Ch.7 Cognition, Language, And Intelligence Test Bank Answers - Mastering the World of Psychology 6th Edition Exam Pack by Samuel E. Wood. DOCX document preview.
Test Bank for Wood 7e
Chapter 7: Cognition, Language, and Intelligence
Multiple Choice
1. _____ refers to the mental processes that are involved in acquiring, storing, retrieving, and using information.
a) Imagery
b) Perception
c) Sensation
d) Cognition
Skill Level: Understand
Difficulty: Easy
Learning Objective: 7.1.1: Compare how imagery and concepts help us think
Topic: Cognition
2. Holden, an engineer, was at his workspace trying to figure out how to design the brake system for a new car. He found himself continually going through the process of acquiring information and then storing it, retrieving it, and using it in order to complete his job. Which of the following concepts best describes the entire process in which Holden was engaging?
a) Perception
b) Information downloading
c) Cognition
d) Imagery
Skill Level: Apply
Difficulty: Easy
Learning Objective: 7.1.1: Compare how imagery and concepts help us think
Topic: Cognition
3. _____ is utilized when an individual conjures up a sensory experience in their own mind.
a) A prototype
b) Imagery
c) Metamemory
d) Proactive visualization
Skill Level: Analyze
Difficulty: Easy
Learning Objective: 7.1.1: Compare how imagery and concepts help us think
Topic: Cognition
4. Suzzette is a professional dancer who has suffered an injury to her knee. She is devastated that she cannot dance for the next three months. Her brother made the suggestion to think about her dancing often and even actively imagine herself dancing everyday through her routines. Based on information provided in your textbook, how should Suzzette respond to her brother’s suggestions?
a) Suzzette should ignore her brother’s suggestions because they are ridiculous.
b) Suzzette should thank her brother for trying to cheer her up, but not take his advice.
c) Since the research on mental imagery suggests that the same brain areas are activated when a person is performing a task or mentally rehearsing it, Suzzette should listen to her brother’s advice.
d) Suzzette should listen to her brother’s suggestion because research demonstrates that injuries heal substantially earlier when mental imagery is used.
Skill Level: Evaluate
Difficulty: Difficult
Learning Objective: 7.1.1: Compare how imagery and concepts help us think
Topic: Cognition
5. _____ is utilized when an individual conjures up a sensory experience in one’s own mind; a _____ is a mental category that represents a group of people, objects, or events.
a) An exemplar; prototype
b) A prototype; heuristic
c) A concept; imagery
d) Imagery; concept
Skill Level: Understand
Difficulty: Easy
Learning Objective: 7.1.1: Compare how imagery and concepts help us think
Topic: Cognition
6. Concepts are ideas that represent _____
a) a class or category of objects, events, or activities.
b) patterns of behavior.
c) higher-order conditioning and secondary reinforcers.
d) none of these
Skill Level: Understand
Difficulty: Easy
Learning Objective: 7.1.1: Compare how imagery and concepts help us think
Item Analysis:
% correct 96 a = 96 b = 0 c = 4 d = 0 r = .20
% correct 79 a = 79 b = 4 c = 4 d = 14 r = .46
Topic: Cognition
7. What are mental categories representing activities, objects, qualities, or situations that share some common characteristics?
a) Classes
b) Concepts
c) Attributes
d) Classifications
Skill Level: Understand
Difficulty: Easy
Learning Objective: 7.1.1: Compare how imagery and concepts help us think
Item Analysis:
% correct 75 a = 7 b = 75 c = 9 d = 9 r = .48
% correct 76 a = 2 b = 76 c = 4 d = 17 r = .43
Topic: Cognition
8. Don tells Ray he wants to get a new sports car. Ray immediately understands why, because he is familiar with the common characteristics of sports cars and knows what makes them different from family cars. Ray is using mental categories called _____
a) classes.
b) concepts.
c) attributes.
d) classifications.
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 7.1.1: Compare how imagery and concepts help us think
Item Analysis: % correct 82 a = 0 b = 82 c = 11 d = 8 r = .46
Topic: Cognition
9. Before enrolling in an abnormal psychology course, Gary’s idea of psychological disorders had been influenced primarily by talk shows. He expected to hear the same kinds of stories he had heard on talk shows. What an eye-opening experience the course turned out to be! How would a cognitive psychologist describe the influence the course had on Gary’s idea of psychological disorders?
a) Gary learned the value of algorithms.
b) Gary now uses heuristics.
c) The course increased Gary’s ability to use visual imagery.
d) The course altered Gary’s concept of psychological disorders.
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 7.1.1: Compare how imagery and concepts help us think
Item Analysis:
% correct 95 a = 0 b = 2 c = 2 d = 95 r = .59
% correct 90 a = 2 b = 3 c = 5 d = 90 r = .37
Topic: Cognition
10. Compared to formal concepts learned in science and math, natural concepts tend to be _____
a) easier to learn.
b) very clear and well defined.
c) fuzzy with unclear boundaries.
d) good fits with a rigid classification system.
Skill Level: Understand
Difficulty: Easy
Learning Objective: 7.1.1: Compare how imagery and concepts help us think
Item Analysis: % correct 68 a = 0 b = 27 c = 68 d = 6 r = .47
Topic: Cognition
11. Which is the most likely prototype for the concept “vehicle”?
a) Glider
b) Car
c) Scooter
d) Bicycle
Skill Level: Apply
Difficulty: Easy
Learning Objective: 7.1.1: Compare how imagery and concepts help us think
Item Analysis:
% correct 89 a = 3 b = 89 c = 4 d = 3 r = .20
% correct 96 a = 4 b = 96 c = 0 d = 0 r = .39
Topic: Cognition
12. The first thing that comes to mind when asked to name an example from a category is called the _____
a) schema.
b) prototype.
c) concept marker.
d) category marker.
Skill Level: Understand
Difficulty: Easy
Learning Objective: 7.1.1: Compare how imagery and concepts help us think
Topic: Cognition
13. A(n) _____ is an example of a concept that a person has based on personal experiences.
a) exemplar
b) heuristic
c) concept
d) schematic image
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.1.1: Compare how imagery and concepts help us think
Topic: Cognition
14. A decision-making process in which the alternatives are rated on each factor that is important to you, and the alternative with the highest overall rating is chosen, is called the _____
a) heuristic method.
b) means and ends method.
c) additive strategy.
d) elimination by aspects strategy.
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.1.2: Outline the decision-making process
Topic: Cognition
15. When one or more factors related to making a decision are most important to us, we would do well to use the _____
a) heuristic method.
b) means and ends method.
c) additive strategy.
d) elimination by aspects strategy.
Skill Level: Analyze
Difficulty: Moderate
Learning Objective: 7.1.2: Outline the decision-making process
Topic: Cognition
16. Lacey wants many things in a new apartment. She wants an outside balcony, a nice view, a gas stove, free internet and a workout room. She is going crazy trying to compare all the available choices. She decides that she won’t even look at any that don’t have free internet. Lacey has decided to use the _____
a) heuristic method.
b) elimination by aspects method.
c) additive strategy.
d) means and ends method.
