Exam Prep 1st Edition Chapter.13 Intelligence - Test Bank | Psychology by Davey 1e by Graham C. Davey. DOCX document preview.
Chapter 13: Intelligence
Multiple choice
1. Individual differences refer to differences in psychological traits:
a) between people
b) within people
c) between and within people
d) none of the above
Section Ref: Introduction and Defining Intelligence
Learning Objective: Describe the theoretical concept of intelligence and its measurement.
Difficulty Level: Easy
2. Psychological traits that differ between and within people are referred to as:
a) population differences
b) individual differences
c) psychometric differences
d) trait differences
Section Ref: Introduction and Defining Intelligence
Learning Objective: Describe the theoretical concept of intelligence and its measurement.
Difficulty Level: Easy
3. According to your textbook, which of the following statements is the most accurate?
a) Individual differences in physical traits are more relevant than individual differences in psychological traits.
b) Individual differences in psychological traits are more relevant than individual differences in physical traits.
c) Individual differences in psychological and physical traits are equally relevant.
d) Individual differences are not relevant.
Section Ref: Introduction and Defining Intelligence
Learning Objective: Describe the theoretical concept of intelligence and its measurement.
Difficulty Level: Medium
4. __________ is the study of assessments of human intelligence.
a) Behavioural genetics
b) Neuroscience
c) Cognitive psychology
d) Psychometrics
Section Ref: Introduction and Defining Intelligence
Learning Objective: Describe the theoretical concept of intelligence and its measurement.
Difficulty Level: Medium
5. Dr Foster investigates the extent to which nature and nurture causes individual differences in intelligence. Dr Foster is a:
a) behavioural geneticist
b) neuroscientist
c) cognitive psychologist
d) psychometrist
Section Ref: Introduction and Defining Intelligence
Learning Objective: Describe the theoretical concept of intelligence and its measurement.
Difficulty Level: Medium
6. Which of the following claims is the most accurate regarding the current situation of intelligence research?
a) The study of intelligence is interdisciplinary.
b) The study of intelligence is mainly carried out by psychometrists.
c) The study of intelligence is mainly carried out by behavioural geneticists.
d) The study of intelligence is mainly carried out by neuroscientists.
Section Ref: Introduction and Defining Intelligence
Learning Objective: Describe the theoretical concept of intelligence and its measurement.
Difficulty Level: Easy
7. Which of the following terms can be often found in the literature as a synonym of intelligence?
a) Intellectual capacity
b) g-factor
c) IQ
d) All of the above
Section Ref: Introduction and Defining Intelligence
Learning Objective: Describe the theoretical concept of intelligence and its measurement.
Difficulty Level: Medium
8. Why did intelligence researchers struggle to come up with a consensus definition of intelligence?
a) There is a variety of different definitions of intelligence.
b) Different researchers use different methods to investigate intelligence.
c) Intelligence is a highly complex construct.
d) All of the above
Section Ref: Introduction and Defining Intelligence
Learning Objective: Describe the theoretical concept of intelligence and its measurement.
Difficulty Level: Medium
9. When was the first attempt of a consensus definition of intelligence put together?
a) 1943
b) 1962
c) 1985
d) 1994
Section Ref: Introduction and Defining Intelligence
Learning Objective: Describe the theoretical concept of intelligence and its measurement.
Difficulty Level: Medium
10. Which of the following elements is not included in the consensus definition of intelligence published in the Wall Street Journal in 1994?
a) Accumulated knowledge and experiences
b) Ability to think abstractly
c) Adaptation to novel circumstances
d) Comprehension of one’s own surroundings
Section Ref: Introduction and Defining Intelligence
Learning Objective: Describe the theoretical concept of intelligence and its measurement.
Difficulty Level: Medium
11. We need intelligence for:
a) solving problems
b) making plans
c) interpret emotional cues
d) all of the above
Section Ref: Introduction and Defining Intelligence
Learning Objective: Describe the theoretical concept of intelligence and its measurement.
Difficulty Level: Easy
12. Which of the following, according to your textbook, is a working definition of intelligence?
a) Intelligence is the adaptability to the environment.
b) Intelligence is the sum of mental processes.
c) Intelligence is the adaptability of the brain.
d) Intelligence is the accumulation of knowledge, experiences, and information.
Section Ref: Introduction and Defining Intelligence
Learning Objective: Describe the theoretical concept of intelligence and its measurement.
Difficulty Level: Medium
Fill-in-the-blank
13. Intelligence is the ___________ of the brain.
Section Ref: Introduction and Defining Intelligence
Learning Objective: Describe the theoretical concept of intelligence and its measurement.
Difficulty Level: Medium
14. Individual differences are all those differences in psychological and physical traits _________ and _________ people.
Section Ref: Introduction and Defining Intelligence
Learning Objective: Describe the theoretical concept of intelligence and its measurement.
Difficulty Level: Medium
15. A ___________ definition of intelligence was supported by 52 intelligence researchers and published in the ___________.
Section Ref: Introduction and Defining Intelligence
Learning Objective: Describe the theoretical concept of intelligence and its measurement.
Difficulty Level: Medium
Short answer
16. Name at least 3 terms that are used interchangeably with intelligence in the literature.
Section Ref: Introduction and Defining Intelligence
Learning Objective: Describe the theoretical concept of intelligence and its measurement.
Difficulty Level: Easy
17. Which category of intelligence researchers explore the genetic and environmental causes of individual differences in intelligence?
Section Ref: Introduction and Defining Intelligence
Learning Objective: Describe the theoretical concept of intelligence and its measurement.
Difficulty Level: Medium
Essay
18. Describe the consensus definition of intelligence supported by 52 research experts in 1994.
Section Ref: Introduction and Defining Intelligence
Learning Objective: Describe the theoretical concept of intelligence and its measurement.
Difficulty Level: Medium
True/False
19. The first scientific writings on intelligence appeared back to the 18th century.
Section Ref: Introduction and Defining Intelligence
Learning Objective: Describe the theoretical concept of intelligence and its measurement.
Difficulty Level: Medium
20. Individual differences only refer to differences on psychological traits between people. Instead, personal differences describe differences within people.
Section Ref: Introduction and Defining Intelligence
Learning Objective: Describe the theoretical concept of intelligence and its measurement.
Difficulty Level: Medium
Multiple Choice
21. In what country did intelligence originate as a discipline of scientific study?
a) France
b) United States
c) England
d) Germany
Section Ref: History of Intelligence
Learning Objective: Describe the core advances in the history of intelligence research.
Difficulty Level: Medium
22. Intelligence originated as a discipline of scientific study in England and it was inspired by the following seminal publication:
a) Examen de ingenious para las sciencias by Juan Huarte de San Juan
b) On the Origin of Species by Charles Darwin
c) The Bell Curve: Intelligence and Class Structure in American Life by Herrnstein and Murray
d) Human Cognitive Abilities: A Survey of Factor-Analytic Studies by John Bissell Carroll
Section Ref: History of Intelligence
Learning Objective: Describe the core advances in the history of intelligence research.
