AP®︎ Psychology: Topic 2.8 Flashcards
Master key terms and definitions for Topic 2.8 of AP Psychology – Intelligence and Achievement to help you prep for quizzes and the AP exam.
Intelligence
The ability to learn from experience, reason, solve problems, and adapt effectively to new situations
The ability to learn from experience, reason, solve problems, and adapt effectively to new situations
Spearman’s broad mental ability that contributes to performance across many different cognitive tasks
A statistical method that identifies clusters of correlated measures and the underlying factors that may explain them
The pattern in which performance on different cognitive tasks tends to be positively correlated
The theory that intelligence consists of relatively distinct linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic capacities
The theory that intelligence includes three connected forms: analytical, creative, and practical intelligence
The ability to analyze information, evaluate alternatives, compare ideas, and solve familiar academic problems
The ability to handle novel situations, generate original ideas, and combine information in new ways
The ability to apply knowledge effectively by adapting to, shaping, or selecting everyday environments
Researchers who developed an early intelligence assessment to identify French schoolchildren needing educational assistance and introduced mental age
The chronological-age level whose typical performance matches a person’s performance on an intelligence test
Terman’s United States adaptation of Binet and Simon’s early intelligence assessment
Historically, mental age divided by chronological age and multiplied by 100: IQ = mental age ÷ chronological age × 100
A modern IQ score based on comparison with the score distribution of an appropriate same-age sample, commonly scaled to a mean of 100
The study of measuring psychological characteristics
Administering and scoring a test with consistent directions, time limits, materials, rules, and testing conditions
The extent to which evidence supports interpreting and using a test score for its intended purpose
The extent to which an assessment actually measures the theoretical construct it is intended to measure
The extent to which a test score accurately forecasts a relevant future outcome
The consistency with which a test produces similar results when the measured characteristic has not changed
Consistency measured by correlating the same participants’ scores on the same test given on two occasions
Internal consistency measured by dividing a test into comparable halves and correlating the two sets of scores
Assessment designed and interpreted with attention to linguistic and cultural contexts so construct-irrelevant barriers are reduced
Reduced performance caused by concern that one may confirm a negative stereotype about one’s group
Improved performance that can occur when a favorable social comparison makes one’s group seem relatively advantaged
The general rise in intelligence-test performance across generations in much of the world because of changing societal and environmental conditions
IQ scores usually vary more within socially defined groups than between group averages, producing substantially overlapping distributions
A test intended to measure knowledge and skills a person has already learned
A test intended to predict future performance or a person’s capacity to benefit from particular instruction or training
The belief that intelligence is essentially stable and cannot be substantially developed
The belief that intellectual abilities can develop through experience, effective effort, instruction, strategies, feedback, and help
