(See related pages)
These objectives are expanded from the Focus Questions found in the margins of your textbook. When you have mastered the material in this chapter, you will be able to:
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9.1 Define intelligence. |
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9.2 Describe how Galton and Binet differ in their approaches to measuring mental abilities. |
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9.3 Define IQ and explain why today's intelligence tests no longer use the mental age concept. |
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9.4 Describe Wechsler's concept of intelligence and how the Wechsler scales reflect this concept. |
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9.5 Describe how factor analysis is used in the study of intelligence. |
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9.6 Describe Spearman's g factor and cite evidence that supports it. |
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9.7 Describe Thurstone's primary mental abilities view of intelligence. |
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9.8 Differentiate between crystallized and fluid intelligence, describe their relation to types of memory, and explain how they are affected by aging. |
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9.9 Describe Carroll's three-stratum theory of cognitive abilities and how it originated, and relate it to other models. |
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9.10 Differentiate between the psychometric and cognitive processes approaches to intelligence. |
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9.11 Describe the three types of intelligence and the three underlying cognitive processes in Sternberg's triarchic theory. |
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9.12 Describe the eight abilities in Gardner's multiple intelligences theory as well as the ability that Gardner is considering adding. |
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9.13 Describe the four branches of emotional intelligence and how they are measured. |
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9.14 Describe the kinds of scores the Wechsler scales provide. |
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9.15 Describe how modern theories of intelligence have influenced recently developed tests. |
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9.16 Describe the controversy involving aptitude and achievement tests in relation to the measurement of intelligence. |
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9.17 Define the three types of test reliability. |
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9.18 Define validity, and describe the three kinds of test validity. |
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9.19 Describe how well IQ scores predict academic, job, and other life outcomes. |
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9.20 Describe the two meanings of standardization. |
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9.21 Describe the Flynn effect and the explanations that have been suggested for it. |
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9.22 Describe the nature and value of dynamic testing. |
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9.23 Describe how intelligence is assessed in nonwestern cultures. |
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9.24 Describe the evidence linking neural efficiency and brain size to high intelligence. |
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9.25 Describe evidence linking genetic factors to intelligence and the IQ variation they account for. |
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9.26 Describe how family and school environments contribute to intelligence. |
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9.27 Describe the effects of early intervention on disadvantaged children. |
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9.28 Describe how reaction range illustrates the interaction between heredity and environment. |
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9.29 Describe the cultural and ethnic variations in intelligence test scores. |
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9.30 Describe gender differences in cognitive skills and which biological and environmental factors might be involved. |
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9.31 Describe how teachers' expectations and stereotyping behaviors influence academic performance. |
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9.32 Describe factors that allow gifted people to become eminent. |
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9.33 Describe causal factor differences between mild and profound mental retardation. |