Difficulty Level: Medium
23. In 1865 Francis Galton published a seminal work titled:
a) ‘heredity, talent and character’
b) ‘heredity, talent and personality’
c) ‘familiality, talent and character’
d) ‘familiality, talent and personality’
Section Ref: History of Intelligence
Learning Objective: Describe the core advances in the history of intelligence research.
Difficulty Level: Medium
24. What was Galton’s first approach to explore intelligence?
a) He tested all the member of his family on an intelligent scale.
b) He reviewed the family trees of men who had made intellectual contributions to society.
c) He studied the cognitive abilities of savants.
d) He tested children with and without learning disabilities and compared the results.
Section Ref: History of Intelligence
Learning Objective: Describe the core advances in the history of intelligence research.
Difficulty Level: Medium
25. Galton’s first approach to the study of intelligence was:
a) psychometric
b) psychophysics
c) comparative
d) historiometric
Section Ref: History of Intelligence
Learning Objective: Describe the core advances in the history of intelligence research.
Difficulty Level: Medium
26. What were Galton’s main conclusions to his genealogical investigations on intelligence?
a) Intellectual abilities are transmitted from one generation to the next.
b) Intellectual abilities are strongly determined by environmental factors.
c) Intellectual abilities are almost impossible to measure.
d) Intellectual abilities are not associated to individual differences in academic performance.
Section Ref: History of Intelligence
Learning Objective: Describe the core advances in the history of intelligence research.
Difficulty Level: Medium
27. When a psychological trait runs in a family:
a) it is necessarily due to genetic factors.
b) it is necessarily due to environmental factors.
c) it is impossible to say whether is due to genetic or environmental factors.
d) it is likely due to a combination of genetic and environmental factors.
Section Ref: History of Intelligence
Learning Objective: Describe the core advances in the history of intelligence research.
Difficulty Level: Medium
28. Who was the first to suggest that there is an association between individual differences in intelligence and in academic performance?
a) Spearman
b) Galton
c) Binet
d) Cattell
Section Ref: History of Intelligence
Learning Objective: Describe the core advances in the history of intelligence research.
Difficulty Level: Medium
29. ___________ believed that gifted people have a heightened sensitivity to external stimuli, as measured in his Anthropometric Laboratory in London.
a) Cattell
b) Binet
c) Galton
d) Simon
Section Ref: History of Intelligence
Learning Objective: Describe the core advances in the history of intelligence research.
Difficulty Level: Hard
Short answer
30. Who founded the Anthropometric Laboratory in London’s Science Museum?
Section Ref: History of Intelligence
Learning Objective: Describe the core advances in the history of intelligence research.
Difficulty Level: Medium
31. What method of research did Galton initially pursue in his exploration of intelligence?
Section Ref: History of Intelligence
Learning Objective: Describe the core advances in the history of intelligence research.
Difficulty Level: Medium
True/False
32. Nowadays, it would be more appropriate to claim that intelligence refers to the adaptability of the brain to the academic context.
Section Ref: History of Intelligence
Learning Objective: Describe the core advances in the history of intelligence research.
Difficulty Level: Medium
33. If Galton were a behavioural geneticist today, he would support the contribution of nature on intelligence over the contribution of nurture.
Section Ref: History of Intelligence
Learning Objective: Describe the core advances in the history of intelligence research.
Difficulty Level: Medium
Fill-in-the-blank
34. The first intelligence test was developed in ________ by ________ and ________.
Section Ref: History of Intelligence
Learning Objective: Describe the core advances in the history of intelligence research.
Difficulty Level: Medium
35. Binet and Simon doubted that a standardized test of intelligence could be created due to the __________ nature of children’s intelligence development.
Section Ref: History of Intelligence
Learning Objective: Describe the core advances in the history of intelligence research.
Difficulty Level: Medium
Essay
36. Discuss the core ideas of Galton’s view on intelligence.
Section Ref: History of Intelligence
Learning Objective: Describe the core advances in the history of intelligence research.
Difficulty Level: Medium
Multiple choice
37. Who developed the first test of intelligence?
a) Galton
b) Murray
c) Binet and Simon
d) Cattell
Section Ref: History of Intelligence
Learning Objective: Describe the core advances in the history of intelligence research.
Difficulty Level: Medium
38. What was the main purpose of Binet’s and Simon’s intelligence test?
a) Measuring the average IQ of the French population.
b) Distinguishing between children with and without learning disabilities.
c) Recruiting students for the best French universities.
d) Exploring the cognitive development in preschool children.
Section Ref: History of Intelligence
Learning Objective: Describe the core advances in the history of intelligence research.
Difficulty Level: Medium
39. Binet and Simon were experts:
a) on abnormal child development.
b) on language development.
c) on emotional development.
d) on abnormal social cognition.
Section Ref: History of Intelligence
Learning Objective: Describe the core advances in the history of intelligence research.
Difficulty Level: Medium
40. How many items was the Binet-Simon scale made of?
a) 15
b) 30
c) 50
d) 80
Section Ref: History of Intelligence
Learning Objective: Describe the core advances in the history of intelligence research.
Difficulty Level: Medium
41. The Binet-Simon scale was essentially a test of:
a) general intelligence
b) language skills
c) scholastic abilities
d) abstract reasoning
Section Ref: History of Intelligence
Learning Objective: Describe the core advances in the history of intelligence research.
Difficulty Level: Medium
42. Binet and Simon claimed that children’s intelligence development may be too __________ for one standardized test to work well.
a) fast
b) complex
c) heterogeneous
d) unpredictable
Section Ref: History of Intelligence
Learning Objective: Describe the core advances in the history of intelligence research.
Difficulty Level: Medium
43. Who did translate the Binet-Simon Scale into English?
a) Goddard
b) Murray
c) Cattell
d) Carroll
Section Ref: History of Intelligence
Learning Objective: Describe the core advances in the history of intelligence research.
Difficulty Level: Medium
44. Which of the following researchers was tasked by the French government to develop a testing method to distinguish mentally delayed individuals from those who were “intellectually capable”?
a) Galton
b) Sternberg
c) Binet
d) Cattell
Section Ref: History of Intelligence
Learning Objective: Describe the core advances in the history of intelligence research.
Difficulty Level: Easy
45. Binet and Simon’s intelligence test was created with the intention of:
a) measuring a child’s inborn level of intelligence.
b) identifying gifted children for placement in advanced programs.
c) using test scores in order to rank children according to abilities.
d) identifying which school placement level was most appropriate for different children.
Section Ref: History of Intelligence
Learning Objective: Describe the core advances in the history of intelligence research.
Difficulty Level: Hard
46. According to Binet, a child who is more intelligent than average would have:
a) a mental age greater than his or her chronological age.
b) a mental age lower than his or her chronological age.
c) a mental age equal to his or her chronological age.
d) a mental age similar to other children of the same age.
