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Provide an example where indicated. 1. intelligence test:________________________________________________________________________________ 2. intelligence:___________________________________________________________________________________ 3. general intelligence (g):__________________________________________________________________________ 4. factor analysis:_________________________________________________________________________________ 5. savant syndrome: ______________________________________________________________________________ Name 2 savants that weve discussed:__________________________ _________________________ 6. creativity:_____________________________________________________________________________________ 7. emotional intelligence:___________________________________________________________________________ 8. mental age:___________________________________________________________________________________ 9. Stanford-Binet:________________________________________________________________________________ 10. intelligence quotient (IQ):________________________________________________________________________ _______________________________________________________________________________________________ 11. achievement tests:_____________________________________________________________________________ Name 2 examples of achievement tests:__________________________ ________________________ 12. aptitude tests:_________________________________________________________________________________ Name 2 examples of aptitude tests:__________________________ ________________________ 13. Wechsler Adult Intelligence Scale (WAIS): __________________________________________________________ _______________________________________________________________________________________________ 14. standardization: ______________________________________________________________________________ 15. test reliability:_________________________________________________________________________________ 16. test validity:___________________________________________________________________________________ 17. content validity:________________________________________________________________________________ 18. predictive validity:______________________________________________________________________________ 19. mental retardation:_____________________________________________________________________________ 20. Down syndrome:______________________________________________________________________________ 21. stereotype threat:______________________________________________________________________________ PART 2: Complete the following sentences. 22. Psychologists (do / do not ) agree on a definition of intelligence. 23. A critical part of social intelligence is ________________________ __________________________- the ability to ______________________, ____________________, _________________________, and _________________ emotions. 24. A test that measures overall emotional intelligence also measures its components: the ability to __________________ emotions in faces, the ability to _____________________ them and how they change and blend, the ability to ______________________ them correctly in varied situations, and the ability to use them to enable ___________________ or creative thinking. 25. Some scholars believe that the concept of _________________________ intelligence stretches the idea of multiple intelligences too far. 26. The ability to produce ideas that are both novel and valuable is called ______________________. The relationship between intelligence and creativity holds only up to a certain point-an intelligence score of about _______________________. 27. Standard intelligence tests, which demand single correct answers to questions, measure ____________________ thinking. Tests that allow multiple possible answers to problems measure ____________________ thinking. 28. Name & describe five components of creativity other than intelligence. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ 29. Earlier studies (did/ did not ) reveal a clear-cut correlation between head size (relative to body size) and intelligence score. 