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 7.1.2: Outline the decision-making process
Topic: Cognition
17. Heuristics are used for _____ in decision making.
a) greater accuracy
b) more choice
c) greater speed
d) critical thinking
Skill Level: Understand
Difficulty: Easy
Learning Objective: 7.1.2: Outline the decision-making process
Topic: Cognition
18. Everyone was talking at lunch about how awful it is that so many criminals try to get off by pleading insanity. Since less than 1 percent of violent felons actually make that plea, something other than the truth must be at play. It is probably the _____ because a recent case has been in the news constantly.
a) representativeness heuristic
b) recognition heuristic
c) algorithm heuristic
d) availability heuristic
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 7.1.2: Outline the decision-making process
Topic: Cognition
19. Patricia thought it would be lovely going out with Mark, as he reminded her of her Dad. She was disappointed to find out Mark was nothing like her father. She wished she had not made the decision to go out with him just based on the _____ heuristic.
a) representativeness
b) recognition
c) algorithm
d) availability
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 7.1.2: Outline the decision-making process
Topic: Cognition
20. When you don’t have much relevant information on which to make a decision you are likely to rely on the _____ heuristic.
a) representativeness
b) recognition
c) algorithm
d) availability
Skill Level: Analyze
Difficulty: Difficult
Learning Objective: 7.1.2: Outline the decision-making process
Topic: Cognition
21. _____ refers to the way information is presented to emphasize either potential gain or potential loss as the outcome of our decision.
a) Algorithm
b) Heuristics
c) Framing
d) Prototyping
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.1.2: Outline the decision-making process
Topic: Cognition
22. The danger of making decisions based on _____ is that our _____ will be too strong an influence.
a) means-ends analysis; confidence
b) algorithms; trust
c) anchoring; focus on many choices
d) intuition; emotion
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.1.2: Outline the decision-making process
Topic: Cognition
23. What systematic problem-solving method guarantees a solution, provided that one exists?
a) Heuristic method
b) Algorithmic method
c) Mnemonic device
d) Cognitive shortcut
Skill Level: Understand
Difficulty: Easy
Learning Objective: 7.1.3: Contrast the basic approaches and obstacles to problem solving
Item Analysis:
% correct 86 a = 14 b = 86 c = 0 d = 0 r = .42
% correct 90 a = 10 b = 90 c = 0 d = 0 r = .32
Topic: Cognition
24. Sally is enrolled in a high school geometry course, which she describes as “drawing figures and figuring drawings.” In a typical class, students draw geometric figures and use a formula to calculate an aspect of the figure such as its area. Each time Sally uses a formula, she is making use of what psychologists call _____
a) heuristics.
b) logarithms.
c) algorithms.
d) convergence.
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 7.1.3: Contrast the basic approaches and obstacles to problem solving
Item Analysis:
% correct 82 a = 14 b = 4 c = 82 d = 0 r = .49
% correct 92 a = 3 b = 5 c = 92 d = 0 r = .28
Topic: Cognition
25. Shay ran through her mind looking for any problem she had encountered that was at all like this one. She was hoping to use the _____ heuristic to help her find a strategy that would work.
a) availability
b) representative
c) means-end
d) analogy
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 7.1.3: Contrast the basic approaches and obstacles to problem solving
Topic: Cognition
26. _____ is a heuristic strategy in which the current position is compared with the desired goal and a series of steps are formulated and taken to close the gap between them.
a) The analogy heuristic
b) The representativeness heuristic
c) Means-end analysis
d) Anchoring
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.1.3: Contrast the basic approaches and obstacles to problem solving
Topic: Cognition
27. Tiffany knows she needs to stop procrastinating and start thinking about the research paper that is due in her Abnormal Psychology class in two weeks. Though it was assigned almost two months ago, she hasn’t worked on it or thought about it at all. She decides that she’ll first select a topic and then start collecting the published research on her topic. After that, she’ll read the research and start to summarize it in the form of a paper. After she gets that paper written, she’ll revise it and make sure her APA referencing is correct. When she is done with all of those steps, she’ll finally turn in the paper. _____ is the strategy that Tiffany is using to get her paper done.
a) The analogy heuristic
b) The representativeness heuristic
c) Framing
d) Means-end analysis
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 7.1.3: Contrast the basic approaches and obstacles to problem solving
Topic: Cognition
28. The failure to use familiar objects in novel ways to solve problems because of a tendency to view objects only in terms of their customary functions is called _____.
a) the impediment theory
b) functional fixedness
c) the formulaic heuristic
d) an algorithm
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.1.3: Contrast the basic approaches and obstacles to problem solving
Topic: Cognition
29. Wanda is sitting in her bedroom studying for finals. She has her psychology, statistics, sociology, and biology textbooks all lying on her bed as she is reading and taking notes from her history textbook. It is a hot and sunny but windy day, and Wanda’s window is open. She is becoming frustrated that the wind keeps slamming her bedroom door shut. Eventually, Wanda keeps her window shut because she is so irritated. Of course, now her bedroom is getting much too warm, which is adding to her frustration. This problem could be easily solved by propping the door open if Wanda were not experiencing _____
a) functional fixedness.
b) a customary viewpoint.
c) cross-modal perception.
d) divergent thinking.
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 7.1.3: Contrast the basic approaches and obstacles to problem solving
Topic: Cognition
30. _____ occurs when a person sees only the original use of an object, which can ultimately interfere with problem solving.
a) Functional fixedness
b) A customary viewpoint
c) Cross-modal perception
d) Divergent thinking
Skill Level: Analyze
Difficulty: Moderate
Learning Objective: 7.1.3: Contrast the basic approaches and obstacles to problem solving
Topic: Cognition
31. Maxwell is working on a challenging “mind bender” that is asking him to connect nine dots using only four lines without taking his pencil off the paper. The nine dots are placed in three groups of three in a square-like formation. Maxwell works on the problem for about 15 minutes before he realizes that he has been employing the same ineffective strategy. He is forgetting to consider the special circumstances of that particular problem. As soon as he does consider the special circumstances of that particular problem, he’ll increase his chances of solving the problem. Until then, Maxwell will continue to experience _____
a) functional fixedness.
b) the means-end analysis.
c) the affirming the consequent phenomenon.
d) a mental set.
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 7.1.3: Contrast the basic approaches and obstacles to problem solving
Topic: Cognition
32. Ingo Larsen is determined that having a gun is important for self-protection. Ingo could go to look up statistics about how many people save themselves from crime by using their gun, what the risk of being a victim of crime is in his area, and what the other side of the argument is all about. He notices only information that supports his position, though. Ingo is demonstrating _____
a) mental set.
b) confirmation bias.
c) stereotype threat.
d) mindlessness.
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 7.1.3: Contrast the basic approaches and obstacles to problem solving
Topic: Cognition
33. The concept of confirmation bias specifically assumes that we are most likely to believe _____
a) the scientific method.
b) information that agrees with our thinking.
c) information that refutes our thinking.
d) logical thinking.
Skill Level: Analyze
Difficulty: Moderate
Learning Objective: 7.1.3: Contrast the basic approaches and obstacles to problem solving
Topic: Cognition
34. Riley has figured out how to unlock his bedroom door with a paper clip. What has he most likely overcome in his new use of the paper clip?
a) Functional fixedness
b) The representational problem
c) The representative heuristic
d) The confirmation bias
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 7.1.3: Contrast the basic approaches and obstacles to problem solving
Topic: Cognition
35. What term do psychologists use to describe our tendency to search for evidence that supports our belief and to ignore evidence that might disprove it?
a) Confirmation bias
b) Convergent thinking
c) Availability heuristic
d) representativeness heuristic
Skill Level: Understand
Difficulty: Easy
Learning Objective: 7.1.3: Contrast the basic approaches and obstacles to problem solving
Topic: Cognition
36. Computer systems that are intended to mimic the human brain are called _____
a) expert systems.
b) artificial neural networks.
c) robots.
d) cyborgs.
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.1.4: Explain how computer scientists have applied research on artificial intelligence
Topic: Cognition
37. An advantage of using a computer to generate all possible solutions is that they are not limited by ____ like we are.
a) short-term memory
b) long-term memory
c) working memory
d) implicit memory
Skill Level: Analyze
Difficulty: Difficult
Learning Objective: 7.1.4: Explain how computer scientists have applied research on artificial intelligence
Topic: Cognition
38. Computer programs called _____ systems are designed to carry out specialized tasks in a limited domain, such as helping physicians diagnose blood diseases.
a) expert
b) knowledge
c) helper
d) artificial
Skill Level: Understand
Difficulty: Easy
Learning Objective: 7.1.4: Explain how computer scientists have applied research on artificial intelligence
Topic: Cognition
39. A system for combining symbols so that an infinite number of meaningful statements can be made is called _____
a) pragmatics.
b) language.
c) semantics.
d) grammar.