Section Ref: History of Intelligence
Learning Objective: Describe the core advances in the history of intelligence research.
Difficulty Level: Easy
Fill-in-the-blank
47. Binet introduced the idea of __________ age to illustrate how a child is intellectually functioning.
Section Ref: History of Intelligence
Learning Objective: Describe the core advances in the history of intelligence research.
Difficulty Level: Hard
48. If a 6 year-old child has the mental age of a 7-year-old, the child ________ intelligent compared to other 6-year-olds.
Section Ref: History of Intelligence
Learning Objective: Describe the core advances in the history of intelligence research.
Difficulty Level: Easy
True/False
49. The Binet-Simon scale measures school-related abilities, rather than general intelligence.
Section Ref: History of Intelligence
Learning Objective: Describe the core advances in the history of intelligence research.
Difficulty Level: Medium
50. Binet and Simon believed that their intelligence scale was universal and could be easily used in different cultural contexts.
Section Ref: History of Intelligence
Learning Objective: Describe the core advances in the history of intelligence research.
Difficulty Level: Medium
Multiple choice
51. All intelligence tests __________ between people.
a) find similarities
b) find differences
c) find patterns
d) find consistencies
Section Ref: Modern Intelligence Tests
Learning Objective: Describe and compare the main types of, and differences between, the commonly used modern intelligence tests.
Difficulty Level: Easy
52. Intelligence tests must meet the statistical criterion/criteria of:
a) validity
b) reliability
c) validity and reliability
d) normality
Section Ref: Modern Intelligence Tests
Learning Objective: Describe and compare the main types of, and differences between, the commonly used modern intelligence tests.
Difficulty Level: Easy
53. __________ is the extent to which scores on a test instrument accurately measure or predict what they intend to measure or predict.
a) Validity
b) Sensitivity
c) Reliability
d) Specificity
Section Ref: Modern Intelligence Tests
Learning Objective: Describe and compare the main types of, and differences between, the commonly used modern intelligence tests.
Difficulty Level: Medium
54. Which of the following terms specifically refers to the degree to which a test score is associated with an outcome?
a) Construct validity
b) Predictive validity
c) Content validity
d) Subject validity
Section Ref: Modern Intelligence Tests
Learning Objective: Describe and compare the main types of, and differences between, the commonly used modern intelligence tests.
Difficulty Level: Medium
55. According to Cronbach, a measurement instrument is of good quality if it has:
a) Construct validity
b) Predictive validity
c) Content validity
d) Subject validity
Section Ref: Modern Intelligence Tests
Learning Objective: Describe and compare the main types of, and differences between, the commonly used modern intelligence tests.
Difficulty Level: Medium
56. In order for an intelligence test to be of good quality it must show:
a) Reliability
b) Concurrent validity
c) Predictive validity
d) All of the above
Section Ref: Modern Intelligence Tests
Learning Objective: Describe and compare the main types of, and differences between, the commonly used modern intelligence tests.
Difficulty Level: Easy
Short answer
57. If a test consistently produces similar scores for the same test-takers over time, what psychometric property has been illustrated?
Section Ref: Modern Intelligence Tests
Learning Objective: Describe and compare the main types of, and differences between, the commonly used modern intelligence tests.
Difficulty Level: Medium
58. If a test score is consistently associated with a specific outcome, what psychometric property has been illustrated?
Section Ref: Modern Intelligence Tests
Learning Objective: Describe and compare the main types of, and differences between, the commonly used modern intelligence tests.
Difficulty Level: Medium
Essay
59. What methods would you employ if you were to measure the reliability of scores obtained from a test?
Section Ref: Modern Intelligence Tests
Learning Objective: Describe and compare the main types of, and differences between, the commonly used modern intelligence tests.
Difficulty Level: Hard
Fill-in-the-blank
60. If a new test’s scores highly _________ with other measures of the same construct, the new test surely has __________ validity.
Section Ref: Modern Intelligence Tests
Learning Objective: Describe and compare the main types of, and differences between, the commonly used modern intelligence tests.
Difficulty Level: Medium
61. Two similarities between intelligence tests are that they all measure ____________ and they meet statistical criteria that determine a test’s ____________.
Section Ref: Modern Intelligence Tests
Learning Objective: Describe and compare the main types of, and differences between, the commonly used modern intelligence tests.
Difficulty Level: Medium
Multiple choice
62. Scores from different intelligence tests:
a) are often found in their raw version.
b) can be compared.
c) make sense only within the context of their own specific test.
d) have little predictive validity.
Section Ref: Modern Intelligence Tests
Learning Objective: Describe and compare the main types of, and differences between, the commonly used modern intelligence tests.
Difficulty Level: Medium
63. IQ scores are generally transformed into a(n):
a) exponential distribution
b) Poisson distribution
c) normal distribution
d) binomial distribution
Section Ref: Modern Intelligence Tests
Learning Objective: Describe and compare the main types of, and differences between, the commonly used modern intelligence tests.
Difficulty Level: Easy
64. A typical bell curve of IQ scores has a mean of _______ IQ points.
a) 10
b) 25
c) 50
d) 100
Section Ref: Modern Intelligence Tests
Learning Objective: Describe and compare the main types of, and differences between, the commonly used modern intelligence tests.
Difficulty Level: Medium
65. Consider a normal distribution of IQ scores which have a mean of 100 and a standard deviation (SDs) of 15. How many SDs below the mean is someone with an IQ of 70?
a) 1
b) 10
c) 2
d) 30
Section Ref: Modern Intelligence Tests
Learning Objective: Describe and compare the main types of, and differences between, the commonly used modern intelligence tests.
Difficulty Level: Medium
66. Jane’s IQ score collocates 2 standard deviations above the average on a distribution whose mean is 100 and standard deviation is 20. What is Jane’s IQ score?
a) 115
b) 130
c) 140
d) 80
Section Ref: Modern Intelligence Tests
Learning Objective: Describe and compare the main types of, and differences between, the commonly used modern intelligence tests.
Difficulty Level: Medium
67. In a normal distribution:
a) the mean, median, and mode are all equal.
b) the mean is greater than the median and the mode.
c) the mean and the mode are greater than the median.
d) the mean, median, and mode are all different.
Section Ref: Modern Intelligence Tests
Learning Objective: Describe and compare the main types of, and differences between, the commonly used modern intelligence tests.
Difficulty Level: Hard
68. Dr Wilson is trying to construct a new test to measure motivation. A colleague looks at some of the questions and asks “what do these have to do with motivation? They look more like they measure creativity.” The colleague is complaining that the test lacks:
a) a normal distribution
b) standardization.
c) reliability.
d) validity.
Section Ref: Modern Intelligence Tests
Learning Objective: Describe and compare the main types of, and differences between, the commonly used modern intelligence tests.
