PART 1: Print the Following Chapter 11 Terms. Provide an Example Where Indicated
Chapter 11
INTELLIGENCE
Cadet______
PART 1: Print the following Chapter 11 terms. Provide an example where indicated.
1. intelligence test:______
2. intelligence:______
3. general intelligence (g):______
4. factor analysis:______
5. savant syndrome: ______
Name 2 savants that we’ve 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, it’s 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 person’s 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 test’s ______.
45. The degree to which a test measures the behavior it was designed to measure is referred to as the test’s ______.
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
______, aretreated 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
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 Gardner’s eight “intelligences.”
67. Match Sternberg’s three “intelligences” with their descriptors:
- _____ AnalyticA. Problem-solving in everyday tasks
- _____ PracticalB. Problem-solving in novel tasks
- _____ CreativeC. 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