Full Test Bank Intelligence Feldman Chapter 8

Chapter 8

Intelligence

Total

Assessment

Guide

Chapter 8

Intelligence

MULTIPLE CHOICE

8-1. Which term defines the capacity to understand the world, think with rationality, and use resources effectively when faced with challenges?

a) education

b) assertiveness

c) achievement

d) intelligence

Learning Objective: LO 8.1 Describe traditional methods for measuring intelligence.

Topic: Intelligence Benchmarks: Differentiating the Intelligent from the Unintelligent

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-2. Which psychologist adopted a pragmatic, trial-and-error approach to psychological measurement that continues to serve as the predominant approach to test construction today?

a) Lev Vygotsky

b) Alfred Binet

c) Howard Gardner

d) David Wechsler

Learning Objective: LO 8.1 Describe traditional methods for measuring intelligence.

Topic: Intelligence Benchmarks: Differentiating the Intelligent from the Unintelligent

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-3. Which term did Alfred Binet use to describe the typical intelligence level found for people at a given chronological age?

a) standard age

b) physical age

c) intelligence quotient

d) mental age

Learning Objective: LO 8.1 Describe traditional methods for measuring intelligence.

Topic: Intelligence Benchmarks: Differentiating the Intelligent from the Unintelligent

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-4. Which term describes the actual age of a child taking an intelligence test?

a) standard age

b) chronological age

c) intelligence age

d) mental age

Learning Objective: LO 8.1 Describe traditional methods for measuring intelligence.

Topic: Intelligence Benchmarks: Differentiating the Intelligent from the Unintelligent

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-5. Which term refers to a measure of intelligence that takes into account a test taker’s mental and chronological age?

a) standard age

b) physical age

c) intelligence quotient

d) mental age

Learning Objective: LO 8.1 Describe traditional methods for measuring intelligence.

Topic: Intelligence Benchmarks: Differentiating the Intelligent from the Unintelligent

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-6. What form do intelligence test scores currently take?

a) deviation IQ scores

b) chronological standardization

c) intelligence quotients

d) mental stability scores

Learning Objective: LO 8.1 Describe traditional methods for measuring intelligence.

Topic: Intelligence Benchmarks: Differentiating the Intelligent from the Unintelligent

Difficulty Level: Difficult

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-7. Which intelligence test consists of a series of items that vary according to the age of the person being tested?

a) Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV)

b) Terman Intelligence Test/Education Edition (TITE)

c) Stanford-Binet Intelligence Scales, Fifth Edition (SB5)

d) Kaufman Assessment Battery for Children, Second Edition (KABC-II)

Learning Objective: LO 8.2 Examine current methods of intelligence testing.

Topic: Measuring IQ: Present-Day Approaches to Intelligence

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-8. Which intelligence test measures children’s ability to integrate different stimuli simultaneously and to demonstrate step-by-step thinking?

a) Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV)

b) Terman Intelligence Test/Education Edition (TITE)

c) Stanford-Binet Intelligence Scales, Fifth Edition (SB5)

d) Kaufman Assessment Battery for Children, Second Edition (KABC-II)

Learning Objective: LO 8.2 Examine current methods of intelligence testing.

Topic: Measuring IQ: Present-Day Approaches to Intelligence

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-9. Although no test is completely without bias, which of the following tests is designed to be equally valid regardless of the cultural background of the test-taker?

a) Wechsler Intelligence Scale for Children, Fourth Edition (WISC IV)

b) Raven Progressive Matrices Test

c) Stanford-Binet Intelligence Scales, Fifth Edition (SB5)

d) Kaufman Assessment Battery for Children, Second Edition (KABC-II)

Learning Objective: LO 8.3 Explore key issues surrounding intelligence testing.

Topic: Central Issues in Intelligence Testing

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-10. __________ is demonstrated when a test measures consistently what it is trying to measure; __________ is demonstrated when a test actually measures what it is supposed to measure.

a) Validity; intelligence quotient

b) Intelligence quotient; reliability

c) Validity; reliability

d) Reliability; validity

Learning Objective: LO 8.3 Explore key issues surrounding intelligence testing.