Skill Level: Understand
Difficulty: Easy
Learning Objective: 7.2.1: Define the components of language
Topic: Language
40. The rules that determine how sounds and words can be combined and used to communicate meaning within a language are collectively known as _____
a) morphemic rules.
b) phonemic rules.
c) syntax.
d) linguistic relativity.
Skill Level: Understand
Difficulty: Easy
Learning Objective: 7.2.1: Define the components of language
Topic: Language
41. The system of rules for combining words and phrases to make meaningful sentences is called _____
a) morphology.
b) phonics.
c) syntax.
d) semantics.
Skill Level: Understand
Difficulty: Easy
Learning Objective: 7.2.1: Define the components of language
Item Analysis: % correct 77 a = 4 b = 18 c = 77 d = 2 r = .29
Topic: Language
42. The system of rules that governs how we assign meaning to the morphemes we use is called _____
a) syntax.
b) semantics.
c) phonology.
d) regularization.
Skill Level: Understand
Difficulty: Easy
Learning Objective: 7.2.1: Define the components of language
Item Analysis: % correct 79 a = 13 b = 79 c = 8 d = 0 r = .33
Topic: Language
43. The sentences “The dog bit the boy” and “The boy was bit by the dog” have the same meaning, but differ in _____
a) syntax.
b) pragmatics.
c) semantics.
d) morphology.
Skill Level: Apply
Difficulty: Easy
Learning Objective: 7.2.1: Define the components of language
Topic: Language
44. The phrase “I tried” has _____
a) one morpheme
b) two morphemes
c) three morphemes
d) four morphemes
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 7.2.1: Define the components of language
Topic: Language
45. The sentence, “Colorless ideas sleep furiously” has _____
a) proper syntax but poor semantics.
b) proper syntax and good semantics.
c) improper syntax and poor semantics.
d) improper syntax but good semantics.
Skill Level: Apply
Difficulty: Difficult
Learning Objective: 7.2.1: Define the components of language
Topic: Language
46. Young children sometimes interpret sentences literally, such as “Do you know where your mommy is?” by answering “Yes.” They failed to understand the _____ of the question.
a) pragmatics
b) propositional representation
c) syntax
d) nativism
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 7.2.1: Define the components of language
Topic: Language
47. The rhythm and emphasis on each word is called _____
a) intonation.
b) syntax.
c) morphemes.
d) phonemes.
Skill Level: Understand
Difficulty: Easy
Learning Objective: 7.2.1: Define the components of language
Topic: Language
48. _____ languages like American Sign Language include _____ of the elements of spoken language structure.
a) Gestural; none
b) Physical; some
c) Gestural; all
d) Deaf; one
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.2.1: Define the components of language
Topic: Language
49. Which of the following species has demonstrated the ability to communicate meaningfully with each other and with humans by the use of gestures, sounds or symbols?
a) Chimpanzees
b) Dolphins
c) Parrots
d) All of the above
Skill Level: Understand
Difficulty: Easy
Learning Objective: 7.2.2: Summarize the evidence concerning animal communication
Topic: Language
50. There are elements of language that appear to be unique to the human language; one is _____, which refers to the notion that language can express ideas that are untrue.
a) arbitrariness
b) specialization
c) prevarication
d) duality of patterning
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 7.2.2: Summarize the evidence concerning animal communication
Topic: Language
51. Based on the elements of language that are unique to the human language, _____ refers to the idea that a finite number of sounds are used to produce an infinite number of unique utterances.
a) productivity
b) specialization
c) prevarication
d) duality of patterning
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 7.2.2: Summarize the evidence concerning animal communication
Topic: Language
52. One thing that animals have not demonstrated the ability to do with language (that humans can) is use language to describe itself. This use is called _____
a) reflexiveness.
b) specialization.
c) prevarication.
d) duality of patterning sounds, which is used to produce an infinite number of unique utterances.
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 7.2.2: Summarize the evidence concerning animal communication
Topic: Language
53. Based on the elements of language that are unique to the human language, duality of patterning indicates that _____
a) any sound that can be heard can be reproduced.
b) phonemes are combined in rule-governed patterns to create words, and words are combined in rule-governed patterns to create sentences.
c) any sound that can be heard can not be reproduced.
d) a finite number of sounds is used to produce an infinite number of unique utterances.
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 7.2.2: Summarize the evidence concerning animal communication
Topic: Language
54. Psychologists who study animal behavior, cognition, and language in relation to human behavior, cognition, and language are _____ psychologists.
a) behaviorist
b) cognitive
c) comparative
d) animal
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.2.2: Summarize the evidence concerning animal communication
Topic: Language
55. What do we call the hypothesis that language influences what we think?
a) The dynamic hypothesis
b) The language reaction hypothesis
c) The linguistic relativity hypothesis
d) The cognitive linguistic hypothesis
Skill Level: Understand
Difficulty: Easy
Learning Objective: 7.2.3: Describe the ways in which language influences thinking
Item Analysis: % correct 77 a = 2 b = 7 c = 77 d = 14 r = .65
Topic: Language
56. The linguistic relativity hypothesis suggests that _____
a) one’s language determines the pattern of one’s thinking and view of the world.
b) one’s thinking and view of the world determines the structure of one’s language.
c) we decide which objects belong to a concept according to what is most probable or sensible, given the facts at hand.
d) perception of surface structure precedes deep structure in understanding a sentence.
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.2.3: Describe the ways in which language influences thinking
Item Analysis: % correct 71 a = 71 b = 8 c = 0 d = 21 r = .20
Topic: Language
57. A lecturer argues that because the Hopi Indians have only two nouns for things that fly, one for birds and another for nonbirds, the Hopi must interpret all flying things in terms of these two nouns. This argument is based on _____
a) the idealized prototype construct.
b) bottom-up processing.
c) deep structure elaboration.
d) the linguistic relativity hypothesis.
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 7.2.3: Describe the ways in which language influences thinking
Topic: Language
58. Researchers have found that despite the number of color names in a language, the basic abilities to perceive color are unchanged. This finding would be troublesome for the theory of _____
a) the idealized prototype.
b) bottom-up processing.
c) deep structure elaboration.
d) linguistic relativity.
Skill Level: Analyze
Difficulty: Moderate
Learning Objective: 7.2.3: Describe the ways in which language influences thinking
Topic: Language
59. Which of the following is true about preschoolers who are fluent in more than one language?
a) They have more difficulty communicating because they mix up words.
b) They talk less because they have to choose which language to speak in.
c) They have better development of executive control skills for language.
d) They have better memory for word tasks.
Skill Level: Evaluate
Difficulty: Difficult
Learning Objective: 7.2.4: Explain how bilingualism affects language development
Topic: Language
60. Which of the following is true about learning a new language?
a) It is almost impossible for adults.
b) The more you know about your first language, the easier it is.
c) It takes adults at least seven years.
d) If you learn as an adult, you can develop a better accent.
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 7.2.4: Explain how bilingualism affects language development
Topic: Language
61. The American Psychological Association uses these phrases to describe _____: the ability to understand complex ideas, to adapt effectively to the environment, to learn from experience, to engage in various forms of reasoning, and to overcome obstacles by taking thought.
a) creative thought
b) expertise
c) intelligence
d) rationality
Skill Level: Understand
Difficulty: Easy
Learning Objective: 7.3.1: Compare the theories of Spearman, Thurstone, Gardner, and Sternberg
Topic: Intelligence
62. “Those who are bright in one area are usually bright in other areas as well.” Who would have made this comment?
a) Charles Spearman
b) Howard Gardner
c) Alfred Binet
d) Robert Sternberg
Skill Level: Analyze
Difficulty: Difficult
Learning Objective: 7.3.1: Compare the theories of Spearman, Thurstone, Gardner, and Sternberg
Topic: Intelligence
63. The g factor refers to _____, whereas the s factor refers to _____
a) primary mental abilities; secondary mental abilities.
b) specific intellectual abilities; general intelligence.
c) overall intelligence; specific intellectual abilities.
d) verbal abilities; nonverbal abilities.
