Andrew Shapiro AP Psychology Tri 3 AY 2011-12 Study Guide Intelligence (Chapter 14) 1.

. Distinguish between achievement and aptitude tests. Aptitude tests measure a student's ability to learn, while achievement tests measure how much students have already learned Know the purpose of intelligence, neuropsychological, and personality tests. You will be expected to know what is meant by: frequency distribution, mean, median, variability, and normal curve. Know the meaning of correlation and what the correlation coefficient is. 2. Define reliability and name different measures of reliability; explain predictive and construct validity and the procedure of standardization. Reliability: the consistency with which a mental test measures what it measures Measures of Reliability Inter-rater reliability Test-retest reliability Inter-method reliability Internal consistency reliability Predictive validity: the effectiveness of one set of test or research results as a predictor of the outcome of future experiments or tests Construct validity: the degree to which an instrument measures the characteristic being investigated; the extent to which the conceptual definitions match the operational definitions Standardization is the process of developing and implementing technical standards To obtain these standards, a test is administered to a carefully-chosen, large sample of the population on which the test is to be used (the standardization sample) Be familiar with: > the difficulties in defining intelligence, > the strategy behind constructing intelligence tests, > a few types of intelligence tests. Review the reliability and validity of intelligence tests. Be familiar with problems in inferring causation from the correlation of intelligence tests with school grades or job performance. Be familiar with the psychometric approach to studying intelligence. 3. What is the WAIS?

A standardized intelligence test for assessing people aged 16 and older.

Is there evidence for g? Be able to distinguish fluid from crystallized intelligence. The information-processing approach: Be aware of the logic and evidence behind the suggestion that simple cognitive processes, such as performance on simple or choice reaction time tasks or on a lexical decision task, may be components of intelligence. Know some of the limitations of intelligence tests, in terms of the range of mental abilities measured. 4. What are Gardners multiple intelligences? Logical-mathematical Spatial Linguistic Bodily-kinesthetic Musical Interpersonal Intrapersonal Naturalistic Know whether there are problems with the multiple intelligence idea. Know how cultural differences might produce different performances on questions on intelligence tests. Review the history of positions on genetic factors in intelligence differences related to racial groups or social class. Know why it is not possible for any trait to be determined completely by the genotype. Review basic terms in genetics (phenotype, genotype) and the relation between genotype and phenotype. 5. Why can the studies of the similarities in intelligence of members of the same family not be used to distinguish between genetic and environmental factors. Because biological family members share the same genetic material and the same environment, so it is impossible to tell from a study alone what factors led to what Know how twin and adoption studies can be used to make this same distinction; be able to summarize the results of these studies.

Know the possible shortcomings of these studies, e.g., the assumption that the environments of identical twins raised separately may not be very different. Know the effects of deprived or enriched environments on IQ scores. 6. What is the Flynn effect, and why is it evidence for environmental factors? The Flynn effect is the continued year-on-year rise of IQ test scores seen in all parts of the world It is evidence for environmental factors because IQ is increasing at a rate faster than the human genome Be able to summarize the evidence for and against genetic and environmental explanations of differences in IQ in American whites, from twin and adoption studies, from situations where major environmental differences were studied, and from trends over time in IQ scores. Know how to explain the idea of heritability, why it only makes sense to use it to explain differences across individuals within a population, and how it can change markedly over time. Be able to describe the mean differences and overlap in IQ between African Americans and European Americans. Be able to explain how heritability within groups can differ markedly from heritability of the same trait between groups. Be able to evaluate each of the following explanations of the reported difference between average IQ scores of African Americans and European Americans: 1. the difference doesnt exist 2. unfairness of the tests and test situations for African Americans 3. differences in environments between the groups 4. genetic differences between the groups 5. stereotype threat

AP Psychology Dr. Kenny

Tri3 AY 2011-12

Study Guide- Personality, Chapter 15

Methods of Assessment Structured Personality Tests Understand the construction and use of the Minnesota Multiphasic Personality Inventory (MMPI). 1. Why isnt the MMPI a commonly used test for normal people? Validity issues patients can manipulate their answers to yield a desired diagnosis from the doctor, whether that diagnosis is one of healthiness or illness 2. What is one of the tests that is used instead? California Psychological Inventory (CPI) Be familiar with predictive test validity. Projective Personality Tests 3. What is the rationale for projective techniques? Projective techniques dont allow the patient to cheat, since the test is unstructured and the patient does not know which answers will yield their desired result Projective techniques allow the observer to see into the subconscious of the patient, rather than the patient just showing whatever he/she wants to show Be able to describe 2 of those techniques. Be familiar with scoring categories used in the interpretation of Rorschach inkblots, and what general rules are employed. Know how the Thematic Apperception Test (TAT) interpretation is impressionistic and global. Summarize the issues and arguments in assessing the validity of the TAT and the Rorschach. 4. Of what value are projective tests in a clinical setting? Allow examiner to circumvent the examinees defenses and see deeper facets of [his/her] personality without the examinee manipulating the examiners perception of him/her The Trait Approach 5. What is the trait approach to personality? Traits are consistent patterns in the way that people think, act, and feel Traits are fundamental building blocks of personality Traits can be organized Know Cattells approach to developing a taxonomy of personality traits, and what modifications of Cattells analysis have been suggested and why.

