________________________________________________________________________

PART 2: Complete the following sentences.

22. Psychologists (do / do not ) agree on a definition of intelligence.

23. A critical part of social intelligence is ________________________ __________________________- the ability to

______________________, ____________________, _________________________, and _________________ emotions.

24. A test that measures overall emotional intelligence also measures its components: the ability to __________________ emotions in faces, the ability to _____________________ them and how they change and blend, the ability to ______________________ them correctly in varied situations, and the ability to use them to enable ___________________ or creative thinking.

25. Some scholars believe that the concept of _________________________ intelligence stretches the idea of multiple intelligences too far.

26. The ability to produce ideas that are both novel and valuable is called ______________________. The relationship between intelligence and creativity holds only up to a certain point-an intelligence score of about _______________________.

27. Standard intelligence tests, which demand single correct answers to questions, measure ____________________ thinking. Tests that allow multiple possible answers to problems measure ____________________ thinking.

28. Name & describe five components of creativity other than intelligence.

___________________________________________________________________________________________

___________________________________________________________________________________________ ___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

29. Earlier studies (did/ did not ) reveal a clear-cut correlation between head size (relative to body size) and intelligence score.

30. Autopsies reveal that the brains of highly educated people have more __________________________than do those of people with less education. Other evidence suggests that highly intelligent people differ in their neural _____________________. Higher intelligence scores have also been linked with more _____________________ ___________________ in brain areas known to be involved in _________________________, _________________________, and ________________________.

31. A study of Einstein's brain revealed that it was 15% larger in the lower _____________________ lobe-known to be an important neural center for processing ______________________ and _______________________.

32. The French psychologist who devised a test to predict the success of children in school was ___________________ . Predictions were made by comparing children's chronological ages with their _____________________ages, which were determined by the test.

33. Give the original formula for computing lQ … do not use abbreviations, write it out. _____________________________________________________________________________________________

33a. Compute the following: mental age = 12 actual age = 9 IQ = ________

34. When given intelligence tests in the early 1900s, immigrants arriving in the United States often scored (above/ below) average. This is because the tests were based on a particular ____________________ background.

35. Tests designed to predict your ability to learn something new are called ______________________ tests. Tests designed to measure what you already have learned are called __________________________ tests.

36. The most widely used intelligence test is the ____________________ __________________ ___________________ ___________________ consisting of 11sub tests, it provides not only a general intelligence score but also separate scores for ____________________ _______________________, ____________________ ___________________, and ____________________ __________________.

37. One requirement of a good test is the process of defining meaningful scores relative to a pretested comparison group, which is called ______________________________.

38. When scores on a test are compiled, they result in a bell-shaped pattern, or ____________ ____________ distribution.

39. During the 1960s and 70s, college entrance aptitude scores showed a steady (increase/ decline). At the same time, intelligence test performance (improved/ decreased). This phenomenon is called the _____________ ____________.

40. Although the actual cause of this effect is unknown, one explanation is that it is due to improved _______________________.

41. If a test yields consistent results, it’s said to be _________________________.

42. When a test is administered more than once to the same people, the psychologist is determining its ____________________- __________________________ reliability.

43. When a person’s scores for the odd and even numbered questions on a test are compared, ________________________- ______________________ reliability is being assessed.

44. The degree to which a test measures or predicts what it is supposed to is referred to as the test’s ______________________.

45. The degree to which a test measures the behavior it was designed to measure is referred to as the test’s _______________________________.

46. Some studies have found that 2-7 month old infants who quickly become bored when looking at a picture score

(higher/ lower) on tests of brain speed and intelligence up to 11 years later.

47. Individuals whose intelligence scores fall below 70 and who have difficulty adapting to life may be labeled _______________ _____________________. This label applies to approximately ______% of the population.

48. The current view is that children with mild retardation should be integrated, or __________________________ , into regular classrooms.

49. The position that both heredity and environment exert some influence on intelligence is (controversial, generally accepted) among psychologists.

50. The intelligence scores of identical twins reared together are (more/no more) similar than those of fraternal twins. Brain scans also reveal that identical twins have similar volume to their brain's _________________ _______________ , and those areas associated with __________________________ and __________________________ intelligence.

51. By inserting an extra gene that engineers a neural receptor involved in ________________________ into

fertilized mouse eggs, researchers have created smarter mice.