30. Autopsies reveal that the brains of highly educated people have more __________________________than do those of people with less education. Other evidence suggests that highly intelligent people differ in their neural _____________________. Higher intelligence scores have also been linked with more _____________________ ___________________ in brain areas known to be involved in _________________________, _________________________, and ________________________. 31. A study of Einstein's brain revealed that it was 15% larger in the lower _____________________ lobe-known to be an important neural center for processing ______________________ and _______________________. 32. The French psychologist who devised a test to predict the success of children in school was ___________________ . Predictions were made by comparing children's chronological ages with their _____________________ages, which were determined by the test. 33. Give the original formula for computing lQ do not use abbreviations, write it out. _____________________________________________________________________________________________ 33a. Compute the following: mental age = 12 actual age = 9 IQ = ________ 34. When given intelligence tests in the early 1900s, immigrants arriving in the United States often scored (above/ below) average. This is because the tests were based on a particular ____________________ background. 35. Tests designed to predict your ability to learn something new are called ______________________ tests. Tests designed to measure what you already have learned are called __________________________ tests. 36. The most widely used intelligence test is the ____________________ __________________ ___________________ ___________________ consisting of 11sub tests, it provides not only a general intelligence score but also separate scores for ____________________ _______________________, ____________________ ___________________, and ____________________ __________________. 37. One requirement of a good test is the process of defining meaningful scores relative to a pretested comparison group, which is called ______________________________. 38. When scores on a test are compiled, they result in a bell-shaped pattern, or ____________ ____________ distribution. 39. During the 1960s and 70s, college entrance aptitude scores showed a steady (increase/ decline). At the same time, intelligence test performance (improved/ decreased). This phenomenon is called the _____________ ____________. 40. Although the actual cause of this effect is unknown, one explanation is that it is due to improved _______________________. 41. If a test yields consistent results, its said to be _________________________. 42. When a test is administered more than once to the same people, the psychologist is determining its ____________________- __________________________ reliability. 43. When a persons scores for the odd and even numbered questions on a test are compared, ________________________- ______________________ reliability is being assessed. 44. The degree to which a test measures or predicts what it is supposed to is referred to as the tests ______________________. 45. The degree to which a test measures the behavior it was designed to measure is referred to as the tests _______________________________. 46. Some studies have found that 2-7 month old infants who quickly become bored when looking at a picture score (higher/ lower) on tests of brain speed and intelligence up to 11 years later. 47. Individuals whose intelligence scores fall below 70 and who have difficulty adapting to life may be labeled _______________ _____________________. This label applies to approximately ______% of the population. 48. The current view is that children with mild retardation should be integrated, or __________________________ , into regular classrooms. 49. The position that both heredity and environment exert some influence on intelligence is (controversial, generally accepted) among psychologists. 50. The intelligence scores of identical twins reared together are (more/no more) similar than those of fraternal twins. Brain scans also reveal that identical twins have similar volume to their brain's _________________ _______________ , and those areas associated with __________________________ and __________________________ intelligence. 