Intro to Psychology (PSYC101): Module 27: Intelligence and Its Assessment

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

underlies all mental abilities and is therefore measured by every task
on an intelligence test.

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 method for assessing an individual’s mental aptitudes and comparing them with those of others, using
numerical scores.

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.

a measure of intelligence test performance devised by Binet; the level of performance typically associated
with children of a certain chronological age. Thus, a child who does as well as an 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.

IQ =

Mental age(ma)/ Chronological age (ca) × 100

the WAIS and its companion versions for children are the most widely used intelligence tests; they contain
verbal and performance (nonverbal) subtests.

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

the bell-shaped curve that describes the distribution of many physical and psychological attributes. Most
scores fall near the average, and fewer and fewer scores lie 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 alternative forms of the test, or on retesting.

the extent to which a test measures or predicts what it is supposed to.

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.)

a condition of limited mental ability, indicated by an intelligence test score of 70 or below and difficulty
adapting to the demands of life.

a group of people sharing a common characteristic, such as being from a given time period.

research that compares people of different ages at the same point in time.

research that follows and retests the same people over time.

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

our ability to reason speedily and abstractly; tends to decrease with age, especially during late adulthood.

identified eight relatively independent intelligences,
including the verbal and mathematical aptitudes assessed by standardized tests. Has also
proposed a ninth possible intelligence—existential intelligence—the ability
“to ponder large questions about life, death, existence.”

Proposed the triarchic theory of intelligence: 1. analytical intelligence, 2. creative intelligence, 3. practical intelligence

Believed we have one general intelligence that is at the heart of all our intelligent behavior. People often have special, outstanding abilities. Those who scored high in one area would score high in other areas.

Assumed that all
children follow the same course of intellectual development but that some
develop more rapidly. Goal was to measure mental age. Created a test that predicted how well French children would handle schoolwork in hopes of improving education.

extended the upper end of Binet's test’s range from age 12 to
“superior adults.” He also gave his revision the name today’s version retains—
the Stanford-Binet.