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.3.1: Compare the theories of Spearman, Thurstone, Gardner, and Sternberg
Topic: Intelligence
64. Thurston disagreed with the _____ theory; he believed all intellectual activities involved more than one of _____
a) g factor; seven primary mental abilities.
b) multiple intelligences; our brain areas.
c) special abilities; three lobes of the brain.
d) s factor; just being smart.
Skill Level: Analyze
Difficulty: Difficult
Learning Objective: 7.3.1: Compare the theories of Spearman, Thurstone, Gardner, and Sternberg
Topic: Intelligence
65. Gardner and his associates are known for proposing _____
a) the generalized theory of intelligence.
b) the triarchic theory of intelligence.
c) the theory of multiple intelligences.
d) the theory of emotional intelligence.
Skill Level: Understand
Difficulty: Easy
Learning Objective: 7.3.1: Compare the theories of Spearman, Thurstone, Gardner, and Sternberg
Item Analysis:
% correct 76 a = 11 b = 5 c = 76 d = 8 r = .39
% correct 73 a = 6 b = 9 c = 73 d = 12 r = .38
Topic: Intelligence
66. Which of these is one of Howard Gardner’s multiple intelligences?
a) Poetic
b) Digital
c) Creative
d) Naturalistic
Skill Level: Understand
Difficulty: Easy
Learning Objective: 7.3.1: Compare the theories of Spearman, Thurstone, Gardner, and Sternberg
Item Analysis: % correct 60 a = 9 b = 3 c = 29 d = 60 r = .48
Topic: Intelligence
67. Criticisms of Gardner’s theory of multiple intelligences include _____
a) the fact that it relies too heavily on g.
b) there are no concerns.
c) it appears to describe only those with brain damage.
d) how to measure them and whether these are better thought of as talents.
Skill Level: Analyze
Difficulty: Moderate
Learning Objective: 7.3.1: Compare the theories of Spearman, Thurstone, Gardner, and Sternberg
Topic: Intelligence
68. Who proposed the triarchic theory of intelligence?
a) David Wechsler
b) Howard Gardner
c) Robert Sternberg
d) Charles Spearman
Skill Level: Understand
Difficulty: Easy
Learning Objective: 7.3.1: Compare the theories of Spearman, Thurstone, Gardner, and Sternberg
Topic: Intelligence
69. Sternberg’s _____ intelligence refers to the mental abilities most closely related to success on conventional IQ and achievement tests.
a) creative
b) componential
c) experiential
d) contextual
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 7.3.1: Compare the theories of Spearman, Thurstone, Gardner, and Sternberg
Topic: Intelligence
70. _____ intelligence, according to Sternberg, is made up of a person’s creative thinking and problem-solving abilities.
a) Contextual
b) Practical
c) Experiential
d) Analytical
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 7.3.1: Compare the theories of Spearman, Thurstone, Gardner, and Sternberg
Topic: Intelligence
71. According to Robert Sternberg, _____ intelligence refers to the ability to break problems down into component parts, or analysis, for problem solving. This is the type of intelligence that is measured by intelligence tests and academic achievement tests.
a) analytical/componential
b) creative/experiential
c) practical/contextual
d) kinesthetic/spatial
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 7.3.1: Compare the theories of Spearman, Thurstone, Gardner, and Sternberg
Item Analysis: % correct 60 a = 60 b = 12 c = 11 d = 17 r = .19
Topic: Intelligence
72. According to Robert Sternberg, which type of intelligence is least likely to predict success in an academic environment?
a) Analytical intelligence
b) Creative intelligence
c) Practical intelligence
d) Verbal intelligence
Skill Level: Evaluate
Difficulty: Difficult
Learning Objective: 7.3.1: Compare the theories of Spearman, Thurstone, Gardner, and Sternberg
Topic: Intelligence
73. Sternberg and others believed that IQ-test and real-world success are based on different types of knowledge, _____ and _____
a) tacit; formal academic.
b) pragmatic; analytic.
c) spatial; verbal.
d) creative; organizational.
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 7.3.1: Compare the theories of Spearman, Thurstone, Gardner, and Sternberg
Topic: Intelligence
74. _____ knowledge, according to Sternberg, is action-oriented and acquired without direct help from others.
a) Analytic
b) Tacit
c) Formal
d) Investigative
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 7.3.1: Compare the theories of Spearman, Thurstone, Gardner, and Sternberg
Topic: Intelligence
75. A(n) _____ is a measure of what an individual has learned up to a certain point in her or his life.
a) standardized prediction exam
b) aptitude test
c) culturally fair evaluation
d) achievement test
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.3.2: Identify the characteristics of good cognitive ability tests
Topic: Intelligence
76. A(n) _____ is a test that predicts future performance in a particular setting or on a specific task.
a) standardized prediction exam
b) aptitude test
c) culturally fair evaluation
d) achievement test
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.3.2: Identify the characteristics of good cognitive ability tests
Topic: Intelligence
77. During high school you may have taken the ACT or the SAT in order to gain admittance into college. Which of the following most accurately describes these tests?
a) Standardized intelligence tests
b) Mental age exams
c) IQ tests
d) Aptitude tests
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 7.3.2: Identify the characteristics of good cognitive ability tests
Topic: Intelligence
78. _____ refers to a test’s consistency of scores.
a) Reliability
b) Standardization
c) Validity
d) Sureness
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 7.3.2: Identify the characteristics of good cognitive ability tests
Topic: Intelligence
79. On a newly developed IQ test, an individual scores at the 110 level on the first half of the test and 150 on the second half of the test. What does this test appear to lack?
a) Standardization
b) Reliability
c) Predictive validity
d) Appropriate norms
Skill Level: Analyze
Difficulty: Difficult
Learning Objective: 7.3.2: Identify the characteristics of good cognitive ability tests
Topic: Intelligence
80. A psychological test that measures what we intend it to measure is said to be _____
a) valid.
b) normed.
c) reliable.
d) standardized.
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.3.2: Identify the characteristics of good cognitive ability tests
Item Analysis: % correct 73 a = 73 b = 0 c = 15 d = 12 r = .46
Topic: Intelligence
81. A test is said to be reliable if _____
a) a person’s score on a test is pretty much the same every time she or he takes it.
b) it contains an adequate sample of the skills it is supposed to measure.
c) its results agree with a more direct measure of what the test is designed to predict.
d) it is culture-fair.
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.3.2: Identify the characteristics of good cognitive ability tests
Topic: Intelligence
82. To be considered standardized, a test must establish _____ by _____
a) norms; analyzing scores of a sample of test-takers.
b) standards; which it will be validated.
c) validity; which it will be analyzed.
d) predictive ability; which scores are interpreted.
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 7.3.2: Identify the characteristics of good cognitive ability tests
Topic: Intelligence
83. To be considered standardized, a test must do which of the following?
a) Be given in a culture fair manner.
b) Be given the same way every time.
c) Be given only to those who meet its standards.
d) Be given according to the cultural standards of the test-takers.
Skill Level: Evaluate
Difficulty: Difficult
Learning Objective: 7.3.2: Identify the characteristics of good cognitive ability tests
Topic: Intelligence
84. Hannah took a reading test to see what her level of reading ability was. Although the tests accurately measured an individual’s general reading ability, the first test showed that she had poor reading skills, whereas the second test showed she had average reading skills. Which of the following is true regarding this scenario?
a) The reading tests may be valid, but they are not both reliable.
b) The reading tests did not measure what they were intended to measure.
c) The reading tests did not demonstrate validity.
d) The reading tests showed consistency based on her overall results.
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 7.3.2: Identify the characteristics of good cognitive ability tests
Topic: Intelligence
85. _____ addresses the question, “Is the test given the same way every time?” whereas “Is the test measuring what it is supposed to measure?” addresses _____
a) Validity; standardization.
b) Validity; reliability.
c) Reliability; validity.
d) Standardization; validity.