Difficulty Level: Hard
69. Which of the following statements is true about validity?
a) Tests that are reliable also have high validity.
b) A test is valid if it measures what it is supposed to measure.
c) Validity is achieved by using standardization.
d) A test that is valid always has a normal distribution.
Section Ref: Modern Intelligence Tests
Learning Objective: Describe and compare the main types of, and differences between, the commonly used modern intelligence tests.
Difficulty Level: Medium
70. When high scores on an intelligence test successfully predict high grades later in life, the test has:
a) reliability
b) content validity
c) predictive validity
d) good standardization
Section Ref: Modern Intelligence Tests
Learning Objective: Describe and compare the main types of, and differences between, the commonly used modern intelligence tests.
Difficulty Level: Medium
71. _________% of the population scores between 85 and 115 on IQ tests.
a) 50
b) 68
c) 95
d) 99
Section Ref: Modern Intelligence Tests
Learning Objective: Describe and compare the main types of, and differences between, the commonly used modern intelligence tests.
Difficulty Level: Medium
72. People are categorized as mentally disable if their IQ score is below ________ and they have poor adaptive behaviour.
a) 85
b) 70
c) 68
d) 55
Section Ref: Modern Intelligence Tests
Learning Objective: Describe and compare the main types of, and differences between, the commonly used modern intelligence tests.
Difficulty Level: Medium
Short answer
73. How is a normal distribution also known as?
Section Ref: Modern Intelligence Tests
Learning Objective: Describe and compare the main types of, and differences between, the commonly used modern intelligence tests.
Difficulty Level: Medium
Essay
74. Name and describe the statistical pattern that intelligence test scores tend to follow.
Section Ref: Modern Intelligence Tests
Learning Objective: Describe and compare the main types of, and differences between, the commonly used modern intelligence tests.
Difficulty Level: Hard
Fill-in-the-blank
75. People at the highest end of the IQ normal distribution are called __________.
Section Ref: Modern Intelligence Tests
Learning Objective: Describe and compare the main types of, and differences between, the commonly used modern intelligence tests.
Difficulty Level: Medium
76. The main difference between intelligence tests consists of the types of __________ that they are made up of.
Section Ref: Modern Intelligence Tests
Learning Objective: Describe and compare the main types of, and differences between, the commonly used modern intelligence tests.
Difficulty Level: Medium
True/False
77. Intelligence tests can differ in format, length or scope, but never in their complexity.
Section Ref: Modern Intelligence Tests
Learning Objective: Describe and compare the main types of, and differences between, the commonly used modern intelligence tests.
Difficulty Level: Medium
78. Reaction time is a type of biological measure.
Section Ref: Modern Intelligence Tests
Learning Objective: Describe and compare the main types of, and differences between, the commonly used modern intelligence tests.
Difficulty Level: Medium
Multiple choice
79. Which of the following is a popular format of intelligence tests?
a) Verbal reasoning
b) Matrix reasoning
c) Processing speed
d) All of the above
Section Ref: Modern Intelligence Tests
Learning Objective: Describe and compare the main types of, and differences between, the commonly used modern intelligence tests.
Difficulty Level: Easy
80. Which of the following measures is considered one of the best and purest measures of intelligence?
a) Matrix reasoning test
b) Processing speed
c) Block design
d) Digit span
Section Ref: Modern Intelligence Tests
Learning Objective: Describe and compare the main types of, and differences between, the commonly used modern intelligence tests.
Difficulty Level: Medium
81. Which of the following statistical concepts best describes the fact that people differ between one another in intelligence?
a) Mean
b) Correlation coefficient
c) Variance
d) Median
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Easy
82. __________ variance refers to the fact that people differ from one another in intelligence scores.
a) Global
b) Interpersonal
c) Intrapersonal
d) Personal
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Medium
83. __________ variance refers to the fact that people’s own scores at intelligence tests vary.
a) Global
b) Interpersonal
c) Intrapersonal
d) Personal
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Medium
84. A professor administers three different intelligence tests to her students. Results show that scores vary largely across the group. However, students do not vary much within themselves. We can say that results show:
a) High interpersonal variance but low intrapersonal variance.
b) High interpersonal variance and high intrapersonal variance.
c) Low interpersonal variance but high intrapersonal variance.
d) Low interpersonal variance and low intrapersonal variance.
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Medium
Essay
85. What are the two logical conclusions we can draw from observations of inter- and intrapersonal variance in intelligence?
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Hard
Short Answer
86. What are the two types of variance associated with intelligent test scores?
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Medium
87. What is the logical conclusion to be drawn if the intrapersonal variance in intelligence is greater than the interpersonal variance?
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Medium
True/False
88. If intelligence consists of one general entity, then the interpersonal variance will be higher than the variance within individuals.
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Medium
89. The different scores that a person obtains at different tests of intelligence are an index of interpersonal variance.
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Easy
Fill-in-the-blank
90. People tend to overestimate ___________ differences and underestimate ___________ differences.
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Medium
91. Intelligence differences between people are __________ than the differences within them.
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Medium
Multiple choice
92. Individuals’ scores from different intelligence tests are usually:
a) not correlated
b) positively correlated
c) negatively correlated
d) the same
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Medium
93. Positive correlations between intelligence test scores are known as:
a) interpersonal variance
b) individual variance
c) shared variance
d) common variance
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Medium
94. Which statistical analysis is used to study the relationship between people’s intelligence test scores?
a) Multiple regression
b) Chi-square
c) Correlation
d) Factorial Analysis
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Medium
95. Common variance in intelligence test scores is labelled as:
a) d-factor
b) r-factor
c) i-factor
d) g-factor
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Easy
96. The g-factor refers to:
a) The good factor of intelligence
b) The general factor of intelligence
c) The genuine factor of intelligence
d) The gross factor of intelligence
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Easy
97. Which statistical method is used to identify the common variance of intelligence?
a) Multiple regression
b) Chi-square
c) Correlation
d) Factorial Analysis
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Medium
98. Which of the following theorists pioneered the factorial analysis?
a) Cronbach
b) Bonferroni
c) Spearman
d) Kline
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Medium
99. Which specific group of individuals did Spearman observe in his research, which led to the development of factor analysis?
a) Schoolboys
b) Teachers
c) Savants
d) Preschool children
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Medium
Short answer
100. What was the main finding of Spearman’s research?
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Medium
101. Who proposed the theory of the general intelligence factor (g)?
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Medium
102. Provide an example of latent trait other than intelligence.
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Medium
Fill-in-the-blank
103. The g-factor is a _________ trait because it describes an implicit behavioural characteristic that cannot be directly observed.
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Medium
104. Cattell proposed that intelligence was made of two factors instead of one. These two factors were labelled as ___________ intelligence and ___________ intelligence.
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Medium
True/False
105. Spearman supported the idea that intelligence is made of two factors, namely fluid intelligence and crystallized intelligence.