52. The intelligence test scores of fraternal twins are (more alike/ no more alike) than the intelligence test scores of other siblings. This provides evidence of a(n) (genetic/ environmental) effect because fraternal twins, being the same

________________________, are treated more alike.

53. Studies of adopted children and their adoptive and biological families demonstrate that with age, genetic influences on intelligence become (more/ less) apparent. Thus, children's intelligence scores are more like those of their

(biological, adoptive) parents than their (biological, adoptive) parents.

54. The amount of variation in a trait within a group that is attributed to genetic factors is called its ______________________ . For intelligence, this has been estimated at _____%.

55. If we know a trait has perfect heritability, this knowledge (does/ does not) enable us to rule out environmental factors in explaining differences between groups.

56. Studies indicate that neglected children (do/ do not) show signs of recovery in intelligence and behavior when placed in more nurturing environments. Although normal brain development can be retarded by ____________________________,

_________________________ deprivation, and _____________________________ __________________________, there is no sure environment that will produce a “super-baby”.

57. High-quality programs for disadvantaged children, such as the government-funded _________________ ________________

Program, increase children's school readiness; that is, they increase their ________________________toward learning.

58. Although Asian students on the average score (higher/lower) than North American students on math tests, this difference may be due to the fact that ______________________________________________________________

____________________________________________________________________________________________

59. Girls tend to outscore boys on ______________________ tests and are more _____________________ fluent.

60. Working from an _______________________________perspective, some theorists speculate that these gender differences in spatial manipulation helped our ancestors survive.

61. Most psychologists agree that, in terms of predictive validity, the major aptitude tests (are/ are not) racially

biased.

62. When women and members of ethnic minorities are led to expect that they won't do well on a test, a __________________________ ________________________may result, and their scores may actually be lower.

PART 3

Ch. 11 PsychSim: GET SMART

pages/mkrogerdiamond/2009

This activity will explore the concept of intelligence and some of the methods of measuring intelligence.

Intelligence and Adaptability

63. What does it mean to say that intelligence is a social construct?

64. What do two children from dramatically different cultures (a boy working on an arrow and a girl working on a computer) have in common?

Verbal vs. Nonverbal Abilities

65. Describe one verbal and one performance subtest of the WAIS.

Multiple Intelligences

66. Name and describe four of Gardner’s eight “intelligences.”

67. Match Sternberg’s three “intelligences” with their descriptors:

_____ Analytic A. Problem-solving in everyday tasks

_____ Practical B. Problem-solving in novel tasks

_____ Creative C. Problem-solving in structured, well-defined tasks

Emotional Intelligence

68. Define “emotional intelligence.”

Match each term with its definition or description.

69.________mental ability score

70._________g

PART 4

71.________eugenics

72.________savant syndrome

73.________factor analysis

74.________aptitude test

75.________achievement test

76.________Stanford-Binet

77.________criterion

78.________content validity

79.________reliability

80.________predictive validity

PART 5

81.________Down Syndrome

82.________Gardner

83.________Binet

84.________Flynn Effect

85.________WAIS

86.________Terman

87.________WISC

88.________Sternberg

89.________g

90.________stereotype threat

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PART 4

a. a test designed to predict a person's ability to learn something new

b. a test designed to measure current knowledge

c. the consistency with which a test measures performance

d. the degree to which a test measures what it is designed to measure

e. Terman's revision of Binet's original intelligence test

f. the behavior that a test is designed to predict

g. an underlying, general intelligence factor

h. a person's score on an intelligence test based on performance relative to the average performance of people the same age

i. a very low intelligence score accompanied by one extraordinary skill

j. a program for the selective breeding of the most intelligent individuals

k. a statistical technique that identifies related items on a test

l. extent to which a test predicts the behavior it’s designed to predict

PART 5

a. most widely used adult intelligence test

b. theorist who distinguished among three intelligences

c. a general factor that underlies each of the more specific mental abilities identified by factor analysis

d. psychologist who revised Binet’s original intelligence test.

e. theorist who proposed a large number of distinct types of intelligence.

f. a person’s concern that he/she will be evaluated on a negative stereotype

g. a condition of limited mental ability caused by an extra chromosome

h. phenomenon of rising intelligence-test performance

i. most widely used intelligence test for children

j. psychologist who initiated the modern intelligence-testing movement

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