Skill Level: Analyze
Difficulty: Difficult
Learning Objective: 7.3.2: Identify the characteristics of good cognitive ability tests
Topic: Intelligence
86. Who developed the concept of mental age and published the first successful test of intelligence?
a) Lewis Terman
b) Charles Spearman
c) Alfred Binet
d) William Stern
Skill Level: Understand
Difficulty: Easy
Learning Objective: 7.3.3: Contrast the contributions to the study of intelligence made by Binet, Terman, and Wechsler
Topic: Intelligence
87. William Stern developed a method for assessing similar degrees of retardation in children of different ages when he devised the _____
a) Stern Scale.
b) deviation score.
c) intelligence quotient.
d) Stanford Scale.
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.3.3: Contrast the contributions to the study of intelligence made by Binet, Terman, and Wechsler
Topic: Intelligence
88. In order to compare children of different ages on their intelligence testing scores, we use the intelligence _____, devised by William Stern.
a) quotient
b) range
c) average
d) mean
Skill Level: Analyze
Difficulty: Moderate
Learning Objective: 7.3.3: Contrast the contributions to the study of intelligence made by Binet, Terman, and Wechsler
Topic: Intelligence
89. Dallas is a 10-year-old boy who has a mental age of 10 years. His IQ would be _____
a) 80.
b) 100.
c) 115.
d) 130.
Skill Level: Analyze
Difficulty: Moderate
Learning Objective: 7.3.3: Contrast the contributions to the study of intelligence made by Binet, Terman, and Wechsler
Item Analysis: % correct 91 a = 4 b = 91 c = 1 d = 3 r = .27
Topic: Intelligence
90. To which of the following groups of people is the Stanford-Binet least suited?
a) Elementary school age
b) Adolescents
c) Preschoolers
d) Adults
Skill Level: Analyze
Difficulty: Difficult
Learning Objective: 7.3.3: Contrast the contributions to the study of intelligence made by Binet, Terman, and Wechsler
Topic: Intelligence
91. Which standardized intelligence test yields scores in both verbal and nonverbal domains, including processing speed, working memory, and perceptual reasoning?
a) The Wechsler Adult Intelligence Scale
b) The Binet-Simon Intelligence Scale
c) The Wechsler Intelligence Scales for Children
d) The Stanford-Binet Intelligence Scale
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.3.3: Contrast the contributions to the study of intelligence made by Binet, Terman, and Wechsler
Topic: Intelligence
92. Wechsler developed an intelligence test for adults, the WAIS, that was based on how much the individual deviated from _____
a) their childhood IQ.
b) their mental age divided by chronological age.
c) the average score for adults.
d) a predetermined range for their exact age.
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 7.3.3: Contrast the contributions to the study of intelligence made by Binet, Terman, and Wechsler
Topic: Intelligence
93. When a psychologist wants to get a better understanding of a child’s learning problems, they often use the WISC-IV because it _____
a) is short and easy to administer.
b) measures Gardner’s multiple intelligences.
c) measures formal and tacit knowledge.
d) measures several types of verbal and nonverbal performance.
Skill Level: Analyze
Difficulty: Moderate
Learning Objective: 7.3.3: Contrast the contributions to the study of intelligence made by Binet, Terman, and Wechsler
Topic: Intelligence
94. The California Test of Mental Maturity, or the Cognitive Abilities Test, or the Otis-Lennon Mental Ability Test are often used when it is necessary to _____
a) use culture fair tests.
b) test a large group at one time.
c) test adults over 80.
d) test individuals with severe disabilities.
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.3.3: Contrast the contributions to the study of intelligence made by Binet, Terman, and Wechsler
Topic: Intelligence
95. Which of the following correctly reflects the average IQ score?
a) 70
b) 85
c) 100
d) 115
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.3.3: Contrast the contributions to the study of intelligence made by Binet, Terman, and Wechsler
Topic: Intelligence
96. Like most characteristics of a population, WAIS-IV scores are distributed in a bell or normal curve. Which of the following is an accurate characteristic of those types of curves?
a) Scores are evenly distributed across the population.
b) Scores are clumped around the midpoint.
c) The curve resembles an “S.”
d) Scores are more common at the ends of the distribution.
Skill Level: Analyze
Difficulty: Difficult
Learning Objective: 7.3.3: Contrast the contributions to the study of intelligence made by Binet, Terman, and Wechsler
Topic: Intelligence
97. Most standardized tests of intelligence have a distribution of scores that _____
a) follows the normal curve.
b) has a positive skew.
c) has a negative skew.
d) appears bimodal with two peaks of high frequency.
Skill Level: Analyze
Difficulty: Moderate
Learning Objective: 7.3.3: Contrast the contributions to the study of intelligence made by Binet, Terman, and Wechsler
Item Analysis: % correct 82 a = 82 b = 5 c = 5 d = 8 r = .44
Topic: Intelligence
98. Approximately what percentage of IQ scores falls between 70 and 130?
a) 50 percent
b) 65 percent
c) 95 percent
d) 99 percent
Skill Level: Understand
Difficulty: Easy
Learning Objective: 7.3.3: Contrast the contributions to the study of intelligence made by Binet, Terman, and Wechsler
Topic: Intelligence
99. Lewis Terman’s longitudinal study showed that people who have very high IQs tend to _____
a) be deficient in social skills.
b) be somewhat less adept at physical challenges.
c) have poor emotional control and poor mental health.
d) be well-adjusted personally and socially.
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 7.3.4: Explain how people at both ends of the IQ score continuum differ from those in the middle
Topic: Intelligence
100. Which of the following is true of Lewis Terman’s longitudinal research on gifted individuals?
a) Many had mild to moderate depression and anxiety.
b) Many had quirky personalities.
c) Most were emotionally stable.
d) Most had fair to poor common sense.
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 7.3.4: Explain how people at both ends of the IQ score continuum differ from those in the middle
Topic: Intelligence
101. About _____ of IQ scores fall below _____, in the range of intellectual disability.
a) 5 percent; 65
b) 2 percent; 70
c) 1 percent; 50
d) 12 percent; 75
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.3.4: Explain how people at both ends of the IQ score continuum differ from those in the middle
Topic: Intelligence
102. Which of these is an element of the formal definition of intellectual disability?
a) Adaptive behavior severely below a level appropriate for the person’s age
b) Evidence of brain damage
c) Slower than normal reflexes
d) Onset of deficits prior to age 6
Skill Level: Evaluate
Difficulty: Easy
Learning Objective: 7.3.4: Explain how people at both ends of the IQ score continuum differ from those in the middle
Topic: Intelligence
103. Individuals with mild intellectual disability, in the _____ IQ range, can usually acquire academic skills to about the _____ grade level.
a) 50 to 60; third
b) 55 to 70; sixth
c) 60 to 80; eighth
d) 40 to 60; first
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 7.3.4: Explain how people at both ends of the IQ score continuum differ from those in the middle
Topic: Intelligence
104. Educational programs for the intellectually disabled rely heavily on _____
a) discipline.
b) medications.
c) behavior modification.
d) Freudian theory.
Skill Level: Understand
Difficulty: Easy
Learning Objective: 7.3.4: Explain how people at both ends of the IQ score continuum differ from those in the middle
Topic: Intelligence
105. Individuals with an IQ score below _____ are considered to have profound intellectual disability and can only learn _____
a) 50; to talk.
b) 35; to do menial labor.
c) 15; to follow commands.
d) 25; simple motor skills.
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.3.4: Explain how people at both ends of the IQ score continuum differ from those in the middle
Topic: Intelligence
106. Most psychologists now agree that intelligence is _____
a) mostly inherited.
b) determined primarily by our environment.
c) determined by nature and nurture interacting.
d) determined by parenting and schools.
