Unit 5 Olivia Boustani pt 2

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Across
  1. 4. the ability to learn from experience, solve problems and use knowledge to adapt to new situations
  2. 5. a condition of limited mental ability, indicated by an intelligence score of 70 or below and difficulty in adapting to the demands of life; varies from mild to profound
  3. 9. a test designed to predict a person's future performance; aptitude is the capacity to learn
  4. 11. a condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing
  5. 14. a condition of mild to severe intellectual disability and associated physical disorders caused by an extra copy of chromosome 21
  6. 15. professor at Stanford who revised the Binet test for Americans. The test then became the Stanford-Binet Intelligence Test. He is also known for his longitudinal research on gifted kids.
  7. 16. A population group unified by a specific common characteristic, such as age, and subsequently treated as a statistical unit.
  8. 20. The proportion of variation among individuals that we can attribute to genes. The ____________ of a trait may vary, depending on the range of populations and environments studied.
  9. 26. the extent to which a test measures or predicts what it is supposed to
  10. 28. research in which the same people are restudied and retested over a long period
  11. 30. creator of "g-factor", or general intelligence, concept
  12. 31. a factor that, according to Spearman and others, underlies specific mental abilities and is therefore measured by every task on an intelligence test
  13. 32. the ability to perceive, understand, manage, and use emotions
  14. 33. the symmetrical 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.
Down
  1. 1. psychologist; proposed that intelligence consisted of 7 different primary mental abilities
  2. 2. in psychology, ____ is passion and perseverance in the pursuit of long-term goals
  3. 3. general IQ tests, designed test to identify slow learners in need of remediation-not applicable in the U.S. because too culture-bound (French)
  4. 6. A measure of mastery or proficiency in reading, mathematics, writing, science, or some other subject.
  5. 7. our accumulated knowledge and verbal skills; tends to increase with age
  6. 8. 1857-1911; Created first intelligence test for Parisian school children; Field: testing;
  7. 10. describes intelligence as having analytic, creative and practical dimensions
  8. 12. a measure of intelligence test performance devised by Binet; the chronological age that most typically corresponds to a given level of performance
  9. 13. 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.
  10. 17. triarchic theory of intelligence; triangular theory of love; He believed it was a mental reality to take on the world. We each have a state of consciousness.
  11. 18. 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
  12. 19. the extent to which a test samples the behavior that is of interest
  13. 21. defined originally as the ratio of mental age (ma) to chronological age (ca) multiplied by 100 [thus, IQ = (ma/ca) x 100]. On contemporary intelligence tests, the average performance for a given age is assigned a score of 100.
  14. 22. the widely used American revision (by Terman at Stanford University) of Binet's original intelligence test.
  15. 23. researcher that worked with troubled kids in the 1930's in NYC. He observed that many of these kids demonstrated a type of intelligence that was much different than the type of intelligence needed to succeed in the school system (STREET SMARTS). He created tests to measure more than verbal ability.
  16. 24. our ability to reason speedily and abstractly; tends to decrease during late adulthood
  17. 25. a self-confirming concern that one will be evaluated based on a negative stereotype
  18. 27. 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.
  19. 29. a method for assessing an individual's mental aptitudes and comparing them with those of others, using numerical scores