51. By inserting an extra gene that engineers a neural receptor involved in ________________________ into fertilized mouse eggs, researchers have created smarter mice. 52. The intelligence test scores of fraternal twins are (more alike/ no more alike) than the intelligence test scores of other siblings. This provides evidence of a(n) (genetic/ environmental) effect because fraternal twins, being the same ________________________, are treated more alike. 53. Studies of adopted children and their adoptive and biological families demonstrate that with age, genetic influences on intelligence become (more/ less) apparent. Thus, children's intelligence scores are more like those of their (biological, adoptive) parents than their (biological, adoptive) parents. 54. The amount of variation in a trait within a group that is attributed to genetic factors is called its ______________________ . For intelligence, this has been estimated at _____%. 55. If we know a trait has perfect heritability, this knowledge (does/ does not) enable us to rule out environmental factors in explaining differences between groups. 56. Studies indicate that neglected children (do/ do not) show signs of recovery in intelligence and behavior when placed in more nurturing environments. Although normal brain development can be retarded by ____________________________, _________________________ deprivation, and _____________________________ __________________________, there is no sure environment that will produce a super-baby. 57. High-quality programs for disadvantaged children, such as the government-funded _________________ ________________ Program, increase children's school readiness; that is, they increase their ________________________toward learning. 58. Although Asian students on the average score (higher/lower) than North American students on math tests, this difference may be due to the fact that ______________________________________________________________ ____________________________________________________________________________________________ 59. Girls tend to outscore boys on ______________________ tests and are more _____________________ fluent. 60. Working from an _______________________________perspective, some theorists speculate that these gender differences in spatial manipulation helped our ancestors survive. 61. Most psychologists agree that, in terms of predictive validity, the major aptitude tests (are/ are not) racially biased. 62. When women and members of ethnic minorities are led to expect that they won't do well on a test, a __________________________ ________________________may result, and their scores may actually be lower. PART 3 Ch. 11 PsychSim: GET SMART  HYPERLINK "http://www.quia.com/pages/mkrogerdiamond/2009" www.quia.com/pages/mkrogerdiamond/2009  This activity will explore the concept of intelligence and some of the methods of measuring intelligence. Intelligence and Adaptability 63. What does it mean to say that intelligence is a social construct? 64. What do two children from dramatically different cultures (a boy working on an arrow and a girl working on a computer) have in common? Verbal vs. Nonverbal Abilities 65. Describe one verbal and one performance subtest of the WAIS. Multiple Intelligences 66. Name and describe four of Gardners eight intelligences. 67. Match Sternbergs three intelligences with their descriptors: _____ Analytic A. Problem-solving in everyday tasks _____ Practical B. Problem-solving in novel tasks _____ Creative C. Problem-solving in structured, well-defined tasks Emotional Intelligence 68. Define emotional intelligence. Match each term with its definition or description. 69.________mental ability score 70._________g PART 4 71.________eugenics 72.________savant syndrome 73.________factor analysis 74.________aptitude test 75.________achievement test 76.________Stanford-Binet 77.________criterion 78.________content validity 79.________reliability 80.________predictive validity PART 5 81.________Down Syndrome 82.________Gardner 83.________Binet 84.________Flynn Effect 85.________WAIS 86.________Terman 87.________WISC 88.