| A | B |
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| intelligence | mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations |
| factor analysis | a statistical procedure that identifies clusters of related items (called factors) on a test; used to identify different dimensions of performance that underlie one's total score |
| general intelligence (g) | a general intelligence factor that according to Spearman and others underlies specific mental abilities and is therefore measured by every task on an intelligence test |
| savant syndrome | a condition in which a person otherwise limited in mental ability has an exceptional specific skill, such as in computation or drawing |
| analytical intelligence | according to Sternberg, a type of intelligence that is assessed by intelligence tests, which present well-defined problems having a single right answer |
| creative intelligence | according to Sternberg, a type of intelligence that is demonstrated in reacting adaptively to novel situations and generating novel ideas |
| practical intelligence | according to Sternberg, a type of intelligence that is often required for everyday tasks, which are frequently ill-defined, with multiple solutions |
| Gardner's multiple intelligences | intelligence theory that our abilities are best classified into 8 independent intelligences, which include a broad range of skills beyond traditional school smarts |
| Sternberg's triarchic | intelligence theory that our intelligence is best classified into 3 areas that predict our real-world success: analytical, creative, and practical |
| emotional intelligence | the ability to perceive, understand, manage, and use emotions |
| intelligence test | a method of assessing an individual's mental aptitudes and comparing them with those of others, using numerical scores |
| mental age | a measure of intelligence test performance devised by Binet; the chronological age that most typically corresponds to a given level of performance |
| intelligence quotient (IQ) | defined originally as the ratio of mental age (ma) to chronological age (ca) multiplied by 100; on contemporary intelligence tests, the average performance for a given age is assigned a score of 100 |
| aptitude test | a test designed to predict a person's future performance |
| achievement test | a test designed to assess what a person has learned |
| WAIS (Wechsler Adult Intelligence Scale) | the most widely used intelligence test; contains verbal and performance subtests |
| normal curve | the symmetrical bell-shaped curve that describes the distribution (IQ Scores) |
| reliability | 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 |
| validity | the extent to which a test measures or predicts what it is supposed to |
| predictive validity | the success with which a test predicts the behavior it is designed to predict |
| mental retardation | 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 |
| Down syndrome | a condition of retardation and associated physical disorders caused by an extra chromosome in one's genetic makeup |
| stereotype threat | a self-confirming concern that one will be evaluated based on a negative stereotype |
| Testing Bias | Test can favor people with certain backgrounds. |
| Charles Spearman | He suggested that we start with a general intelligence known as (G) g, and add (G) s’s (specific skills) to it. |
| Howard Gardner | HE said that “It’s not about how smart you are, it’s about how you are smart.” (Multiple Intelligences) |
| Robert Sternberg | He posits that there are 3 types of intelligence AND love. |
| Robert Plutchik | He posited 8 Primary Emotions & that all feelings are levels and/or mixtures of primaries. |
| James-Lange Theory | First: Your body reacts (Heart-rate, flinch, sweat) Second: Emotion (Fear/panic) The delay can be measured in milliseconds. |
| Cannon-Bard Theory | Body & Emotion react simultaneously & Independently. |
| Schachter Two-Factor Theory | First: Your body reacts (Heart-rate, flinch, sweat) Second: Your mind has to label what body’s doing. (Your heart can flutter from panic OR love OR excitement. Which is it?) Third: Emotion (Fear/panic) |
| High Road to Emotion | Think before you act (Stop & Breathe) |
| Low Road | Bypasses Logic (Panic) |
| Amygdala | Brain Part: Threat Assessment |
| Cerebral Cortex | Brain Part: Logical Thought |
| Thalamus | Brain Part: takes in & routes environmental info. |
| Adaptation-Level Phenomenon | We judge new stimuli based on what we previously experienced. If we are used to wealth, losing it hurts. People unused to wealth = happy to have it at all. |
| Relative Deprivation | The sense that we are worse off than the people we compare ourselves with. |