Topic: Central Issues in Intelligence Testing

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-11. Which of the following situations is extraordinarily unlikely?

a) A reliable test is valid.

b) A valid test is unreliable.

c) An invalid test is unreliable.

d) An unreliable test is invalid.

Learning Objective: LO 8.3 Explore key issues surrounding intelligence testing.

Topic: Central Issues in Intelligence Testing

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

8-12. If a child is demonstrating difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities, the child is exhibiting __________.

a) a global intellectual disability

b) an early-onset psychological disorder

c) specific learning disorders

d) irreversible developmental delays

Learning Objective: LO 8.3 Explore key issues surrounding intelligence testing.

Topic: Central Issues in Intelligence Testing

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-13. Which term refers to a learning disorder marked by inattention, impulsiveness, a low tolerance for frustration, and a great deal of inappropriate activity?

a) bipolar disorder

b) childhood schizophrenia

c) attention-deficit/hyperactivity disorder (ADHD)

d) generalized anxiety disorder

Learning Objective: LO 8.3 Explore key issues surrounding intelligence testing.

Topic: Central Issues in Intelligence Testing

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-14. Twelve-year-old Jerry has difficulty correctly perceiving the arrangement of letters in a word, and difficulty in sounding out letters when he reads. What diagnosis is Jerry likely to receive?

a) childhood anxiety

b) dyslexia

c) attention deficit/hyperactivity disorder (ADHD)

d) none; this is a common developmental stage

Learning Objective: LO 8.3 Explore key issues surrounding intelligence testing.

Topic: Central Issues in Intelligence Testing

Difficulty Level: Moderate

Skill Level: Apply What You Know

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-15. Which term describes intelligence that reflects information processing capabilities, reasoning, and memory?

a) triarchic intelligence

b) fluid intelligence

c) crystallized intelligence

d) intellectual quotient

Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Topic: What IQ Tests Don’t Tell: Alternative Conceptions of Intelligence

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-16. Which term describes the accumulation of information, skills, and strategies that people have learned through experience and that they can apply in problem-solving situations?

a) quantum intelligence

b) fluid intelligence

c) crystallized intelligence

d) intellectual quotient

Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Topic: What IQ Tests Don’t Tell: Alternative Conceptions of Intelligence

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-17. Vito is fascinated by the natural world. He spends each weekend in the woods, photographing and cataloging the flora and fauna he observes. He has been asked to give informal presentations to children at his local library on his vast storehouse of knowledge regarding the great outdoors. According to Howard Gardner’s conception of intelligence, what kind of intelligence is Vito demonstrating?

a) bodily kinesthetic intelligence

b) linguistic intelligence

c) intrapersonal intelligence

d) naturalist intelligence

Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Topic: What IQ Tests Don’t Tell: Alternative Conceptions of Intelligence

Difficulty Level: Moderate

Skill Level: Apply What You Know

APA Learning Objective: 1.3 Describe applications of psychology.

8-18. Carmela is a whiz at problem solving. She won several prizes in robotics competitions while in elementary school, and recently received a summer grant to study applied knot theory, now that she’s in high school. According to Howard Gardner’s conception of intelligence, what kind of intelligence is Carmela demonstrating?

a) bodily kinesthetic intelligence

b) logical mathematical intelligence

c) spatial intelligence

d) linguistic intelligence

Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Topic: What IQ Tests Don’t Tell: Alternative Conceptions of Intelligence

Difficulty Level: Moderate

Skill Level: Apply What You Know

APA Learning Objective: 1.3 Describe applications of psychology.