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.4.1: Outline the evidence for each side of the nature–nurture debate
Topic: Explaining Differences in Intelligence
107. The study of the influences of genetics and environment on human behavior and mental processes is the field of _____
a) behavioral genetics.
b) heritability.
c) twin studies.
d) nature/nurture.
Skill Level: Understand
Difficulty: Easy
Learning Objective: 7.4.1: Outline the evidence for each side of the nature–nurture debate
Topic: Explaining Differences in Intelligence
108. _____ is the degree to which a characteristic is estimated to be influenced by genes.
a) Behavioral genetics
b) Nature
c) Genetics
d) Heritability
Skill Level: Understand
Difficulty: Easy
Learning Objective: 7.4.1: Outline the evidence for each side of the nature–nurture debate
Topic: Explaining Differences in Intelligence
109. Tim and Jim are identical twins who were raised apart. Ned and Ed are fraternal twins who were raised together. Which pair of twins is likeliest to have similar IQ scores, if either?
a) Tim and Jim
b) Ned and Ed
c) It is impossible to answer based on the given information.
d) All twins have the same IQ.
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 7.4.1: Outline the evidence for each side of the nature–nurture debate
Topic: Explaining Differences in Intelligence
110. If intelligence was determined primarily by heredity, which pair should show the highest correlation between IQ scores?
a) Fraternal twins
b) Identical twins
c) Brothers and sisters
d) Parents and children
Skill Level: Analyze
Difficulty: Moderate
Learning Objective: 7.4.1: Outline the evidence for each side of the nature–nurture debate
Item Analysis:
% correct 72 a = 3 b = 72 c = 1 d = 24 r = .39
% correct 89 a = 2 b = 0 c = 89 d = 7 r = .31
Topic: Explaining Differences in Intelligence
111. Today the debate over whether intelligence is due to genetic or environmental factors does not focus so much on either/or, but rather _____
a) at what age the influence of the environment begins and ends.
b) at what age the influence of genetics begins and ends.
c) how much of each factor contributes to intelligence.
d) what the nature of intelligence actually is.
Skill Level: Analyze
Difficulty: Difficult
Learning Objective: 7.4.1: Outline the evidence for each side of the nature–nurture debate
Topic: Explaining Differences in Intelligence
112. Today, the best estimates of the heritability of intelligence range from ____
a) .55 to .67.
b) .10 to .25.
c) .71 to .82.
d) .34 to .42.
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.4.1: Outline the evidence for each side of the nature–nurture debate
Topic: Explaining Differences in Intelligence
113. We now know that IQ scores are _____
a) fixed.
b) not fixed.
c) unchangeable.
d) fixed by age five.
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.4.1: Outline the evidence for each side of the nature–nurture debate
Topic: Explaining Differences in Intelligence
114. Ramey’s research on the effect of early intervention on intelligence are _____ studies, so we can see that the outcomes are a result of the intervention.
a) longitudinal
b) cross-sectional
c) observational
d) experimental
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.4.1: Outline the evidence for each side of the nature–nurture debate
Topic: Explaining Differences in Intelligence
115. The improvement in IQ between the infants in Ramey’s intervention group and his control group was still _____ significant at age _____
a) very; three.
b) marginally; twelve.
c) statistically; twelve.
d) not; two.
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.4.1: Outline the evidence for each side of the nature–nurture debate
Topic: Explaining Differences in Intelligence
116. The increase in IQ scores over time suggests _____ has a strong influence on intelligence.
a) history
b) genetics
c) education
d) environment
Skill Level: Analyze
Difficulty: Moderate
Learning Objective: 7.4.1: Outline the evidence for each side of the nature–nurture debate
Topic: Explaining Differences in Intelligence
117. The consistent improvement in IQ scores over time is known as the _____
a) Flynn effect.
b) IQ gains hypothesis.
c) historical effect.
d) environmental factor.
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.4.1: Outline the evidence for each side of the nature–nurture debate
Topic: Explaining Differences in Intelligence
118. A new technique called _____ supports the hypothesis that group differences are attributable to environment.
a) race-fair testing
b) culture-fair testing
c) stereotype effect
d) dynamic assessment
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.4.2: Compare the various theories that explain ethnic group differences in IQ scores
Topic: Explaining Differences in Intelligence
119. A new testing technique that supports the hypothesis that group differences are attributable to environment uses which of the following procedures?
a) The goal and format of the test is explained first.
b) The children are tested in quiet rooms.
c) Everyone is told that intelligence is not genetic.
d) Students are given a high-energy snack first.
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.4.2: Compare the various theories that explain ethnic group differences in IQ scores
Topic: Explaining Differences in Intelligence
120. Claude Steele proposed a theory called ____ threat as a possible explanation for group differences in intelligence and other test results.
a) ego
b) self-esteem
c) stereotype
d) future
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.4.2: Compare the various theories that explain ethnic group differences in IQ scores
Topic: Explaining Differences in Intelligence
121. The few gender differences in cognitive functioning are _____
a) quite small.
b) quite large.
c) all in spatial ability.
d) all in verbal ability.
Skill Level: Evaluate
Difficulty: Moderate
Learning Objective: 7.4.3: Compare the cognitive abilities of males and females
Topic: Explaining Differences in Intelligence
122. It is important not to _____ gender differences so that we create gender _____
a) forget; unfairness.
b) talk about; resentment.
c) underestimate; equality.
d) exaggerate; stereotypes.
Skill Level: Analyze
Difficulty: Moderate
Learning Objective: 7.4.3: Compare the cognitive abilities of males and females
Topic: Explaining Differences in Intelligence
123. On average, girls have better _____ than boys, even as early as 18 months of age.
a) vision
b) sense
c) vocabularies
d) drawing skills
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.4.3: Compare the cognitive abilities of males and females
Topic: Explaining Differences in Intelligence
124. Girls take a(n) _____ approach to their schoolwork, and on average have more _____ than boys.
a) effortful; self-discipline
b) superficial; distractions
c) playful; fun
d) worried; stress
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 7.4.3: Compare the cognitive abilities of males and females
Topic: Explaining Differences in Intelligence
125. Overall, girls get higher grades in _____ than do boys.
a) writing
b) reading
c) all subjects
d) art
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.4.3: Compare the cognitive abilities of males and females
Topic: Explaining Differences in Intelligence
126. Boys have better _____ abilities than do girls on average.
a) self-discipline
b) visual
c) drawing
d) spatial
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.4.3: Compare the cognitive abilities of males and females
Topic: Explaining Differences in Intelligence
127. There is evidence that exposure to higher levels of _____ are associated with better _____
a) estrogen; verbal skills.
b) testosterone; spatial skills.
c) paternal interaction; math skills.
d) oxytocin; art skills.
Skill Level: Understand
Difficulty: Difficult
Learning Objective: 7.4.3: Compare the cognitive abilities of males and females
Topic: Explaining Differences in Intelligence
128. Parents are likely to attribute a daughter’s success in math as due to _____ and a son’s as due to _____
a) luck; effort.
b) talent; effort.
c) effort; talent.
d) effort; luck.
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.4.3: Compare the cognitive abilities of males and females
Topic: Explaining Differences in Intelligence
129. The ability to apply knowledge about emotions to everyday life is called _____
a) empathy.
b) emotional expertise.
c) intuition.
d) emotional intelligence.
Skill Level: Understand
Difficulty: Easy
Learning Objective: 7.5.1: List and define the components of emotional intelligence
Topic: Beyond Intelligence
130. Emotional intelligence is _____ the intelligence quotient or IQ.
a) positively correlated with
b) unrelated to
c) negatively correlated with
d) usually equal to
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.5.1: List and define the components of emotional intelligence
Topic: Beyond Intelligence
131. Emotional intelligence has two components: _____ and _____
a) empathy; intuition.
b) management; recognition.
c) personal; interpersonal.
d) expressive; receptive.
