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| 6191589058 | reification | viewing an abstract immaterial concept as if it were a concrete thing |  | 0 |
| 6191589059 | intelligence | mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations |  | 1 |
| 6191589060 | Charles Spearman | used and developed factor analysis (identifies clusters of related items) |  | 2 |
| 6191589061 | general intelligence (g) | underlies specific mental abilities and is therefore measured by every task on an intelligence test |  | 3 |
| 6191589062 | L. L Thurstone | opponent to Spearman seven clusters of primary mental abilities |  | 4 |
| 6191589063 | Howard Gardner | also disagreed with Spearman concept of multiple (8) intelligence came up with idea of savants |  | 5 |
| 6191589064 | savants | condition where a person has limited mental ability but is exceptional in one area |  | 6 |
| 6191589065 | Gardeners Multiple Intelligences | visual/spatial verbal/linguistic musical/rhythmic logical/mathematical bodily/kinesthetic interpersonal interpersonal natural | | 7 |
| 6191589066 | grit | passion and perseverance in the pursuit of long-term goals |  | 8 |
| 6191589067 | analytic intelligence | (academic-problem-solving) traditional intelligence traits |  | 9 |
| 6191589068 | creative intelligence | reacting adaptively to novel situations and generating novel ideas |  | 10 |
| 6191589069 | practical intelligence | required for everyday tasks where multiple solutions exist |  | 11 |
| 6191589070 | emotional (social) intelligence | perceiving emotions understanding emotions managing emotions using emotions |  | 12 |
| 6191589071 | delayed gratification (self-discipline) | is the key to long term success (according to the Stanford Marshmallow Experiment) |  | 13 |
| 6191589074 | Alfred Binet | helped label kid's mental ages to help predict future performance |  | 14 |
| 6191589075 | mental age | the chronological age that most typically corresponds to a given level of performance |  | 15 |
| 6191589076 | Lewis Terman | Stanford-Binet Test widely used American revision (by Terman at Stanford University) of Binet's original intelligence test |  | 16 |
| 6191589077 | IQ score | (Mental Age/Chronological Age) x 100 | 17 | |
| 6191589078 | Wechsler Adult Intelligence Scale (WAIS) | most widely used intelligence test; contains verbal and performance (nonverbal) subtests |  | 18 |
| 6191589079 | performance subtest | spatial relations, perceptual skills, and speed of thinking | | 19 |
| 6191589080 | verbal subtest | language based and abstract cognitive skills | | 20 |
| 6191589081 | Wechsler Intelligence Scale for Children (WISC) | similar to WAIS 6-16 year olds | | 21 |
| 6191589082 | what IQ measures | a person's cognitive ability compared to population at large mental speed and span of your working memory |  | 22 |
| 6191589083 | achievement test | a test designed to asses what a person has learned |  | 23 |
| 6191589084 | aptitude test | a test designed to predict a person's future performance, aptitude is the capacity to learn |  | 24 |
| 6191589085 | standardiation | defining uniform testing procedures and meaningful scores by comparison with the performance of a pretested group (Representative sample) form a normal distribution or bell curve |  | 25 |
| 6191589086 | normal curve (normal distribution) | symmetrical, bell shaped curve that describes the distribution of many types of data most scores fall near the mean | | 26 |
| 6191589087 | 68% | Amount of people with IQs between 85 and 115 (one SD of the mean) |  | 27 |
| 6191624369 | 95% | Amount of people with IQs between 70 and 130 (two SD of the mean) | 28 | |
| 6191589088 | The Flynn Effect | intelligence scores have risen throughout the last 100 years or so (due to environment) |  | 29 |
| 6191589089 | reliability | when it yields consistant results | 30 | |
| 6191589090 | split- half reliability | dividing the test into two equal halves and assessing how consistent the scores are | 31 | |
| 6191589091 | alternate-forms reliability | using different varieties of the test to measure consistency between them | 32 | |
| 6191589092 | test-retest reliability | using the same test on two occasions to measure consitency | 33 | |
| 6191589093 | validity | the extent to which a test measures what it is supposed to meaure | 34 | |
| 6191589094 | content validity | extent to which a test accurately measure the subject intended to measure (entirety, breadth, etc.) | 35 | |
| 6191589095 | predictive validity | the extent to which test score forecasts future behaviors or results |  | 36 |
| 6191589096 | criterion validity | scores on a particular test are positively correlated with scores on another existing and well established test (criterion) of the same skill, trait, ability | 37 | |
| 6191589097 | cohort | a group of people from a given time period (longitudinal study) |  | 38 |
| 6191589098 | crystallized intelligence | our accumulated knowledges reflected in vocabulary and analogies tests increases with age |  | 39 |
| 6191589099 | fluid intelligence | our ability to reason speedily and abstractly, as when solving novel logic problems decreases with age | | 40 |
| 6191589100 | intellectual disability | limited mental ability intelligence score of 70 or below formerly referred to as mental retardation |  | 41 |
| 6191589101 | down syndrome | mild to severe intellectual disability and associated physical disorders extra copy of chromosome 21 |  | 42 |
| 6191589102 | High Intelligence | typically 130 IQ and above gifted education programs | | 43 |
| 6191589103 | z-score | tells us whether a particular score is equal to the mean. below the mean or above the mean, by how many standard deviations |  | 44 |
| 6191589104 | percentile rank | percentage of scores that fall below a given score |  | 45 |
| 6191589105 | heritability | proportion of variation among individuals that we can attribute to genes |  | 46 |
| 6191589106 | stereotype threat | a self-confirming concern that one will be evaluated based on a negative stereotype |  | 47 |
| 6191665237 | Sternberg | Came up with the theory of Three Intelligences (analytical, creative, & practical) | 48 |
