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| 54247234 | bias | the tendency for test scores to exaggerate a difference between a groups to or to report a nonexsistent difference. | |
| 54247235 | construct validity | the correspondence of a test's measurements to a theoretical construct | |
| 54247236 | content validity | the similarity between the items in the test and the information that the test is designed to measure | |
| 54247237 | crystallized intelligence | acquired skills and knowledge and the application of that knowledge to the specific content of the person's experience. | |
| 54247238 | fluid intelligence | the basic power of reasoning and using information, including the ability to perceive relationships, sole unfamiliar problems, and gain new tiypes of knowledge. | |
| 54247239 | Flynn Effect | the tendency for people's performance on IQ tests to improve from one decade or generation to the next. | |
| 54247240 | g factor | Spearman's "general" factor which all IQ tests and all parts of an IQ test are believed to have in common. | |
| 54247241 | intelligence quotient | a measure of an individual's probable performance in school and similar settings | |
| 54247242 | Multiple intelligences | Gardner's theory that intelligence is composed of numerous unrelated forms of intelligence behavior. | |
| 54247243 | norms | a description of the frequencies of occurrence of particular scores | |
| 54247244 | predictive validity | the ability of a test's scores to predict some-real world performances | |
| 54247245 | Progressive Matrices | an IQ test that attempts to measure abstract reasoning without the use of language or recall of facts | |
| 54247246 | psychometric approach | the measurement on an individuals differences in abilities and behaviors | |
| 54247247 | reliability | the repeatability of a test's scores | |
| 54247248 | "s" factor | a "specific" factor that is more important for performance on some portions of an intelligence test than it is for others. | |
| 54247249 | standardization | the process of establishing rules for administering a test and for interpreting scores. | |
| 54247250 | Stanford-Binet IQ test | a test of intelligence; the first important IQ test in the English language. | |
| 54247251 | stereotype threat | people's perceived risk they they might do something that support an unfavorable stereotype about their group. | |
| 54247252 | test-retest reliability | the correlation between scores on the first test and on the retest. | |
| 54247253 | Triarchic theory of intelligence | Sternberg's theory that intelligence has three aspects: the cognitive processes that occur within the individual, the situations that require intelligence, and how intelligence relates to the external world. | |
| 54247254 | Utility | the usefulness of a test for practical purposes | |
| 54247255 | validity | the determination of how well a test measures what it claims to measure | |
| 54247256 | Weshsler-Intelligence Scale for Children-Fourth Edition (WISC-IV) | an IQ test commonly used for children | |
| 57383886 | Binet and Simon | The first IQ test was designed by ____ and ____. | |
| 57383887 | 100 | The average score at each age on an IQ test such as the stanford Binet is | |
| 57383888 | Raven's Progressive Matrices | This test represents one attempt to construct a culture-reduced IQ test. | |
| 57383889 | general | When Spearman described the "g" factor in intelligence, what did "g" stand for ? | |
| 57383890 | practical | Sternburg's has developed a newer distinction among types of intelligence: analytical, creative, and _________. | |
| 57383891 | Fluid and crystalized | What are the two major comonents the "g"factor according to Cattell? | |
| 57383892 | norms | If a test has not been standardized, then we do not know the _____. | |
| 57383893 | mentally retarded | Someone who scores more than two standard deviations below he mean of an IQ test would be classified as_______ ________. | |
| 57383894 | gifted | Someone who scores more than two standard deviations above the mean of an IQ test would be classified as________. | |
| 57383895 | predictive | Measuring the correlation between performance on a test and performance in school wold be a way to determine the _______ validity of an IQ test. | |
| 57383896 | correlation coefficients | Both reliability & validity are measured by ________ _________. | |
| 57383897 | utility | Certain critics of the SAT have argued that the test does not improve predictions of college performance enough to be worth the time, the cost,nad the anxiety. They believe the test is low in _______ | |
| 57383898 | Francis Galton | The British scholar who was the first to argue that a tendency toward high intelligence is hereditary was ______ ________. | |
| 57383899 | stereotype threat | You belong to a social group, and you know that many people on campus believe your group does poorly in psychology classes. As you begin to take your psychology exam, you are concerned that if you do poorly on the test, you will unintentionally support this negative belief about your social group. This situation illustrates the concept of _______ ________. | |
| 57383900 | Bell Curve | This book was controversial because it implied(without directly stating) that gentic influences help explain ethnic differences in IQ scores. | |
| 57383901 | Fluid | A new worker at Consolidated Generic products cannot perform amy of the company's traditional tasks as well as more experienced workers can. However, when the company teaches all the workers a new skill, this new worker learns it faster than older workers. This new worker has a high degree in ____ intelligence. | |
| 57383902 | Crystallized | Workers at the State Department of Transporatation can quickly and accurately calculate the distance between any two cities in the state. those same workers are rather slow to learn a new concept of geometry. Apparently they have a high degree of ______ intelligence. | |
| 57383903 | reliability | Suppose people take a given IQ test twice. Those who got the highest scores the first time get scores much closer to the class average the second time. The test must have low_____ | |
| 57383904 | reliability. | People who do well on the test one day are likely to do well again if the test has high______. | |
| 57386871 | intensive | Intervention programs for children taken from extremely impoverished environments have shown that only _____ programs can lead to significant, lasting benefits. | |
| 57386872 | school | The only reason IQ tests were developed was to predict _____ performance. | |
| 57386873 | unlimited | How long are people given when taking the current version of the Stanford-Binet? | |
| 57386874 | Weschler's | One advantage of this test is that it provides seperate scores representing a number of seperate abilities. | |
| 57386875 | crystallized | According to Cattell, if we examine the inteligence of a person at age 20 and then again at age 50, we will most likely find that they have more ________ intelligence. | |
| 57386876 | .96 | The reliability values for the WISC-IV, Stanford-Binet are approximately ___. |