8-19. Silvio has never taken a lesson, nor can he read music, yet he entertains people regularly by playing the accordion, harmonica, and euphonium, and singing in a rich baritone. He recently purchased a cornet from a pawn shop, and within a week he was playing Are You Experienced? proficiently. According to Howard Gardner’s conception of intelligence, what kind of intelligence is Silvio demonstrating?

a) bodily kinesthetic intelligence

b) spatial intelligence

c) musical intelligence

d) naturalist intelligence

Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Topic: What IQ Tests Don’t Tell: Alternative Conceptions of Intelligence

Difficulty Level: Moderate

Skill Level: Apply What You Know

APA Learning Objective: 1.3 Describe applications of psychology.

8-20. According to Howard Gardner’s conception of intelligence, what kind of intelligence is characterized by the skillful production and use of language?

a) logical mathematical intelligence

b) spatial intelligence

c) linguistic intelligence

d) interpersonal intelligence

Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Topic: What IQ Tests Don’t Tell: Alternative Conceptions of Intelligence

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

8-21. According to Howard Gardner’s conception of intelligence, what kind of intelligence most likely would be demonstrated by an athlete?

a) spatial intelligence

b) naturalist intelligence

c) intrapersonal intelligence

d) bodily kinesthetic intelligence

Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Topic: What IQ Tests Don’t Tell: Alternative Conceptions of Intelligence

Difficulty Level: Moderate

Skill Level: Apply What You Know

APA Learning Objective: 1.3 Describe applications of psychology.

8-22. Robert Sternberg proposed a __________ that divides intellectual functioning into different types of information processing.

a) triarchic theory of intelligence

b) fluid intelligence theory

c) crystallized intelligence theory

d) dynamic assessment theory

Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Topic: What IQ Tests Don’t Tell: Alternative Conceptions of Intelligence

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-23. When a person uses information that she or he has been taught to solve problems in a rational way, Robert Sternberg’s triarchic theory of intelligence would suggest that person was demonstrating what kind of intelligence?

a) contextual intelligence

b) experiential intelligence

c) practical intelligence

d) componential intelligence

Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Topic: What IQ Tests Don’t Tell: Alternative Conceptions of Intelligence

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

8-24. Robert Sternberg proposed a theory that intelligence is made up of componential, experiential, and contextual forms. What is this theory called?

a) stages of adult cognition theory

b) formal operational theory

c) postformal thought theory

d) triarchic theory of intelligence

Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Topic: What IQ Tests Don’t Tell: Alternative Conceptions of Intelligence

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-25. In Sternberg’s triarchic theory of intelligence, what does the experiential aspect of intelligence deal with?

a) how prior experiences are used in problem solving, which involves the ability to cope with new situations

b) the analysis of data to solve problems, using previously learned information

c) how intelligence is used to face real-world demands

d) how emotional experiences affect our interpretation of the information around us

Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Topic: What IQ Tests Don’t Tell: Alternative Conceptions of Intelligence

Difficulty Level: Difficult

Skill Level: Understand the Concepts

APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

8-26. When a person exhibits success facing every day, real-world demands, Sternberg’s triarchic theory of intelligence would suggest that person was demonstrating what kind of intelligence?

a) contextual intelligence

b) experiential intelligence

c) practical intelligence

d) componential intelligence

Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Topic: What IQ Tests Don’t Tell: Alternative Conceptions of Intelligence

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

8-27. Traditional intelligence tests, such as those used in evaluations in schools, usually focus on which of Sternberg’s aspects of intelligence?

a) contextual intelligence

b) experiential intelligence

c) practical intelligence

d) componential intelligence

Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Topic: What IQ Tests Don’t Tell: Alternative Conceptions of Intelligence

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

8-28. When it comes to predicting a person’s career success as an adult, how informative are traditional IQ tests?

a) They are highly reliable in predicting the success of business executives.

b) They are moderately reliable in predicting the success of business executives.

c) They are only marginally reliable in predicting the success of business executives.

d) They are totally unreliable in predicting the success of business executives.

Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Topic: What IQ Tests Don’t Tell: Alternative Conceptions of Intelligence

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-29. What kind of intelligence encompasses skills that underlie the accurate assessment, evaluation, expression, and regulation of feelings?

a) emotional intelligence

b) virtual intelligence

c) accurate intelligence

d) componential intelligence

Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Topic: What IQ Tests Don’t Tell: Alternative Conceptions of Intelligence

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-30. Which attribute involves combining responses or ideas in novel ways?

a) academic intelligence

b) creativity

c) emotional enhancement

d) intellectual responsiveness

Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Topic: What IQ Tests Don’t Tell: Alternative Conceptions of Intelligence

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-31. What kind of assessment procedure did Arnold Gesell develop in the 1940s?

a) a test to measure the intelligence quotient (IQ) of babies

b) a test designed to distinguish between normal and atypical development in babies

c) an interview procedure to measure language skills in babies

d) a survey of babies’ preferences and habits

Learning Objective: LO 8.5 Describe recent approaches to measuring intelligence in infants.

Topic: What is Infant Intelligence?

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-32. Which term refers to an overall developmental score that relates to performance in the domains of motor skills, language use, adaptive behavior, and personal–social behavior?

a) Gesell index (GI)

b) Bayley indicator (BI)

c) intelligence product (IP)

d) developmental quotient (DQ)

Learning Objective: LO 8.5 Describe recent approaches to measuring intelligence in infants.

Topic: What is Infant Intelligence?

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-33. What do the Bayley Scales of Infant Development measure?

a) motor skills, language use, adaptive behavior, and personal-social behavior

b) language skills and adaptive behavior

c) object identification and memory

d) mental and motor abilities

Learning Objective: LO 8.5 Describe recent approaches to measuring intelligence in infants.

Topic: What is Infant Intelligence?

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-34. Which developmental assessment technique examines how quickly an infant can retrieve a representation of a stimulus from memory?

a) visual-recognition memory measurement

b) the retrieval quotient

c) the Gesell array

d) Bayley Scales of Infant Development

Learning Objective: LO 8.5 Describe recent approaches to measuring intelligence in infants.

Topic: What is Infant Intelligence?

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-35. One-year-old Svetlana is shown a photograph of a milk carton. A week later she is tested by researchers who ask her to close her eyes and identify, by touch only, which of several objects placed in front of her is a milk carton. If Svetlana correctly identifies the milk carton by touch, what aspect of intelligence is she demonstrating?

a) visual-recognition memory

b) linguistic intelligence

c) cross-modal transference

d) unimodal identification

Learning Objective: LO 8.5 Describe recent approaches to measuring intelligence in infants.

Topic: What is Infant Intelligence?

Difficulty Level: Moderate

Skill Level: Apply What You Know

APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

8-36. What kind of test measures a person’s level of knowledge in a given subject area?

a) aptitude test

b) capability test

c) interest inventory

d) achievement test

Learning Objective: LO 8.6 Define achievement and aptitude tests and compare their uses.

Topic: Achievement and Aptitude Tests: How Do They Differ from Intelligence Tests?

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-37. What kind of test predicts a person’s level of success or ability in a particular area?

a) aptitude test

b) intelligence test

c) interest inventory

d) achievement test

Learning Objective: LO 8.6 Define achievement and aptitude tests and compare their uses.

Topic: Achievement and Aptitude Tests: How Do They Differ from Intelligence Tests?

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-38. The book The Bell Curve argued that the average 15-point difference between white Americans’ and African Americans’ IQ is primarily due to __________.

a) high rates of poverty among African Americans

b) environmental factors

c) heredity

d) lower employment among African Americans

Learning Objective: LO 8.7 Analyze the sources of score differences achieved by different groups on IQ and other tests.

Topic: Group Differences in IQ

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

8-39. Recent findings show that in the United States, twice as many African American students as white American students are classified as mildly intellectually disabled, which is a difference that experts attribute to __________.

a) less access to preschool services for African American children

b) poverty and cultural bias in testing

c) truancy and inadequate access to educational opportunities

d) inadequate opportunities for self-expression

Learning Objective: LO 8.7 Analyze the sources of score differences achieved by different groups on IQ and other tests.

