Intelligence

mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations.

a general intelligence factor that, according to Spearman and others, underlies specific mental abilities and is therefore measured by every task on an intelligence test.

a statistical procedure that identifies clusters of related items (called factors) on a test; used to identify different dimensions of performance that underlie a person's total score.

a condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing.

the ability to perceive, understand, manage, and use emotions.

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.

the widely used American revision (by Terman at Stanford University) of Binet's original intelligence test.

defined originally as the ratio of mental age (ma) to chronological age (ca) multiplied by 100 (thus, IQ = ma/ca × 100). On contemporary intelligence tests, the average performance for a given age is assigned a score of 100, with scores assigned to relative performance above or below average.

a test designed to assess what a person has learned.

a test designed to predict a person's future performance; aptitude is the capacity to learn.

the WAIS is the most widely used intelligence test; contains verbal and performance (nonverbal) subtests.

defining uniform testing procedures and meaningful scores by comparison with the performance of a pretested group.

a symmetrical, bell-shaped curve that describes the distribution of many types of data; most scores fall near the mean (about 68 percent fall within one standard deviation of it) and fewer and fewer near the extremes.

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.

the extent to which a test measures or predicts what it is supposed to. (See also content validity and predictive validity.)

the extent to which a test samples the behavior that is of interest.

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.)

our accumulated knowledge and verbal skills; tends to increase with age.

our ability to reason speedily and abstractly; tends to decrease during late adulthood.

the proportion of variation among individuals that we can attribute to genes. The heritability of a trait may vary, depending on the range of populations and environments studied.

a self-confirming concern that one will be evaluated based on a negative stereotype.

A measure of reliability in which a test is split into two parts and an individual's scores on both halves are compared.

ability to use, apply, implement, and put ideas into practice

a method for determining the reliability of a test by comparing a test taker's scores on the same test taken on separate occasions

The rise in average IQ scores that has occurred over the decades in many nations - access to info, better health, frequency of testing. Test must be re-normed annually.

our abilities are best classified into eight independent intelligences, which include a broad range of skills beyond traditional school smarts

our intelligence may be broken down into seven factors: word fluency, verbal comprehension, spatial ability, perceptual speed, numerical ability, inductive reasoning, and memory

our intelligence is best classified into three areas that predict real-world success: analytical, creative, and practical

General intelligence: if skilled in one area, skilled in others as well. Idea that skills cluster

in psychology, grit is passion and perseverance in the pursuit of long-term goals