Exam (elaborations)
PSYC 160 chapter 8 (JMU - Kondrad) Questions answers latest update
- Course
- PSYCH 160
- Institution
- James Madison University
PSYC 160 chapter 8 (JMU - Kondrad) Questions answers latest update
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PSYC 160: chapter 8 (JMU - Kondrad)intelligence - - the capacity to understand the world, think w/ rationality, & use
resources effectively when faced w/ challenges
- many people believe it consists of three components: problem-solving ability,
verbal ability, & social competence
Binet's pioneering efforts: legacies - 1. his pragmatic approach to the construction
of intelligence tests: used trial-&-error approach
2. his focus on linking intelligence & school success: reliance on teachers as
backbone for procedure of constructing an intelligence test
3. he developed a procedure of assigning each intelligence test score to a mental
age, the age of the children taking the test who, on average, achieved that score
intelligence quotient (IQ) - - a score that takes into account a student's mental &
chronological age
- mental age divided by chronological age, multiplied by a hundred
the Stanford-Binet Intelligence Scale - - began as an American revision of Binet's
original test
- consists of a series of items that vary according to the age of the person being
tested
, the Wechsler Intelligence Scale for Children-IV & the Wechsler Adult Intelligence
Scale-IV - - provide separate measures of verbal & performance (or nonverbal)
skills, as well as a total score
- the separate portions allow for easier identification of any specific problems a
test-taker may have
the Kaufman Assessment Battery for Children - - children are tested on their
ability to integrate different kinds of stimuli simultaneously & to use step-by-step
thinking
- special virtue is its flexibility; allows the person giving the test to use alternate
wording or gestures, or even to pose questions in a different language to
maximize a test-taker's performance
reliability - - exists when a test measures consistently what it is trying to measure
- even if a test is reliable, it's not necessarily valid
validity - exists when a test actually measures what it is supposed to measure
specific learning disorders - - characterized by difficulties in the acquisition & use
of listening, speaking, reading, writing, reading, or mathematical abilities
- diagnosed when there's a discrepancy between children's actual academic
performance & their apparent potential to learn
attention-deficit/hyperactivity disorder (ADHD) - - most common specific learning
disorder
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