 | Study Questions
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- What is our working definition of intelligence?
- How did Galton and Binet differ in their approaches to measuring mental abilities?
- Why do today's intelligence tests no longer use the concept of mental age? How is IQ now defined?
- What was Wechsler's concept of intelligence? How do the Wechsler scales reflect this
- How is factor analysis used in the study of intelligence?
- What kinds of evidence supported the existence of Spearman's g factor?
- What led Thurstone to view intelligence as specific mental abilities?
- Differentiate between crystallized and fluid intelligence, and indicate their relation to aging and types of memory.
- Describe Carroll's three–stratum psychometric model and how it originated. How does it relate to the previously discussed models?
- Differentiate between psychometric and cognitive process approaches to intelligence.
- What three classes of psychological processes and forms of intelligence are found in Sternberg's triarchic theory?
- What kinds of abilities are included in Gardner's multiple intelligences?
- Describe the four skills of personal intelligence and the four branches of emotional intelligence and how they are measured.
- How is Wechsler's view of intelligence reflected in the Wechsler tests? What kinds of scores do they provide?
- Describe the controversy involving aptitude versus achievement tests in relation to the measurement of intelligence.
- Define the three types of test reliability and three types of validity.
- How well do IQ scores predict academic, job, and other life outcomes?
- What are the two meanings of standardization?
- What is the Flynn effect? What explanations have been suggested?
- How is intelligence assessed in non–Western cultures
- What evidence exists that brain size and neural efficiency are related to high intelligence?
- What evidence supports a genetic contribution to intelligence, and how much IQ group variation is accounted for?
- How much do family and school environments contribute to intelligence?
- What effects have been shown in early–intervention programs for disadvantaged children?
- What explanations have been offered for differences in IQ between ethnic groups
- What sex differences exist in cognitive skills? What biological and environmental factors might be involved?
- How can teachers' expectations and stereotype threat influence academic performance?
- How do sex hormones and gender stereotypes combine to influence intellectual performance?
- What factors allow gifted people to become eminent?
- How do causal factors differ in mild and profound mental retardation?
- Summarize the major factors identified at the biological, psychological, and environmental levels of analysis.
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