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Easy
106. Information that is accumulated over time is referred to as “crystallized intelligence”.
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Easy
Essay
107. Discuss the idea that “intelligence involves two factors, - the capacity for knowledge and knowledge possessed”.
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Medium
Multiple choice
108. Which of the following psychologists proposed that intelligence is made of two factors rather than one?
a) Cattell
b) Spearman
c) Thurstone
d) Carroll
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Medium
109. Thurstone rejected Spearman’s idea of intelligence as a unitary entity and proposed a model where intelligence is built on _________ primary mental abilities.
a) two
b) three
c) five
d) seven
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Medium
110. Which of the following components of intelligence is not part of the seven primary mental abilities proposed by Thurstone?
a) Associative memory
b) Broad visual perception
c) Perceptual speed
d) Spatial visualization
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Medium
111. With reference to Thurstone’s theory of intelligence, which of the following statements is the most accurate?
a) Primary factors of ability are not correlated.
b) The seven types of intelligence are independent from each other.
c) After a reformulation of the initial theory, the author claimed that intelligence had a hierarchical structure.
d) The seven intelligences possess an underlying latent trait which the author defines as “fluid intelligence”.
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Hard
112. Thurstone’s theory of intelligence:
a) presents a hierarchical model of intelligence.
b) consists of one general intelligence factor.
c) is not different from Galton’s theory.
d) postulates five different components of intelligence.
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Medium
113. The three-stratum model of intelligence was proposed by:
a) Cattell
b) Spearman
c) Thurstone
d) Carroll
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Medium
114. According to the three-stratum model of intelligence, the top level (or third stratum) is made of:
a) one general factor
b) five broad factors
c) seven broad factors
d) nine broad factors
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Medium
115. Within the framework of the three-stratum model by Carroll, where does crystallized intelligence collocate?
a) In the first stratum
b) In the second stratum
c) In the third stratum
d) Crystallized intelligence is not included in the model
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Medium
116. Within the framework of the three-stratum model by Carroll, where does the ability to discriminate sounds collocate?
a) In the first stratum
b) In the second stratum
c) In the third stratum
d) The model does not account for specific cognitive abilities.
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Medium
117. The three-stratum model of intelligence:
a) accounts better for interpersonal variance than for intrapersonal variance
b) accounts better for intrapersonal variance than for interpersonal variance
c) accounts equally for interpersonal and intrapersonal variance
d) cannot distinguish between interpersonal and intrapersonal variance
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Hard
Fill-in-the-blank
118. According to the three-stratum model, intelligence is a domain-_________ characteristic.
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Medium
119. In Carroll’s theory, the third stratum contains __________.
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Medium
Short answer
120. Name three of the seven primary factors of intelligence according to Thurstone.
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Medium
121. Who proposed the three-stratum model of intelligence?
Section Ref: Factors of Intelligence
Learning Objective: Define and describe the latent structure of intelligence and its factors.
Difficulty Level: Medium
Essay
122. Define fluid and crystallized intelligence and describe how they differ from each other in terms of intrapersonal stability and change.
Section Ref: Intelligence Development
Learning Objective: Discuss the developmental nature of intelligence.
Difficulty Level: Medium
True/False
123. Crystallized intelligence peaks around the age of 21 years and deteriorates thereafter.
Section Ref: Intelligence Development
Learning Objective: Discuss the developmental nature of intelligence.
Difficulty Level: Easy
124. In the PPIK theory, ‘intelligence-as-process’ corresponds to fluid intelligence.
Section Ref: Intelligence Development
Learning Objective: Discuss the developmental nature of intelligence.
Difficulty Level: Easy
Short answer
125. PPIK stands for:
Section Ref: Intelligence Development
Learning Objective: Discuss the developmental nature of intelligence.
Difficulty Level: Medium
Multiple choice
126. At what age does fluid intelligence peak?
a) 18
b) 21
c) 35
d) 60
Section Ref: Intelligence Development
Learning Objective: Discuss the developmental nature of intelligence.
Difficulty Level: Easy
127. The variation of fluid and crystallized intelligence over time represents:
a) an interpersonal change
b) an intrapersonal change
c) an unpredictable phenomenon
d) a steady process throughout the lifespan
Section Ref: Intelligence Development
Learning Objective: Discuss the developmental nature of intelligence.
Difficulty Level: Medium
128. Crystallized intelligence is typically assessed with measures of:
a) language competency
b) vocabulary
c) word knowledge
d) all of the above
Section Ref: Intelligence Development
Learning Objective: Discuss the developmental nature of intelligence.
Difficulty Level: Medium
129. In the PPIK theory, “I” stands for:
a) Intelligence
b) Intrapersonal
c) Interests
d) Interpersonal
Section Ref: Intelligence Development
Learning Objective: Discuss the developmental nature of intelligence.
Difficulty Level: Medium
130. Who proposed the PPIK theory of intelligence?
a) Cattell
b) Carroll
c) Miller
d) Ackerman
Section Ref: Intelligence Development
Learning Objective: Discuss the developmental nature of intelligence.
Difficulty Level: Medium
131. According to the PPIK theory, what does guide the development from intelligence-as-process into intelligence-as-knowledge?
a) Fluid intelligence
b) Personal interests
c) Personal interests and personality traits
d) Personality traits
Section Ref: Intelligence Development
Learning Objective: Discuss the developmental nature of intelligence.
Difficulty Level: Medium
132. Which of the following personality traits plays a crucial role in the transition from fluid intelligence into crystallized intelligence according to the PPIK theory of intelligence?
a) Extroversion
b) Curiosity
c) Conscientiousness
d) Openness
Section Ref: Intelligence Development
Learning Objective: Discuss the developmental nature of intelligence.
Difficulty Level: Medium
133. Rank-order stability refers to:
a) interpersonal variance
b) intrapersonal variance
c) the relationship between fluid and crystallized intelligence
d) the stability of crystallized intelligence over time
Section Ref: Intelligence Development
Learning Objective: Discuss the developmental nature of intelligence.
Difficulty Level: Medium
Fill-in-the-blank
134. Individual differences in intelligence may change over time, a concept that is defined as __________ (in)stability.
Section Ref: Intelligence Development
Learning Objective: Discuss the developmental nature of intelligence.
Difficulty Level: Medium
135. Individual differences in intelligence are believed to be quite _________ across the lifespan, as shown by evidence that intelligence test scores are strongly correlated over time.
Section Ref: Intelligence Development
Learning Objective: Discuss the developmental nature of intelligence.
Difficulty Level: Medium
Short answer
136. How are people that took part in the Scottish Mental Survey in 1932 when they were 11-year-old also known as?
Section Ref: Intelligence Development
Learning Objective: Discuss the developmental nature of intelligence.
Difficulty Level: Medium
137. What did recent analyses on the Lothian Birth Cohort suggest?
Section Ref: Intelligence Development
Learning Objective: Discuss the developmental nature of intelligence.
Difficulty Level: Hard
True/False
138. Follow-up studies on the Lothian Birth Cohort 1921 suggested that intelligence fluctuates over time, as shown by the lack of significant correlations between the scores at the Moray House Test obtained throughout the lifespan.
