| achievement tests | Tests that measure what a person has learned or the skills that a person has mastered. p. 393
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| aptitude tests | Tests that predict an individual's ability to learn. p. 393
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| convergent thinking | Thinking that produces one correct answer; characteristic of the type of thinking required on traditional intelligence tests. p. 408
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| creativity | The ability to think about something in novel and unusual ways and come up with unconventional solutions to problems. p. 388
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| culture-fair tests | Intelligence tests that are intended to be culturally unbiased. p. 395
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| divergent thinking | Thinking that produces many answers to the same question; characteristic of creativity. p. 408
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| emotional intelligence | The ability to monitor one's own and others' emotions and feelings, to discriminate among them, and to use this information to guide one's thinking and actions. p. 404
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| factor analysis | A statistical procedure that examines various items or measures and identifies factors that are correlated with each other. p. 400
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| gifted | Individuals who have an IQ of 120 or higher and/or superior talent in a particular domain. p. 407
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| heritability | The fraction of the variance in IQ in a population that is attributed to genetics. p. 413
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| intelligence | Problem-solving skills and the ability to adapt to and learn from life's everyday experiences. p. 388
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| intelligent quotient (IQ) | Consists of an individual's mental age divided by chronological age multiplied by 100. p. 390
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| mental age (MA) | An individual's level of mental development relative to that of others. p. 390
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| mental retardation | A condition of limited mental ability in which the individual has a low IQ, usually below 70, has difficulty adapting to everyday life, and has an onset of these characteristics in the so-called developmental period p. 405
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| multiple-factor theory | Thurstone's theory that intelligence consists of seven primary mental abilities: verbal comprehension, number ability, word fluency, spatial visualization, associative memory, reasoning, and perceptual speed. p. 400
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| normal distribution | A symmetrical, bell-shaped curve with a majority of the scores falling in the middle of the possible range and few scores appearing toward the extremes of the range. p. 391
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| reliability | The extent to which a test yields a consistent, reproducible measure of performance. p. 47
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| standardization | Involves developing uniform procedures for administering and scoring a test, as well as creating norms for the test. p. 394
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| triarchic theory | Sternberg's theory that there are three main types of intelligence: analytical, creative, and practical. p. 402
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| two-factor theory | Spearman's theory that individuals have both general intelligence (g) and a number of specific abilities (s). p. 400
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| validity | The extent to which a test measures what it is intended to measure. p. 394
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