Topic: Group Differences in IQ

Difficulty Level: Difficult

Skill Level: Understand the Concepts

APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

8-40. Based on the majority of empirical evidence, what conclusion should be reached regarding the contributions of genetics and environmental influences to the development of intelligence?

a) Intelligence is the product of some complex combination of genetics and environment.

b) Intelligence is primarily a genetic outcome.

c) Intelligence is primarily a product of environmental circumstances.

d) Given the evidence, intelligence is likely to be the result of something other than genetics or environmental influences.

Learning Objective: LO 8.7 Analyze the sources of score differences achieved by different groups on IQ and other tests.

Topic: Group Differences in IQ

Difficulty Level: Moderate

Skill Level: Analyze It

APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

8-41. Cross-sectional studies show that older people are less likely to score as well as younger people on traditional intelligence tests; this is most likely due to __________.

a) improper administration of test procedures

b) cohort effects

c) testing bias

d) improper test design

Learning Objective: LO 8.8 Describe the effects of aging on intelligence.

Topic: Cognitive Functioning in Adulthood

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-42. Longitudinal studies of intelligence reveal that __________.

a) Intelligence declines steadily from age 18 to 50.

b) Intellectual processing shows a gradual but always increasing downward trend until death.

c) Intellectual functioning improves between the ages of 25 and 45.

d) Adults’ intelligence slows around their mid-30s for most people.

Learning Objective: LO 8.8 Describe the effects of aging on intelligence.

Topic: Cognitive Functioning in Adulthood

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-43. When developmentalists considered fluid and crystallized intelligence to determine if intelligence continues to grow, slow, or decline with age, what did they discovered?

1. Fluid intelligence does decline; however, crystallized intelligence holds steady and can improve.

b) Crystallized intelligence does decline; however, fluid intelligence holds steady and can improve.

c) Both fluid and crystallized intelligence decline with age.

d) Both fluid and crystallized intelligence improve with age.

Learning Objective: LO 8.8 Describe the effects of aging on intelligence.

Topic: Cognitive Functioning in Adulthood

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

8-44. K. Warner Schaie studied intelligence in older people using which research methodology?

a) cross-sectional design

b) longitudinal design

c) experimental design

d) sequential design

Learning Objective: LO 8.8 Describe the effects of aging on intelligence.

Topic: Cognitive Functioning in Adulthood

Difficulty Level: Difficult

Skill Level: Understand the Concepts

APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

8-45. According to developmental psychologist K. Warner Schaie’s longitudinal study, cognitive declines were found in all abilities by age __________, but they are minimal until the __________.

a) 25; 50s

b) 37; 60s

c) 52; 70s

d) 67; 80s

Learning Objective: LO 8.8 Describe the effects of aging on intelligence.

Topic: Cognitive Functioning in Adulthood

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-46. One reason why brain functioning begins to change in middle adulthood is that __________.

a) middle-aged adults do not take good care of themselves, and it affects the health of their brains

b) middle-aged adults carry greater loads of stress, which adversely affects their health

c) researchers have found that 20 genes that are vital to learning, memory, and mental flexibility begin to function less efficiently as early as age 40

d) middle-aged adults are too busy to participate in mental learning and activities to maintain mental flexibility

Learning Objective: LO 8.8 Describe the effects of aging on intelligence.

Topic: Cognitive Functioning in Adulthood

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-47. When Walter devotes attention and practice to completing his tax returns, and has gained decades of experience in that area, he is demonstrating __________.

a) expertise

b) recursive optimization

c) flexible intent

d) selective optimization

Learning Objective: LO 8.8 Describe the effects of aging on intelligence.

