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Unformatted text preview: Study Guide Exam 3 Understanding Psychology Chapter 10: Intelligence, aptitude & achievement tests o Intelligence- the ability to acquire knowledge to think and reason effectively, and to deal adaptively with the environment IQ test o Aptitude Test- containing novel puzzle-like problems that presumably go beyond prior learning and are thought to measure the applicants potential for future learning and performance SAT GRE o Achievement Test- designed to find out how much they have learned so far in their lives ACT History of IQ tests o Alfred Binet First IQ test (1905) Concept of mental age o Lewis Terman Continued Binets work Intelligence quotient IQ = (Mental age/chronological age) x 100 Stanford-Binet Scale o Wechsler Less emphasis on verbal ability Scores based on normal distribution IQ tests used for o Predicting ability to do well in school o Assessing for developmental delay (mental retardation) IQ < 70 AND difficulty adapting to everyday life o Assessing for giftedness IQ > 130 OR superior talent o Assessing for learning disabilities Achievement 1 standard deviation below IQ NOT developmentally delayed g factor- general intelligence Cattell o Crystallized Intelligence- (g c ) the ability to apply previously acquired knowledge to current problems; apply what already know o Fluid Intelligence- (g f ) he ability to deal with novel problem-solving situations for which personal experience does not provide a solution Sternberg o Analytical Intelligence- academic problem-solving, need for IQ o Practical Intelligence- knowledge to survive (i.e., read street signs) o Creative Intelligence- work and create novel ideas Gardeners Multiple Intelligences o Logical-mathematical o Linguistic- language o Musical o Spatial- visual (i.e., artists) o Bodily-kinesthetic- athletes o Interpersonal- social skills o Intrapersonal- know oneself o Naturalist- nature, biology o Exostential- meaning of life (i.e., philosophical) Standization & standardization group o Standardization- given the same way every time Development of norms Norms- test scores derived from a large sample that represents particular age segments of the population Rigorously controlled testing procedure Reliability/test-retest and interjudge reliability o Reliability- consistency of measurement o Test-retest Reliability- is accessed by administering the measure to the same group of participants on 2 (or more) separate occasions and correlating the 2 (or more) sets of scores o Interjudge Reliability- consistency of measurement when different people observe the same event or score the same test Validity- how well a test actually measures what it is designed to measure o Content Validity- whether the items on a test measure all the knowledge or skills that are assumed to underlie the construct of interest o Construct Validity- exists when a test successfully measures the psychological construct it is designed to...
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This note was uploaded on 04/20/2008 for the course PSYC 101 taught by Professor Little during the Spring '08 term at Wittenberg.
- Spring '08