Skill Level: Understand
Difficulty: Easy
Learning Objective: 7.5.1: List and define the components of emotional intelligence
Topic: Beyond Intelligence
132. Emotion management includes _____
a) suppressing negative emotion.
b) expressing emotion appropriately.
c) managing the emotions of others.
d) never showing too much emotion.
Skill Level: Analyze
Difficulty: Easy
Learning Objective: 7.5.1: List and define the components of emotional intelligence
Topic: Beyond Intelligence
133. Good emotional management starts with _____ of our emotions.
a) control
b) expression
c) awareness
d) suppression
Skill Level: Analyze
Difficulty: Easy
Learning Objective: 7.5.1: List and define the components of emotional intelligence
Topic: Beyond Intelligence
134. What is the relationship between emotional intelligence (EI), academic success, and social success?
a) EI is negatively correlated with academic success and positively correlated with social success.
b) EI is not correlated with academic success, but it is with social success.
c) EI is neutrally correlated with academic success and strategically correlated with social success.
d) EI is positively correlated with academic and social success.
Skill Level: Evaluate
Difficulty: Moderate
Learning Objective: 7.5.1: List and define the components of emotional intelligence
Topic: Beyond Intelligence
135. Through brain imaging, we have observed that women process emotion _____
a) primarily in the right hemisphere.
b) about equally in both hemispheres.
c) primarily in the left hemisphere.
d) more in the temporal lobes than anywhere else.
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.5.1: List and define the components of emotional intelligence
Topic: Beyond Intelligence
136. Through brain imaging, we have observed that men process emotion _____
a) primarily in the right hemisphere.
b) about equally in both hemispheres.
c) primarily in the left hemisphere.
d) more in the temporal lobes than anywhere else.
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.5.1: List and define the components of emotional intelligence
Topic: Beyond Intelligence
137. Which of the following is a correct statement?
a) The more intelligent anyone is, the more creative she or he will be.
b) Creativity is negatively correlated with intelligence.
c) The more convergent your thinking, the more creative you are.
d) Creativity comes from a prepared mind.
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.5.2: Describe how creativity differs from other forms of cognition
Topic: Beyond Intelligence
138. There is _____ correlation between IQ and creativity.
a) a high
b) no
c) a weak to moderate
d) negative
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.5.2: Describe how creativity differs from other forms of cognition
Topic: Beyond Intelligence
139. Creative ideas usually come _____
a) in a sudden flash.
b) while dreaming.
c) when we have prepared.
d) in altered states of consciousness.
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.5.2: Describe how creativity differs from other forms of cognition
Topic: Beyond Intelligence
140. _____ is the stage in the creative process when we set aside active work on a problem while processing information, often below the level of consciousness.
a) Translation
b) Illumination
c) Meditation
d) Incubation
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.5.2: Describe how creativity differs from other forms of cognition
Topic: Beyond Intelligence
141. Transforming insight into useful activity is what the _____ stage of creativity is all about.
a) incubation
b) preparation
c) illumination
d) translation
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.5.2: Describe how creativity differs from other forms of cognition
Topic: Beyond Intelligence
142. According to Guilford, creative people are good at _____ thinking.
a) convergent
b) analytical
c) divergent
d) eccentric
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.5.2: Describe how creativity differs from other forms of cognition
Topic: Beyond Intelligence
143. _____ thinking is the ability to make unusual associations and switch smoothly between sets of ideas.
a) Convergent
b) Divergent
c) Digressive
d) Expert
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.5.2: Describe how creativity differs from other forms of cognition
Topic: Beyond Intelligence
144. The type of thinking measured by IQ and achievement tests is _____ thinking.
a) convergent
b) divergent
c) digressive
d) academic
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.5.2: Describe how creativity differs from other forms of cognition
Topic: Beyond Intelligence
145. Convergent thinking is characterized by higher levels of activity in _____
a) the left frontal cortex.
b) the right frontal cortex.
c) both hemispheres.
d) the parietal lobes.
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.5.2: Describe how creativity differs from other forms of cognition
Topic: Beyond Intelligence
146. Divergent thinking is characterized by higher levels of activity in _____
a) the left frontal cortex.
b) the right frontal cortex.
c) both hemispheres.
d) the parietal lobes.
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.5.2: Describe how creativity differs from other forms of cognition
Topic: Beyond Intelligence
147. Mednick and Mednick think the essence of creativity is being able to fit together _____
a) convergent and divergent thinking.
b) new and old ideas.
c) unrelated ideas.
d) left and right brain thinking.
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.5.2: Describe how creativity differs from other forms of cognition
Topic: Beyond Intelligence
148. Linus, Adjoa, and Jelani were all asked by their professor to take 60 seconds and list as many different uses for a note card as they could think of in that time frame. Jelani came up with six uses and Linus came up with five. Adjoa, however, was able to come up with fourteen independent uses for a note card. Based on the research evidence, which of the following is likely true of Adjoa?
a) She is a convergent thinker.
b) She prefers to think in a conventional manner.
c) She experienced a mental set.
d) She is a divergent thinker.
Skill Level: Evaluate
Difficulty: Moderate
Learning Objective: 7.5.2: Describe how creativity differs from other forms of cognition
Topic: Beyond Intelligence
149. Trevor is trying to solve an open-ended physics problem. First, he first gathers all of the necessary information before he tackles the problem. Once that part is complete, he tries to come up with different ways to solve the problem. After about 45 minutes of working on the problem and coming up empty-handed, he decides to go for a nice long walk with his dog. About 20 minutes later, just as he approaches his apartment, he gets an idea of how he might solve the problem. He runs inside and applies his idea to the problem. Finally, the physics problem is solved. In which part of the scenario did Trevor experience incubation?
a) When he got an idea to solve the problem as he was approaching his apartment
b) When he went to walk his dog
c) When he applied his idea to the problem
d) When he gathered all of the necessary information
Skill Level: Apply
Difficulty: Moderate
Learning Objective: 7.5.2: Describe how creativity differs from other forms of cognition
Topic: Beyond Intelligence
150. Which of the following would not be considered a trait possessed by creative individuals?
a) Openness to experience and ideas
b) Curiosity
c) A strong desire to please others
d) An inquisitive nature
Skill Level: Understand
Difficulty: Moderate
Learning Objective: 7.5.2: Describe how creativity differs from other forms of cognition
Topic: Beyond Intelligence
Completion (Fill-in-the-Blank)
1. _____ is the general psychological term for any mental process such as perception, decision making, and language use.
Difficulty: Easy
Skill Level: Analyze
Learning Objective: 7.1.1: Compare how imagery and concepts help us think
Topic: Cognition
2. Stella recognizes that the roundish, wonderful smelling, sweet tasting, edible objects that sometimes contain chocolate chips or oatmeal and raisins are cookies. Stella has a _____, or mental category, for these delicious desserts.
Difficulty: Moderate
Skill Level: Apply
Learning Objective: 7.1.1: Compare how imagery and concepts help us think
Topic: Cognition
3. A _____ is the most likely or most commonly thought of example from a concept.
Difficulty: Easy
Skill Level: Analyze
Learning Objective: 7.1.1: Compare how imagery and concepts help us think
Topic: Cognition
4. Out of apple, mango, or boysenberry, the average American person likely has _____ as a prototype for fruit.
Difficulty: Moderate
Skill Level: Apply
Learning Objective: 7.1.1: Compare how imagery and concepts help us think
Topic: Cognition
5. Tracey is a pastry chef specializing in strawberry tarts. If asked to quickly name a dessert, even though most people would likely respond with cake or cookies, Tracey would likely say strawberry tarts. Strawberry tart is a(n) _____—a concept based on Tracey’s personal experience as a pastry chef.
Difficulty: Moderate
Skill Level: Apply
Learning Objective: 7.1.1: Compare how imagery and concepts help us think
Topic: Cognition
6. George needs a new car. He heads to the dealership and asks the salesperson for some suggestions of safe and affordable vehicles. The sales person gives George information on six cars. In an effort to decide which car to buy, George decides against any that are out of his price range. Next, he dismisses the cars that have poor fuel efficiency. Lastly, he decides against any of the cars that are not four-wheel drive. In making his decision as to which car to purchase, George has just utilized the _____ approach.
