Glossary
Achievement Tests
Tests designed to measure what an individual has already learned or mastered in a specific subject or area.
Example:
A final exam in a history class or a state-mandated reading assessment are examples of achievement tests.
Analytical Intelligence
One component of Sternberg's Triarchic Theory, referring to problem-solving skills, often measured by traditional IQ tests.
Example:
A chess grandmaster uses their strong analytical intelligence to anticipate opponents' moves and strategize complex sequences.
Aptitude Tests
Tests designed to predict an individual's future performance or capacity for learning in a particular area.
Example:
The SAT and ACT are common aptitude tests used to predict how well students might perform in college.
Cattell-Horn-Carroll (CHC) Theory
A hierarchical model of intelligence that integrates various theories, proposing broad abilities (like fluid reasoning and crystallized knowledge) that are composed of more specific, narrow abilities.
Example:
The Cattell-Horn-Carroll (CHC) Theory helps explain why someone might have excellent vocabulary (crystallized knowledge) but struggle with solving novel puzzles (fluid reasoning), as these are distinct broad abilities.
Construct Validity
A type of validity that assesses whether a test accurately measures the theoretical construct or concept it claims to measure.
Example:
A new test designed to measure 'creativity' would need to demonstrate strong construct validity by showing it truly captures the multifaceted nature of creativity, not just divergent thinking.
Creative Intelligence
One component of Sternberg's Triarchic Theory, involving the ability to generate novel ideas and adapt to new situations.
Example:
An artist who invents a new painting technique or a chef who develops a unique fusion cuisine demonstrates high creative intelligence.
Cultural Bias
The tendency of an intelligence test to favor individuals from certain cultural backgrounds over others, potentially leading to unfair or inaccurate results.
Example:
An IQ test that includes questions heavily reliant on knowledge of American football or specific Western historical events might exhibit cultural bias against individuals from other cultures.
Culturally Responsive Assessments
Assessment practices designed to reduce bias by considering the test-taker's cultural background, language, and relevant norms.
Example:
Using bilingual test administrators or incorporating content relevant to diverse cultural experiences are ways to implement culturally responsive assessments.
Fixed Mindset
The belief that one's intelligence and abilities are innate, unchangeable traits that cannot be developed or improved.
Example:
A student who believes they are 'just not good at math' and gives up easily on challenging problems likely has a fixed mindset.
Flynn Effect
The observed phenomenon of a steady increase in average intelligence test scores (IQ scores) across generations over time.
Example:
The fact that today's average person would score significantly higher on an IQ test from the 1930s is an illustration of the Flynn Effect.
Growth Mindset
The belief that one's intelligence and abilities can be developed and improved through effort, dedication, and learning from mistakes.
Example:
A student who sees a low test score as an opportunity to study harder and learn from their errors demonstrates a growth mindset.
Multiple Intelligences Theory
Howard Gardner's theory suggesting that intelligence is not a single general ability but rather comprises several distinct and independent intelligences, such as linguistic, logical-mathematical, and musical.
Example:
A student who excels in music and dance but struggles with traditional academic subjects might be seen as having high musical and bodily-kinesthetic multiple intelligences according to Gardner.
Norms
Standardized scores derived from a large, representative sample that allow for comparison of an individual's test score to the performance of others in the same population.
Example:
When a child's height is plotted on a growth chart, their measurement is being compared to the norms established for children of their age and gender.
Practical Intelligence
One component of Sternberg's Triarchic Theory, defined as the ability to apply knowledge and skills to real-world situations and everyday problems.
Example:
Someone who can navigate a complex public transportation system in a foreign city or effectively manage a difficult team project at work is exhibiting strong practical intelligence.
Predictive Validity
A type of validity that indicates how well a test predicts future performance or outcomes related to the construct being measured.
Example:
The SAT aims for high predictive validity by attempting to forecast a student's future academic success in college.
Reliability
The consistency of a measure, indicating whether a test yields consistent results over time or across different parts of the test.
Example:
If you take an IQ test today and get a score of 110, and then take it again next month and get 109, the test demonstrates high reliability.
Standardization
The process of administering and scoring a test in a consistent manner for all test-takers, ensuring uniformity and allowing for meaningful comparisons.
Example:
To ensure fairness, the SAT uses strict standardization procedures, meaning every student takes the test under the same conditions and instructions.
Stanford-Binet Test
An early intelligence test that calculated IQ by dividing mental age by chronological age, a method no longer used in modern assessments.
Example:
Historically, if a 10-year-old could answer questions typically answered by a 12-year-old, their IQ on the Stanford-Binet Test would have been calculated as (12/10) * 100 = 120.
Stereotype Lift
A performance boost that occurs when individuals are exposed to positive stereotypes about their own group or negative stereotypes about an out-group.
Example:
If a group of students is told that their demographic group typically excels on a particular type of test, they might experience stereotype lift, leading to improved scores.
Stereotype Threat
The apprehension or fear that one's performance will confirm a negative stereotype about one's group, which can lead to decreased performance.
Example:
A female student taking a challenging math test might experience stereotype threat if she is aware of the stereotype that women are not as good at math, potentially hindering her performance.
Triarchic Theory of Intelligence
Robert Sternberg's theory proposing three distinct types of intelligence: analytical, creative, and practical.
Example:
When a student not only solves complex physics problems (analytical) but also designs an innovative experiment (creative) and then successfully applies their knowledge to fix a broken device (practical), they are demonstrating aspects of Sternberg's Triarchic Theory of Intelligence.
Validity
The extent to which a test accurately measures what it is intended to measure.
Example:
If a driving test truly assesses a person's ability to drive safely, then it has high validity.
Wechsler Scales
Modern intelligence tests (e.g., WAIS, WISC) that compare an individual's performance to age-based norms rather than using mental age calculations.
Example:
When a psychologist assesses an adult's cognitive abilities, they are likely to use the WAIS, one of the Wechsler Scales, to provide a comprehensive profile of strengths and weaknesses.
g factor
Proposed by Charles Spearman, the g factor is a single, general intelligence that underlies and influences performance on all cognitive tasks.
Example:
If someone is good at math, verbal reasoning, and spatial puzzles, Spearman would suggest a strong underlying g factor is contributing to their success across these diverse areas.