Intelligence

the ability to learn from experience, solve problems, and use knowledge to adapt to new situations

Spearman - underlies all mental abilities and is measured by every task on an intelligence test

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

7 clusters of primary mental abilities (word fluency, verbal comprehension, spatial ability, perceptual speed, numerical ability, inductive reasoning, memory); scoring well in one generally scored well in others

8 relatively independent intelligences (linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, intrapersonal, interpersonal, naturalist, existential - possible 9th)

person otherwise limited in mental capacity has exceptional specific skill

analytical, creative, practical

academic problem-solving - intelligence tests; well-defined problems have a single right answer

innovate smarts; the ability to adapt to new situations and generate novel ideas

every day tasks; may be poorly defined and have multiple solutions

combination of talent and grit

passion and perseverance in pursuit of long-term goals

Thorndike - understanding social situations and managing ourselves successfully

Thorndike - the ability to perceive, understand, manage, and use emotions

recognize emotions and identify your own emotions

predict emotions and how they may change

know how to express emotions and help others manage their emotions

facilitate adaptive/creative thinking

self-awareness

self-regulation

empathy/social awareness

relationship management

assesses individual’s mental aptitudes and compares them with those of others, using numerical scores

designed to assess what a person has learned

designed to predict person’s future performance

capacity to learn

tried to measure “natural ability” and see if those with high ability would mate with one another - assessed “intellectual strengths” but no correlation; showed that individual scientists are affected by their own assumptions and attitudes

designed fair tests to minimize bias in education - made no assumptions about the cause and leaned toward an environmental explanation

level of performance typically associated with children of a certain chronological age

tried Binet’s test and expanded it (Stanford-Binet)

widely used American revision of Binet’s original test

proposed the idea of the intelligence quotient (IQ)

originally the ratio of mental age to chronological age multiplied by 100; now assign a score that represents an individual’s performance relative to average performance

most widely used intelligence test - verbal and performance (nonverbal) subtests

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

bell-shaped curve that describes the distribution of certain attributes

intelligence test performance has improved over the years

the extent to which a test yields consistent results

agreement of odd-question scores and even-question scores

retest people with the same test to ensure reliability

the extent to which a test samples the behavior of interest (criterion)

how well a test measures the information it is intended to measure

how well a test measures a concept

how well a test correlates with an established outside measure

the success with which a test predicts the behavior it is designed to predict - assessed by computing correlation between test scores and criterion behavior

compares people of different ages at the same point in time

follows and retests the same people over time

a group of people with a common characteristic

accumulated knowledge and verbal skills - tends to increase with age

ability to reason speedily and abstractly - tends to decrease with age

condition of limited mental ability - intelligence scores of 70 or below and difficulty adapting to the demands of life

mild to severe intellectual disability and associated physical disorders - caused by an extra copy of chromosome 21

the proportion of variation among individuals in a group that can be attributed to genes

involving many genes

believing intelligence is changeable fosters a growth mindset

mental attitude or attitude towards your mentality/capabilities

believes that intelligence can be changed

believes that one has a certain amount of intelligence that can’t be changed

biology affects gender differences in life priorities, in risk-taking, and in math reasoning and spatial abilities

genetically disposed racial differences, socially influenced racial differences, tests are inappropriate/biased

whether a test predicts future behavior only for some groups of test-takers (detects not only innate differences in intelligence but also performance differences caused by cultural experiences)

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

tests with items that have been piloted on a population similar to those who are meant to take the test and whose achievement norms have been established