Chapter 11
After reading this chapter, you should be able to:
- Describe and differentiate between Binet and Wechsler’s tests of intelligence.
- Describe the development of the Stanford-Binet Intelligence Scale and define the concepts of mental and chronological age.
- Define intelligence.
- Describe and differentiate between factor theories, biological theories, and the theories of Vygotsky, Gardner, and Sternberg as they relate to defining intelligence.
- Explain the theory of emotional intelligence and differentiate it from more traditional models of intelligence.
- Compare and contrast achievement and aptitude tests.
- Describe how the terms norms, representative sample, and the normal curve are related and important to testing.
- Explain how and why psychologists develop standardized tests and describe the types of scores that are obtained from these tests.
- Examine how psychologists ensure that diagnostic tests are reliable and valid and discuss the debate concerning the validity of intelligence testing and the importance of interpretation.
- Describe the research related to evolutionary and genetic contributions to intelligence.
- Evaluate the research on test bias to explain why intelligence needs to be considered in a cultural context and how intelligence testing could be changed as a result.
- Describe how biological and environmental factors might interact to influence the development of intelligence.
- Define giftedness and the three factors that should be considered in evaluating giftedness.
- Characterize mental retardation and describe the four levels of support required for people with intellectual disabilities.
- Describe how the Individuals with Disability Education Act has influenced educational practices within the United States.