Topic: Cognitive Functioning in Adulthood

Difficulty Level: Difficult

Skill Level: Apply What You Know

APA Learning Objective: 1.3 Describe applications of psychology.

8-48. The strategy in which people concentrate on particular skill areas to compensate for losses in other areas is called __________.

a) expertise

b) sensory improvement

c) long-term potentiation

d) selective optimization

Learning Objective: LO 8.8 Describe the effects of aging on intelligence.

Topic: Cognitive Functioning in Adulthood

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-49. Sandra is a 52-year-old administrative assistant working in the same law firm as 25-year-old Ella. Both are excellent at their jobs, even though Sandra is older and has some slowing in her reaction time. What allows Sandra to perform her job as well as Ella?

a) Sandra is given less difficult work to complete, whereas Ella receives more challenging assignments.

b) Ella lacks experience and understanding of the complex material.

c) Sandra has developed selective optimization, whereby she can look further into the material to compensate for her slower reactions.

d) Sandra has greater verbal skills development than Ella.

Learning Objective: LO 8.8 Describe the effects of aging on intelligence.

Topic: Cognitive Functioning in Adulthood

Difficulty Level: Difficult

Skill Level: Apply What You Know

APA Learning Objective: 1.3 Describe applications of psychology.

8-50. Which term is used for an educational setting that is most similar to that of children without special needs?

a) regular education

b) mainstreaming

c) integration

d) least restrictive environment

Learning Objective: LO 8.9 Explain the meaning of the term least restrictive environment.

Topic: The Least Restrictive Environment

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-51. Which term refers to an educational approach in which exceptional children are integrated to the extent possible into the traditional educational system?

a) regular education

b) mainstreaming

c) integration

d) least restrictive environment

Learning Objective: LO 8.9 Explain the meaning of the term least restrictive environment.

Topic: The Least Restrictive Environment

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-52. Which approach to education would do away with the need for separate special education programs?

a) full inclusion

b) mainstreaming

c) integration

d) least restrictive environment

Learning Objective: LO 8.9 Explain the meaning of the term least restrictive environment.

Topic: The Least Restrictive Environment

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

8-53. Charles has been diagnosed with an intellectual disability. His mother consumed alcohol on a regular basis during her pregnancy. What is the most likely cause of Charles’s impairment?

a) Down syndrome

b) Parkinson’s disease

c) fetal alcohol syndrome

d) Huntington’s disease

Learning Objective: LO 8.10 Analyze the characteristics and effects of intellectual disability.

Topic: Below the Norm: Intellectual Disability

Difficulty Level: Moderate

Skill Level: Apply What You Know

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-54. If a person has an IQ score that falls in the range of 50 or 55 to 70, it would be classified as __________.

a) profound intellectual disability

b) moderate intellectual disability

c) borderline intellectual development

d) mild intellectual disability

Learning Objective: LO 8.10 Analyze the characteristics and effects of intellectual disability.

Topic: Below the Norm: Intellectual Disability

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-55. If a person has an IQ score that falls in the range of around 35 or 40 to 50 or 55, it would be classified as __________.

a) severe intellectual disability

b) moderate intellectual disability

c) borderline intellectual development

d) mild intellectual disability

Learning Objective: LO 8.10 Analyze the characteristics and effects of intellectual disability.

Topic: Below the Norm: Intellectual Disability

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-56. If a person has an IQ score that falls in the range of around 20 or 25 to 35 or 40, it would be classified as __________.

a) intractable intellectual disability

b) moderate intellectual disability

c) severe intellectual disability

d) mild intellectual disability

Learning Objective: LO 8.10 Analyze the characteristics and effects of intellectual disability.

Topic: Below the Norm: Intellectual Disability

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-57. If a person has an IQ score that falls in the range below 20 or 25, it would be classified as __________.

a) borderline intellectual disability

b) moderate intellectual disability

c) severe intellectual disability

d) profound intellectual disability

Learning Objective: LO 8.10 Analyze the characteristics and effects of intellectual disability.