________Sternberg 89.________g 90.________stereotype threat PART 4 a test designed to predict a person's ability to learn something new a test designed to measure current knowledge the consistency with which a test measures performance the degree to which a test measures what it is designed to measure Terman's revision of Binet's original intelligence test f. the behavior that a test is designed to predict an underlying, general intelligence factor a person's score on an intelligence test based on performance relative to the average performance of people the same age a very low intelligence score accompanied by one extraordinary skill a program for the selective breeding of the most intelligent individuals a statistical technique that identifies related items on a test extent to which a test predicts the behavior its designed to predict PART 5 a. most widely used adult intelligence test b. theorist who distinguished among three intelligences c. a general factor that underlies each of the more specific mental abilities identified by factor analysis d. psychologist who revised Binets original intelligence test. e. theorist who proposed a large number of distinct types of intelligence. f. a persons concern that he/she will be evaluated on a negative stereotype g. a condition of limited mental ability caused by an extra chromosome h. phenomenon of rising intelligence-test performance i. most widely used intelligence test for children j. psychologist who initiated the modern intelligence-testing movement =>IJ͘iR4i;jhQkh1B*CJOJQJU\^JaJph,hQkhQkB*CJOJQJ\^JaJph5jhQkhQkB*CJOJQJU\^JaJph&hQkB*CJOJQJ\^JaJph&hQkB*CJ8OJQJ\^JaJ8ph@jhQkhQkB*CJ8OJQJU\^JaJ8mHnHphu,hQkhQkB*CJ8OJQJ\^JaJ8ph5jhQkhQkB*CJ8OJQJU\^JaJ8ph +>+ _ ) V    dxgd_   dhgd_ $xa$gdQkxgdu5=^C * м|`G3|'h_B*CJOJQJRHl^JaJph'hB*CJOJQJRHl^JaJph0h56>*B*CJOJQJRHl^JaJph6hh56>*B*CJOJQJRHl^JaJph'hQkB*CJOJQJRHl^JaJph/hQkhQk5B*CJOJQJ\^JaJph&hQkB*CJOJQJ\^JaJph&hB*CJOJQJ\^JaJph5jhQkhQkB*CJOJQJU\^JaJph'hQkhQk0JCJOJQJ\^JaJ * / / R Rv+39mn;=ipq׾׾׾ההההההxbI0hNhN5B*CJOJQJRHl^JaJph*h5B*CJOJQJRHl^JaJph6hh56>*B*CJOJQJRHl^JaJph'h@bB*CJOJQJRHl^JaJph*h_5B*CJOJQJRHl^JaJph0h_h_5B*CJOJQJRHl^JaJph'h_B*CJOJQJRHl^JaJph'hQkB*CJOJQJRHl^JaJph Kn8l;iS4 dhxgdVxgdV   xgd)   dxgd_ RS*378Yo|j|U@|@j|U@U@U|U@)hPqhBB*CJOJQJ^JaJph)hPqhB*CJOJQJ^JaJph#hjB*CJOJQJ^JaJph#hVB*CJOJQJ^JaJph0h)h@5B*CJOJQJRHl^JaJph0h)h5B*CJOJQJRHl^JaJph-hPqhB*CJOJQJRHl^JaJph'h)B*CJOJQJRHl^JaJph'hjB*CJOJQJRHl^JaJpho  469fw%'(AB!)*uꝉr[r[[-hPqhB*CJOJQJRHi^JaJph-hPqhBB*CJOJQJRHi^JaJph'hVB*CJOJQJRHi^JaJph'hjB*CJOJQJRHi^JaJph#hjB*CJOJQJ^JaJph)hPqhBB*CJOJQJ^JaJph#hVB*CJOJQJ^JaJph)hPqhB*CJOJQJ^JaJph#u3<=c :Y[eѽu^^^轩-hPqheY8B*CJOJQJRHi^JaJph3hVh5>*B*CJOJQJRHi^JaJph3hVhV5>*B*CJOJQJRHi^JaJph'hVB*CJOJQJRHi^JaJph'hjB*CJOJQJRHi^JaJph-hPqhB*CJOJQJRHi^JaJph-hPqhBB*CJOJQJRHi^JaJph=ZE  !5##^$ [$\$gd1 dhxgd   dhgdV dhxgdVdhgd#z dhxgdPq >x^`>gdPqxgdPq dhxgdPq7=EGJ&'<t "#%VYs緣xxddxxdxxdxPxxx'hVB*CJOJQJRHi^JaJph'hPqB*CJOJQJRHi^JaJph-hPqheY8B*CJOJQJRHi^JaJph'hjB*CJOJQJRHi^JaJph'hNB*CJOJQJRHi^JaJph-hPqhB*CJOJQJRHi^JaJph0hPqhB5B*CJOJQJRHi^JaJph0hPqh5B*CJOJQJRHi^JaJphYclm车{{m\G)hhB*CJOJQJ^JaJph hh#zCJOJQJ^JaJhjCJOJQJ^JaJ'h#zB*CJOJQJRHi^JaJph-h#zhB*CJOJQJRHi^JaJph-h#zh#zB*CJOJQJRHi^JaJph'hjB*CJOJQJRHi^JaJph-hPqheY8B*CJOJQJRHi^JaJph-hPqhB*CJOJQJRHi^JaJph,DSUh   s z { شآش{fO;Of&h|5B*CJOJQJ^JaJph,hh5B*CJOJQJ^JaJph)hhB*CJOJQJ^JaJph)hhNB*CJOJQJ^JaJph#hjB*CJOJQJ^JaJph#hVB*CJOJQJ^JaJph#hB*CJOJQJ^JaJph#h|B*CJOJQJ^JaJph)hh#zB*CJOJQJ^JaJph#hNB*CJOJQJ^JaJph 9!P!i!j!!!!!!!-".">"@"C""""""##4#5#7#:####### $رxرxxxgxرxñ hhCJOJQJ^JaJ#hB*CJOJQJ^JaJph)hh#zB*CJOJQJ^JaJph#hVB*CJOJQJ^JaJph#hjB*CJOJQJ^JaJph)hhVK/B*CJOJQJ^JaJph)hhB*CJOJQJ^JaJph#hNB*CJOJQJ^JaJph( $$6$:$<$?$D$E$G$H$N$O$]$^$`$b$$$$$$$ՊծxcN7cNc,h;h5B*CJOJQJ^JaJph)h;h;B*CJOJQJ^JaJph)h;hB*CJOJQJ^JaJph#hjB*CJOJQJ^JaJph#hB*CJOJQJ^JaJph#hVB*CJOJQJ^JaJph#h1B*CJOJQJ^JaJph)hhVK/B*CJOJQJ^JaJph)hhB*CJOJQJ^JaJph)hh1B*CJOJQJ^JaJph$$$$$%-%H%I%K%%%%%%%% &"&&&&&;'<'r't'''a(b(((((G)I)جؚ؈vvvdvvdvvvdvvdv#hNB*CJOJQJ^JaJph#h|B*CJOJQJ^JaJph#h1B*CJOJQJ^JaJph#hjB*CJOJQJ^JaJph,h;h5B*CJOJQJ^JaJph)h;h;B*CJOJQJ^JaJph)h;hB*CJOJQJ^JaJph#h;B*CJOJQJ^JaJph$^$I%% &&r''((G)"**J+,-T-I.}.j//s0 dhxgdI )dhgdI )gd/AO dhxgd/AOxgd/AOxxgdN dhxgd; 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