Section Ref: Intelligence Development
Learning Objective: Discuss the developmental nature of intelligence.
Difficulty Level: Medium
139. People change within themselves in intelligence over time.
Section Ref: Intelligence Development
Learning Objective: Discuss the developmental nature of intelligence.
Difficulty Level: Easy
140. Intrapersonal variance is also known as rank-order (in)stability.
Section Ref: Intelligence Development
Learning Objective: Discuss the developmental nature of intelligence.
Difficulty Level: Easy
Multiple choice
141. The term __________ refers to the overall extent that differences in IQ among people are attributable to genes.
a) heritability
b) heredity
c) biological
d) environment
Section Ref: Causes of Individual Differences in Intelligence
Learning Objective: Compare and contrast the different ‘causes’ that behavioural geneticists study to understand the origin of individual differences in intelligence.
Difficulty Level: Medium
142. Researchers believe that the heritability of intelligence is approximately:
a) 30%
b) 50%
c) 70%
d) The complex nature of intelligence makes estimates impossible.
Section Ref: Causes of Individual Differences in Intelligence
Learning Objective: Compare and contrast the different ‘causes’ that behavioural geneticists study to understand the origin of individual differences in intelligence.
Difficulty Level: Medium
143. The overall extent to which differences among people are attributed to genes is called
a) heritability
b) heredity
c) genetic endowment
d) nature
Section Ref: Causes of Individual Differences in Intelligence
Learning Objective: Compare and contrast the different ‘causes’ that behavioural geneticists study to understand the origin of individual differences in intelligence.
Difficulty Level: Medium
144. When researchers say that the heritability of intelligence is 50%, they mean that:
a) about half of a person’s intelligence is due to genetic factors.
b) genetics and environment are equally important in determining intelligence.
c) 50% of the variation in a population’s IQ scores is due to genetics.
d) half of the population lies within the normal range for intelligence.
Section Ref: Causes of Individual Differences in Intelligence
Learning Objective: Compare and contrast the different ‘causes’ that behavioural geneticists study to understand the origin of individual differences in intelligence.
Difficulty Level: Hard
145. The Fergusons have two adopted children. The children are not biologically related to each other. Which of the following is most likely to be true about the correlation of IQ scores between the two children?
a) It will be higher than the correlation of biologically related siblings raised apart.
b) It will be lower than the correlation between each of the children and their biological parents.
c) It will be lower than the correlation between each of the children and their adoptive parents.
d) It will be the same as biological siblings raised together.
Section Ref: Causes of Individual Differences in Intelligence
Learning Objective: Compare and contrast the different ‘causes’ that behavioural geneticists study to understand the origin of individual differences in intelligence.
Difficulty Level: Hard
146. The proportion of variance in intelligence due to __________ is referred to as ‘environment’.
a) education
b) family’s cultural background
c) SES
d) all of the above
Section Ref: Causes of Individual Differences in Intelligence
Learning Objective: Compare and contrast the different ‘causes’ that behavioural geneticists study to understand the origin of individual differences in intelligence.
Difficulty Level: Medium
147. Heritability refers to differences:
a) between two individuals
b) in a group
c) between two identical twins
d) within the individual
Section Ref: Causes of Individual Differences in Intelligence
Learning Objective: Compare and contrast the different ‘causes’ that behavioural geneticists study to understand the origin of individual differences in intelligence.
Difficulty Level: Medium
148. Monozygotic twins share _________ of genome.
a) 30%
b) 50%
c) 80%
d) 100%
Section Ref: Causes of Individual Differences in Intelligence
Learning Objective: Compare and contrast the different ‘causes’ that behavioural geneticists study to understand the origin of individual differences in intelligence.
Difficulty Level: Easy
Fill-in-the-blank
149. If genetic factors are at work in intelligence, __________ twins should have more similar IQ scores than fraternal twins.
Section Ref: Causes of Individual Differences in Intelligence
Learning Objective: Compare and contrast the different ‘causes’ that behavioural geneticists study to understand the origin of individual differences in intelligence.
Difficulty Level: Easy
150. The three types of gene-environment correlation are: _________, _________, and _________.
Section Ref: Causes of Individual Differences in Intelligence
Learning Objective: Compare and contrast the different ‘causes’ that behavioural geneticists study to understand the origin of individual differences in intelligence.
Difficulty Level: Medium
True/False
151. Heritability of 50% means that half of your intelligence is determined by your genes, while the other half is determined by environmental factors.
Section Ref: Causes of Individual Differences in Intelligence
Learning Objective: Compare and contrast the different ‘causes’ that behavioural geneticists study to understand the origin of individual differences in intelligence.
Difficulty Level: Medium
152. The heritability of intelligence increases as people get older.
Section Ref: Causes of Individual Differences in Intelligence
Learning Objective: Compare and contrast the different ‘causes’ that behavioural geneticists study to understand the origin of individual differences in intelligence.
Difficulty Level: Medium
Short answer
153. Julia’s temperament is naturally joyful and sociable. As a result, her parents are more inclined to spend many hours playing with her. What type of gene-environment correlation does this scenario represent?
Section Ref: Causes of Individual Differences in Intelligence
Learning Objective: Compare and contrast the different ‘causes’ that behavioural geneticists study to understand the origin of individual differences in intelligence.
Difficulty Level: Medium
154. The most commonly studied environmental construct is SES. What does SES stand for?
Section Ref: Causes of Individual Differences in Intelligence
Learning Objective: Compare and contrast the different ‘causes’ that behavioural geneticists study to understand the origin of individual differences in intelligence.
Difficulty Level: Medium
Essay
155. Describe the three types of gene-environment correlations providing appropriate examples.
Section Ref: Causes of Individual Differences in Intelligence
Learning Objective: Compare and contrast the different ‘causes’ that behavioural geneticists study to understand the origin of individual differences in intelligence.
Difficulty Level: Hard
156. Discuss two ways in which a lack of finances in a family may contribute to less intellectual stimulation in children.
Section Ref: Causes of Individual Differences in Intelligence
Learning Objective: Compare and contrast the different ‘causes’ that behavioural geneticists study to understand the origin of individual differences in intelligence.
Difficulty Level: Medium
Multiple choice
157. Which of the following elements can be a variable that influences a family’s SES?
a) Parent’s educational level
b) Family’s house neighborhood
c) Family’s income
d) All of the above
Section Ref: Causes of Individual Differences in Intelligence
Learning Objective: Compare and contrast the different ‘causes’ that behavioural geneticists study to understand the origin of individual differences in intelligence.
Difficulty Level: Easy
158. According to your textbook, which of the following environmental variable is hotly debated regarding its effects on the development of intelligence in children?
a) Breastfeeding
b) Vaccinations
c) Diet
d) Family’s religious background
Section Ref: Causes of Individual Differences in Intelligence
Learning Objective: Compare and contrast the different ‘causes’ that behavioural geneticists study to understand the origin of individual differences in intelligence.