6. What are the Big Five? Extraversion Agreeableness Conscientiousness Neuroticism Openness Be familiar with Eysencks taxonomy of neuroticism and extroversion-introversion; do these two dimensions apply to other cultures? Know the arguments about the validity of a factor-analytic approach to personality Trait vs. situation: the consistency controversy 7. What is the importance of cross-situational consistency, or inconsistency, in the argument against trait theory? How does this affect the validity of personality tests? People do not behave consistently in every situation - While there is a degree of consistency, situation seems to be a much stronger predictor of behavior The test, according to Mischel, tests a subjects personality in only one setting, and since behavior is not entirely consistent cross-situationally, the tests cannot be considered valid in different situations 8. What is situationism, and how is it related to personality? Situationism: human behavior is largely determined by the characteristics of the situation itself rather than by the characteristics of the indivdual's personality 9. What is the definition of the word temperament, and what effect does it have on a persons personality? Temperament: a characteristic level of reactivity and energy Personality traits appear to stem from an individuals temperament Know how evidence from the study of twins contributes to our understanding of personality traits. Know the evidence that personality traits may have a genetic component. 10. What traits are most heritable? extroversion/introversion neuroticism/emotional stability Know studies that have been done to show that between-family differences in environment are not important in determining personality traits. The Social-Cognitive Approach

11. What is the central assumption of the social-cognitive approach to personality? Portions of an individual's knowledge acquisition can be directly related to observing others within the context of social interactions, experiences, and outside media influences Know the 5 cognitive qualities that Mischel has proposed as dimensions on which people differ. Be familiar with the evidence that control over a situation is a cognitive dimension that people seek. 12. How does explanatory style have an effect on such conditions as depression? Allows for prediction of depression based on an individual's general tendencies Self-control: how is the early ability to delay gratification related to coping ability? Know how social-cognitive theories differ from trait theories. The Psychodynamic Approach Be familiar with aspects of Freuds view: resistance, repression, free association, hysteria, unconscious conflict, psychoanalysis. 13. What are the three structures of personality, according to Freud describe (briefly) how they develop, how they interact to cause conflict and resolution. The id is the impulsive (and unconscious) part of our psyche which responds directly and immediately to the instincts. The personality of the newborn child is all id and only later does it develop ego and super-ego. The ego develops in order to mediate between the unrealistic id and the external real world. Ideally the ego works by reason whereas the id is chaotic and totally unreasonable. The ego operates according to the reality principle, working our realistic ways of satisfying the ids demands, often compromising or postponing satisfaction. The superego incorporates the values and morals of society which are learnt from one's parents and others. It develops around the age of 4 5 during the phallic stage of psychosexual development. The superego's function is to control the id's impulses, especially those which society forbids, such as sex and aggression. It also has the function of persuading the ego to turn to moralistic goals rather than simply realistic ones and to strive for perfection. 14. How is anxiety a motivating force in keeping unacceptable urges repressed? Anxiety acts as a signal to the ego that things are not going right, which makes a child repress unacceptable urges in order to remove the anxiety 15. What are defense mechanisms? be familiar with specific examples. tactics developed by the ego to protect against anxiety

16. What are Freuds stages of psychosexual development? Oral Stage - Birth to 1 year Anal Stage - 1 to 3 years Phallic Stage - 3 to 6 years Latent Stage - 6 to 11 years Genital Stage - 11 to 18 years What are oral and anal personality characters? Surely, you will know the Oedipus complex. And the female version of it. Know Freuds theory of dreams. Now some of the methodological and conceptual difficulties with Freuds theories, Is the Oedipus complex universal? What are Freuds major contributions to our understanding of human nature and to the field of psychology? What are the shortcomings? The Humanistic Approach Be able to describe the basic differences between the humanistic approach and all of the other approaches to personality that have been discussed. Explain the hierarchy of needs, including self-actualization. What is the self-concept according to Rogers? Describe the contributions and weaknesses of positive psychology. The Sociocultural Perspective Indicate important cultural variations in basic personality features and gender roles. How do child-rearing practices differ by type of culture and socioeconomic class? Describe collectivism and individualism. What are the different features of each? Indicate countries or areas of the world in which one or the other is dominant. Review evidence indicating a different concept of self in some Asian cultures.