Following the completion of this chapter, students will be able to: - Define intelligent behavior and explain the elements of intelligent behavior that experts in western cultures agree upon.
- Explain the principles of the psychometric approach including descriptions of standardized norms, mental age, intelligence quotient (IQ), and deviation IQ.
- Describe the components of the Wechsler Adult Intelligence Scale-III (WAIS-III).
- Explain how cross-cultural differences lead to contrasted evaluations of intelligent behavior, to cultural bias in testing, and to difficulties in designing culture-free tests of intelligence.
- List and describe the physical and psychological factors that influence older adults' test performance.
- Describe the strengths and weakness of psychometric tests.
- Compare and contrast the unitary and multidimensional views of intelligence. Explain how factor analysis, Sternberg's triarchic theory, and Gardner's theory of multiple intelligences exemplify each of these views.
- Define fluid and crystallized intelligence and describe the classic aging patterns demonstrated by adults according to John L. Horn, Raymond B. Cattell, and K. Warner Schaie.
- List and describe the components of Baltes' dual-process mode of adult intellectual functioning.
- Describe the traditional and current understanding of age differences and age changes in intelligence including gender, cultural, and cohort-based findings.
- Explain the extent to which age-related change in intelligence may be improved by education and training during the middle and later years.
- Define creativity and explain four steps of the creative process outlined by numerous investigators.
- List and describe the methodological approaches used to study creativity in adulthood.
- List and describe variables associated with creativity in relation to divergent thinking, creative achievement, and laboratory research.
- Explain characteristic age-related changes in creativity.
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