Topic: Below the Norm: Intellectual Disability

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-58. Children who show evidence of high performance capability in areas such as intellectual, creative, artistic, leadership, or specific academic fields, are referred to as __________.

a) geniuses

b) special

c) gifted and talented

d) exceptional students

Learning Objective: LO 8.11 Describe the characteristics and effects of giftedness.

Topic: Above the Norm: The Gifted and Talented

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-59. Which term describes an approach to education through which students are kept at grade level but are enrolled in special programs and given individual activities to allow greater depth of study on a given topic?

a) special education

b) acceleration

c) enrichment

d) gifted and talented

Learning Objective: LO 8.11 Describe the characteristics and effects of giftedness.

Topic: Above the Norm: The Gifted and Talented

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

8-60. Burt has been identified as a gifted student. In his school system he was able to progress from the third grade directly to the sixth grade, in keeping with the challenges and pace that were appropriate to his talents. What kind of program did Burt’s school have in place?

a) remediation

b) acceleration

c) enrichment

d) accommodation

Learning Objective: LO 8.11 Describe the characteristics and effects of giftedness.

Topic: Above the Norm: The Gifted and Talented

Difficulty Level: Difficult

Skill Level: Understand the Concepts

APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

ESSAY QUESTIONS

8-61. Describe any three of Howard Gardner’s multiple intelligences, and provide an example of each.

(Any three of the following will suffice)

• Naturalist intelligence: Ability to identify and classify patterns in nature. Aldo can predict the duration of bad weather based on observing cloud patterns.
• Musical intelligence: Skills in tasks involving music. Tabitha was able to master difficult violin pieces at a very young age.
• Bodily kinesthetic intelligence: Skills using the body or portions of it. Sandra moves her body during the dance recital in a graceful, coordinated manner.
• Logical mathematical intelligence: Skills in problem solving and scientific thinking. Rollo was able to grasp basic algebraic concepts after very little exposure to them.
• Linguistic intelligence: Skills in producing and using language. Quan’s school poems have been reprinted in literary magazines because they’re so good.
• Intrapersonal intelligence: Understanding the internal aspects of oneself. Alan is very skilled at mood awareness, being able to monitor and label his affective states.
• Interpersonal intelligence: Skills in interacting with others. Rolf has a lot of “savvy,” knowing when to approach his boss for a raise versus when to lay low.
• Spatial intelligence: Skills related to spatial configurations. Conchita has all the makings of a great artist; her sketches have been exhibited in several school art programs.

Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Topic: What IQ Tests Don’t Tell: Alternative Conceptions of Intelligence

Difficulty Level: Difficult

Skill Level: Apply What You Know

APA Learning Objective: 1.3 Describe applications of psychology.

8-62. Explain Robert Sternberg’s triarchic theory of intelligence, and discuss how it is similar and different from traditional notions of intelligence.

• Robert Sternberg proposed that intelligence is made up of three major components: componential, experiential, and contextual.
• The componential aspect involves the mental components used to solve problems: selecting and using formulas, choosing problem-solving strategies, and making use of what has been learned in the past.
• The experiential component is the insightful aspect of intelligence: the relationship between intelligence, prior experience, and the ability to cope with new situations.
• The contextual component involves the demands of everyday, real-world environments, such as adapting to on-the-job professional demands.
• Traditional IQ tests tend to focus on the componential aspect of intelligence, but increasing evidence suggests that the contextual component is a more useful predictor of adult success.
• Sternberg’s model expands the concept of intelligence beyond the traditional boundaries of simply academic performance.

Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Topic: What IQ Tests Don’t Tell: Alternative Conceptions of Intelligence

Difficulty Level: Difficult

Skill Level: Understand the Concepts

APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

8-63. Compare fluid intelligence and crystallized intelligence.