Difficulty: Moderate
Skill Level: Apply
Learning Objective: 7.1.2: Outline the decision-making process
Topic: Cognition
7. The word scarecrow contains _____ phonemes.
Difficulty: Difficult
Skill Level: Apply
Learning Objective: 7.2.1: Define the components of language
Topic: Language
8. The structure of a language has five different components: _____ refers to the smallest unit of meaning in a language, whereas _____ refers to the smallest unit of sound in the language.
Difficulty: Moderate
Skill Level: Analyze
Learning Objective: 7.2.1: Define the components of language
Topic: Language
9. _____, dictated by grammar, is the element of a language that guides us to the proper arrangement of words.
Difficulty: Easy
Skill Level: Analyze
Learning Objective: 7.2.1: Define the components of language
10. As Sabra was taking her sociology final, she was confused as to what one of the questions was really asking. She read it again and again, but did not understand the meaning of it. Based on the structure of language, Sabra was struggling with the _____ of that question.
Difficulty: Difficult
Skill Level: Apply
Learning Objective: 7.2.1: Define the components of language
Topic: Language
11. Seth has a good understanding of the social rules of his language and uses intonation as appropriate when he speaks. Seth seems to have a good understanding of _____.
Difficulty: Moderate
Skill Level: Apply
Learning Objective: 7.2.1: Define the components of language
Topic: Language
12. Though not all research supports it, the notion that the language a person speaks largely determines the nature of that individual’s thoughts is referred to as the _____.
Difficulty: Difficult
Skill Level: Understand
Learning Objective: 7.2.3: Describe the ways in which language influences thinking
Topic: Language
13. Lynda is an intellectually bright individual who seems to be good at just about anything she does. She was always a high-achieving student and scored excellent grades in all of her classes. Charles Spearman would say that Linda has a _____.
Difficulty: Difficult
Skill Level: Apply
Learning Objective: 7.3.1: Compare the theories of Spearman, Thurstone, Gardner, and Sternberg
Topic: Intelligence
14. _____ studied the primary mental abilities, whereas _____ believed in the g factor and s factor for measuring intelligence.
Difficulty: Difficult
Skill Level: Analyze
Learning Objective: 7.3.1: Compare the theories of Spearman, Thurstone, Gardner, and Sternberg
Topic: Intelligence
15. Dr. Martinez is the top math professor at a local university. Students rate him as a fantastic instructor because of his superb math abilities and his fine language skills, in addition to his ability to clearly communicate with students. Students connect with him, find him to be personable and approachable, and find him very easy to understand. According to Gardner, the three types of intelligence he would score high on would be _____, _____, and _____.
Difficulty: Difficult
Skill Level: Apply
Learning Objective: 7.3.1: Compare the theories of Spearman, Thurstone, Gardner, and Sternberg
Topic: Intelligence
16. Although Michael is not a trained musician, he has the ability to hear a piece of music once or twice and then play it on his guitar. According to Gardner, Michael would have a high _____.
Difficulty: Moderate
Skill Level: Apply
Learning Objective: 7.3.1: Compare the theories of Spearman, Thurstone, Gardner, and Sternberg
Topic: Intelligence
17. _____ authored the theory of multiple intelligences, whereas _____ suggested the triarchic theory of intelligence.
Difficulty: Moderate
Skill Level: Understand
Learning Objective: 7.3.1: Compare the theories of Spearman, Thurstone, Gardner, and Sternberg
Topic: Intelligence
18. Adrien has always been known for his common sense and adaptability. According to the triarchic theory of intelligence, Adrien would have a high _____ intelligence.
Difficulty: Moderate
Skill Level: Apply
Learning Objective: 7.3.1: Compare the theories of Spearman, Thurstone, Gardner, and Sternberg
Topic: Intelligence
19. Laurie works for an advertising agency. She has won multiple awards for her creativity and efficiency. According to the triarchic theory, Laurie would have a high _____ intelligence.
Difficulty: Moderate
Skill Level: Apply
Learning Objective: 7.3.1: Compare the theories of Spearman, Thurstone, Gardner, and Sternberg
Topic: Intelligence
20. Robert Sternberg makes an important distinction between _____ knowledge (the information we learn in school) and _____ knowledge (information that can help us succeed in the real world).
Difficulty: Difficult
Skill Level: Understand
Learning Objective: 7.3.1: Compare the theories of Spearman, Thurstone, Gardner, and Sternberg
Topic: Intelligence
21. The SAT and ACT are examples of _____ tests, whereas a math test taken at the end of a semester would be considered a(n) _____ test.
Difficulty: Moderate
Skill Level: Apply
Learning Objective: 7.3.2: Identify the characteristics of good cognitive ability tests
Topic: Intelligence
22. The _____, which measured mental age, eventually became the first intelligence test.
Difficulty: Difficult
Skill Level: Understand
Learning Objective: 7.3.3: Contrast the contributions to the study of intelligence made by Binet, Terman, and Wechsler
Topic: Intelligence
23. When John was an infant, his parents noticed that he didn’t achieve his developmental milestones on time. As he grew older, he seemed not to be able to do what his same-aged peers could do. Concerned, John’s parents took him to get an IQ test. The psychologist reported that he scored about a 62 overall. Now at age five, John still cannot dress himself, tie his shoes, nor feed himself very well. John probably has been diagnosed with _____.
Difficulty: Easy
Skill Level: Apply
Learning Objective: 7.3.4: Explain how people at both ends of the IQ score continuum differ from those in the middle
Topic: Intelligence
24. Because her school has decided to support _____, Olivia, a second-grader who has been diagnosed with intellectual disability, attends class in her appropriate grade level with her same-aged peers.
Difficulty: Moderate
Skill Level: Apply
Learning Objective: 7.3.4: Explain how people at both ends of the IQ score continuum differ from those in the middle
Topic: Intelligence
25. Craig Ramey and other psychologists have produced research that runs counter to the publication on race and IQ by Arthur Jensen in 1969. Jensen argued that “genetic differences” were the reason for the gap in IQ between races; however, Ramey and others suggest that racial differences were likely due to _____ and _____.
Difficulty: Moderate
Skill Level: Understand
Learning Objective: 7.4.2: Compare the various theories that explain ethnic group differences in IQ scores
Topic: Explaining Differences in Intelligence
Essay Questions
1. Describe at least three approaches to problem solving and give an example of each.
2. List and explain each of the basic components of a language.
3. Amid all of the controversy, what purposes do intelligence tests serve?
4. Discuss gender differences in cognition. Include biological and social factors that may contribute to them. Discuss why it is important to keep gender differences in cognition in perspective.
5. Discuss creativity. Include the stages of creativity and give an example of each. Describe the characteristics of creative people and illustrate convergent and divergent thinking. Discuss how intelligence and creativity correlate.
1. Can a prototype and an exemplar be the same for a particular concept? If so, how?
2. In what way are heuristics both useful and not useful?
3. Name at least four factors that can get in the way of solving a problem?
4. How do individuals know how to arrange words so that they make sense to others who speak the same language?
5. In terms of intelligence and intelligence testing, what would likely be the topic of conversation between Charles Spearman and Louis Thurstone?
6. Why can’t achievement tests tell us about a person’s intelligence?
7. Why is Simon and Binet’s concept of mental age no longer used?
8. Why do standardized intelligence tests such as the WISC-IV report more than one score?
9. Why should inclusion (or mainstreaming) in schools continue?
10. How do we know that creativity and intelligence are different?
Skill Level: Evaluate
Difficulty: Moderate
Learning Objective: 7.5.2: Describe how creativity differs from other forms of cognition
Topic: Beyond Intelligence
Document Information
Connected Book
Mastering the World of Psychology 6th Edition Exam Pack
By Samuel E. Wood