Difficulty Level: Medium
159. Which of the following statements regarding the “Mozart effect” is accurate?
a) A baby’s intelligence will increase if the mum listened to Mozart during pregnancy.
b) The authors never claimed that listening to Mozart enhances intelligence.
c) The authors found that the effect of their study lasted up to three years after the completion of the study.
d) There is a link between a baby’s cognitive development and listening to Mozart.
Section Ref: Causes of Individual Differences in Intelligence
Learning Objective: Compare and contrast the different ‘causes’ that behavioural geneticists study to understand the origin of individual differences in intelligence.
Difficulty Level: Medium
160. Which experimental paradigm did the French adoption studies use?
a) Experimental design
b) Quasi-experimental design
c) Survey
d) Observational design
Section Ref: Causes of Individual Differences in Intelligence
Learning Objective: Compare and contrast the different ‘causes’ that behavioural geneticists study to understand the origin of individual differences in intelligence.
Difficulty Level: Medium
161. What is the research question that French adoption studies sought to examine?
a) The extent to which intelligence is determined by genetic variance.
b) The extent to which intelligence is determined by gene-environment interactions.
c) What specific variable of SES influences intelligence development the most.
d) The extent to which an improvement in home environment is reflected by children’s intelligence development.
Section Ref: Causes of Individual Differences in Intelligence
Learning Objective: Compare and contrast the different ‘causes’ that behavioural geneticists study to understand the origin of individual differences in intelligence.
Difficulty Level: Medium
162. Children in the French adoption studies had an average IQ score of ________ points before being adopted.
a) 50
b) 68
c) 78
d) 91
Section Ref: Causes of Individual Differences in Intelligence
Learning Objective: Compare and contrast the different ‘causes’ that behavioural geneticists study to understand the origin of individual differences in intelligence.
Difficulty Level: Medium
163. _________ years after being adopted, children from the French adoption study achieved 91 IQ points on average, gaining almost 1 standard deviation.
a) Two
b) Five
c) Ten
d) Twenty
Section Ref: Causes of Individual Differences in Intelligence
Learning Objective: Compare and contrast the different ‘causes’ that behavioural geneticists study to understand the origin of individual differences in intelligence.
Difficulty Level: Medium
164. Which children in the French adoption study showed the greatest gain in intelligence after adoption?
a) Children whose biological parents had the highest IQ.
b) Children whose adoption parents had the highest IQ.
c) Children with the highest level of curiosity.
d) Children whose adoption family had the highest socioeconomic status.
Section Ref: Causes of Individual Differences in Intelligence
Learning Objective: Compare and contrast the different ‘causes’ that behavioural geneticists study to understand the origin of individual differences in intelligence.
Difficulty Level: Medium
165. Compared to children adopted into families with low SES, those adopted into high-socioeconomic-status families gained on average ________ IQ points.
a) 5
b) 10
c) 20
d) 8
Section Ref: Causes of Individual Differences in Intelligence
Learning Objective: Compare and contrast the different ‘causes’ that behavioural geneticists study to understand the origin of individual differences in intelligence.
Difficulty Level: Medium
166. A notable finding of the French adoption study suggests that the rank order of intelligence:
a) is relatively stable
b) is unstable
c) depends on environmental factors
d) depends on genetic factors
Section Ref: Causes of Individual Differences in Intelligence
Learning Objective: Compare and contrast the different ‘causes’ that behavioural geneticists study to understand the origin of individual differences in intelligence.
Difficulty Level: Medium
True/False
167. Individual differences in intelligence are caused by the interplay of genetic and environmental variables.
Section Ref: Causes of Individual Differences in Intelligence
Learning Objective: Compare and contrast the different ‘causes’ that behavioural geneticists study to understand the origin of individual differences in intelligence.
Difficulty Level: Easy
168. The relationship between genes and environment in influencing intelligence is additive.
Section Ref: Causes of Individual Differences in Intelligence
Learning Objective: Compare and contrast the different ‘causes’ that behavioural geneticists study to understand the origin of individual differences in intelligence.
Difficulty Level: Medium
169. In the French adoption study, children who did better in the IQ test before their adoption also did better in the IQ test they completed after the adoption.
Section Ref: Causes of Individual Differences in Intelligence
Learning Objective: Compare and contrast the different ‘causes’ that behavioural geneticists study to understand the origin of individual differences in intelligence.
Difficulty Level: Medium
170. The French adoption study shows the importance of both genetic and environmental factors in determining individuals’ intelligence.
Section Ref: Causes of Individual Differences in Intelligence
Learning Objective: Compare and contrast the different ‘causes’ that behavioural geneticists study to understand the origin of individual differences in intelligence.
Difficulty Level: Easy
Fill-in-the-blank
171. _________ is the ability to manage and understand one’s own and other people’s emotions.
Section Ref: Alternative Models of Intelligence
Learning Objective: Discuss the alternative models of intelligence known as hot intelligence models.
Difficulty Level: Medium
172. A recent theoretical framework has started conceptualizing emotional intelligence like a ____________ rather than an ability.
Section Ref: Alternative Models of Intelligence
Learning Objective: Discuss the alternative models of intelligence known as hot intelligence models.
Difficulty Level: Medium
Short answer
173. Which best-selling book published in 1995 argued that the ability to understand and manage emotions is more important for success than IQ?
Section Ref: Alternative Models of Intelligence
Learning Objective: Discuss the alternative models of intelligence known as hot intelligence models.
Difficulty Level: Medium
174. What are the three components of intelligence according to the triarchic theory of intelligence by Robert Sternberg?
Section Ref: Alternative Models of Intelligence
Learning Objective: Discuss the alternative models of intelligence known as hot intelligence models.
Difficulty Level: Medium
Multiple choice
175. Emotionally intelligent people can __________.
a) regulate emotion in others
b) regulate emotion in the self
c) assimilate emotion
d) All of the above
Section Ref: Alternative Models of Intelligence
Learning Objective: Discuss the alternative models of intelligence known as hot intelligence models.
Difficulty Level: Medium
176. Edward tries hard to be a good husband. He is creative and spontaneous. He is comfortable around their friends and relatives. He is successful at work and earns a good living. However, he becomes confused if his wife accuses him of not understanding what she is feeling. If Edward wants to impress his wife, he should try to develop more _________ intelligence.
a) practical
b) intrapersonal
c) external
d) emotional
Section Ref: Alternative Models of Intelligence
Learning Objective: Discuss the alternative models of intelligence known as hot intelligence models.
Difficulty Level: Medium
177. Which type of intelligence proposed by Sternberg is the most closely associated to the concept of wisdom?
a) internal intelligence
b) practical intelligence
c) analytical intelligence
d) creative intelligence
Section Ref: Alternative Models of Intelligence
Learning Objective: Discuss the alternative models of intelligence known as hot intelligence models.
Difficulty Level: Hard
178. Mary is an empathetic person who knows how to comfort and encourage others. Mary is likely to score high in:
a) practical intelligence.
b) emotional intelligence.
c) intrapersonal intelligence.
d) creative intelligence
Section Ref: Alternative Models of Intelligence
Learning Objective: Discuss the alternative models of intelligence known as hot intelligence models.
Difficulty Level: Easy
179. Emotional intelligence includes:
a) the ability to perceive others’ emotions and our own emotions.
b) the tendency to use emotions to solve problems.
c) the ability to use emotional feedback to manage situations.
d) the ability to get along with other people.
Section Ref: Alternative Models of Intelligence
Learning Objective: Discuss the alternative models of intelligence known as hot intelligence models.
Difficulty Level: Medium
180. The ability to perceive, express, and assimilate emotions, and to regulate emotion in the self and others is called:
a) interpersonal intelligence
b) practical intelligence
c) intrapersonal intelligence
d) emotional intelligence
Section Ref: Alternative Models of Intelligence
Learning Objective: Discuss the alternative models of intelligence known as hot intelligence models.
Difficulty Level: Medium
181. Which of the following types of intelligence is not part of the triarchic theory of intelligence?
a) Practical intelligence
b) Creative intelligence
c) Emotional intelligence
d) Analytical intelligence
Section Ref: Alternative Models of Intelligence
Learning Objective: Discuss the alternative models of intelligence known as hot intelligence models.
Difficulty Level: Medium
182. Which of the following lists belongs with Sternberg’s model of intelligence?
a) Musical, mathematical, and interpersonal
b) Analytical, creative, and practical
c) Verbal comprehension, numerical ability, and reasoning
d) Potential abilities, environmental context, and internal motivation
Section Ref: Alternative Models of Intelligence
Learning Objective: Discuss the alternative models of intelligence known as hot intelligence models.
Difficulty Level: Medium
183. Which of the following people best exemplifies Sternberg’s concept of practical intelligence?
a) Dr Waterson is a gifted cancer researcher who has written many books on the subject.
b) Jason is in charge of finding parts for vintage cars from a variety of sources.
c) Martha is an inventor who has a knack for seeing things that others miss.
d) Mary is a librarian with an encyclopedic knowledge of Shakespeare.
Section Ref: Alternative Models of Intelligence
Learning Objective: Discuss the alternative models of intelligence known as hot intelligence models.
Difficulty Level: Hard
184. Cecilia is an upper level manager at a large corporation. It is her job to plan projects and evaluate their outcomes. Cecilia probably scores high in Sternberg’s _______ component of intelligence.
a) creative
b) practical
c) analytic
d) logical/mathematical
Section Ref: Alternative Models of Intelligence
Learning Objective: Discuss the alternative models of intelligence known as hot intelligence models.
Difficulty Level: Medium
185. Gardner identified _________ criteria that define an intelligence.
a) two
b) five
c) seven
d) nine
Section Ref: Alternative Models of Intelligence
Learning Objective: Discuss the alternative models of intelligence known as hot intelligence models.
Difficulty Level: Medium
186. According to Gardner, intelligence:
a) is hierarchical with a general factor at the highest level of the hierarchy.
b) is hierarchical with three main factors at the highest level of the hierarchy.
c) is hierarchical with one general factor at the highest level of the hierarchy and seven narrow factors at the bottom.
d) is not hierarchical.
Section Ref: Alternative Models of Intelligence
Learning Objective: Discuss the alternative models of intelligence known as hot intelligence models.
Difficulty Level: Medium
187. Which of the following is not one of Gardner’s types of intelligence?
a) musical
b) spatial
c) linguistic
d) associative memory
Section Ref: Alternative Models of Intelligence
Learning Objective: Discuss the alternative models of intelligence known as hot intelligence models.
Difficulty Level: Medium
188. Sandra is an architect. She is likely to score high on Gardener's _______ component of intelligence.
a) logical/mathematical
b) bodily/kinesthetic
c) spatial
d) musical
Section Ref: Alternative Models of Intelligence
Learning Objective: Discuss the alternative models of intelligence known as hot intelligence models.
Difficulty Level: Medium
Essay
189. Discuss whether ‘facial recognition’ can be defined as an intelligence according to the criteria proposed by Gardner.
Section Ref: Alternative Models of Intelligence
Learning Objective: Discuss the alternative models of intelligence known as hot intelligence models.
Difficulty Level: Hard
True/False
190. According to the seven criteria proposed by Gardner, verbal ability is not an intelligence.
Section Ref: Alternative Models of Intelligence
Learning Objective: Discuss the alternative models of intelligence known as hot intelligence models.
Difficulty Level: Easy
191. According to Gardner, intelligence is not hierarchical.
Section Ref: Alternative Models of Intelligence
Learning Objective: Discuss the alternative models of intelligence known as hot intelligence models.
Difficulty Level: Easy
Short answer
192. Name three types of intelligence proposed by Gardner.
Section Ref: Alternative Models of Intelligence
Learning Objective: Discuss the alternative models of intelligence known as hot intelligence models.
Difficulty Level: Medium
193. Name one of the main problems of hot intelligence theories.
Section Ref: Alternative Models of Intelligence
Learning Objective: Discuss the alternative models of intelligence known as hot intelligence models.
Difficulty Level: Medium
194. What is the aim of the BRAIN Initiative?
Section Ref: Future Directions
Learning Objective: Critically evaluate possible future directions for research and study in intelligence.
Difficulty Level: Medium
Fill-in-the-blank
195. The BRAIN Initiative stands for Brain Research through Advancing Innovative _________.
Section Ref: Future Directions
Learning Objective: Critically evaluate possible future directions for research and study in intelligence.
Difficulty Level: Medium
196. The ______________ is funded by the European Union and it aims to build a computer model of a functioning brain.
Multiple choice
197. Which US president launched the BRAIN Initiative?
a) Bill Clinton
b) George W. Bush
c) Barack Obama
d) Donald Trump
Section Ref: Future Directions
Learning Objective: Critically evaluate possible future directions for research and study in intelligence.
Difficulty Level: Easy
198. Who does fund the Human Brain Project?
a) The UNESCO
b) The United States of America
c) The United Kingdom
d) The European Union
Section Ref: Future Directions
Learning Objective: Critically evaluate possible future directions for research and study in intelligence.
Difficulty Level: Medium
199. The aim of the BRAIN Initiative is that of __________ the human brain.
a) modelling
b) mapping
c) understanding
d) reproducing
Section Ref: Future Directions
Learning Objective: Critically evaluate possible future directions for research and study in intelligence.
Difficulty Level: Medium
200. What is the funding budget of the Human Brain Project?
a) €15 millions
b) €30 millions
c) €1.2 billion
d) €5 billion
Section Ref: Future Directions
Learning Objective: Critically evaluate possible future directions for research and study in intelligence.
Difficulty Level: Medium