• Fluid intelligence reflects information processing capabilities, reasoning, and memory.
• Tasks such as arranging a series of letters according to some rule or memorizing a series of numbers are examples.
• Fluid intelligence declines with age.
• Crystallized intelligence is the information, skills, and strategies that people have accumulated through experience and that they can apply to solve problems.
• Examples of crystallized intelligence are someone solving a crossword puzzle or trying to identify the murderer in a mystery story.
• Crystallized intelligence holds steady with age and can actually improve over time.

Learning Objective: LO 8.8 Describe the effects of aging on intelligence.

Topic: Cognitive Functioning in Adulthood

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

8-64. Compare acceleration and enrichment as educational strategies for gifted and talented children, and provide an example of each approach.

• Acceleration allows gifted students to move through their academic progress at their own pace. The material to be mastered is the same as that for other students, but the gifted student can acquire the knowledge at whatever rate (usually faster) they deem appropriate. An example might be a 13-year-old taking college courses.
• Enrichment keeps gifted and talented students at their age-appropriate grade level, but provides special programs and activities to offer greater depth to the curriculum. An example might be a sixth-grade student who designs and conducts her own experiment during an instructional period when her classmates are simply memorizing research-related terms.

Learning Objective: LO 8.11 Describe the characteristics and effects of giftedness.

Topic: Above the Norm: The Gifted and Talented

Difficulty Level: Difficult

Skill Level: Apply What You Know

APA Learning Objective: 1.3 Describe applications of psychology.

REVEL QUIZZES

The following questions appear at the end of each module and at the end of the chapter in Revel for Life Span Development, Fourth Edition.

Quiz: Intelligence: Determining Individual Strengths

EOM Q8.1.1

One characteristic of Alfred Binet’s classic work on intelligence testing that has survived to the present day is __________.

a) a focus on the meaning of the concept that is being measured

b) a pragmatic rather than theoretical approach to measuring intelligence

c) the wide use of individual rather than group testing

d) a consistent concern for the prevention of cultural bias in testing

Learning Objective: LO 8.1 Describe traditional methods for measuring intelligence.

Difficulty: Moderate

Skill: Apply

EOM Q8.1.2

The __________ is a particularly flexible intelligence test that permits the administrator to paraphrase questions, translate them into the child’s first language, and use gestures to help children understand the test.

a) Kaufman Assessment Battery for Children

b) Raven Progressive Matrices Test

c) Stanford-Binet Intelligence Scale

d) Wechsler Intelligence Scale for Children

Learning Objective: LO 8.2 Examine current methods of intelligence testing.

Difficulty: Moderate

Skill: Understand

EOM Q8.1.3

Compared with group-administered tests, individually administered tests tend to be more __________.

a) prone to external distractions

b) efficient and quick to administer

c) engaging and motivational for examinees

d) restricted in the content they cover

Learning Objective: LO 8.3 Explore key issues surrounding intelligence testing.

Difficulty: Moderate

Skill: Understand

EOM Q8.1.4

Disparities in the IQ test performance of groups of examinees based on anything other than intelligence are chiefly examples of __________.

a) test score reliability

b) internal inconsistency

c) test score interpretation

d) cultural bias

Learning Objective: LO 8.3 Explore key issues surrounding intelligence testing.

Difficulty: Moderate

Skill: Understand

EOM Q8.1.5

According to Sternberg’s triarchic theory of intelligence, the __________ component accounts for the demands of everyday, real-world environments.

a) componential

b) contextual

c) experiential

d) emotional

Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Difficulty: Easy

Skill: Remember

Quiz: Controversies Involving Intelligence

EOM Q8.2.1

The __________, created by Arnold Gesell, provides a summary of an infant’s overall competence in comparison to others of a similar age.

a) infant intelligence gradient

b) delayed development indicator

c) developmental quotient

d) infantile performance scale

Learning Objective: LO 8.5 Describe recent approaches to measuring intelligence in infants.

Difficulty: Moderate

Skill: Understand

EOM Q8.2.2

__________ is the ability to identify a stimulus previously experienced through one sense by using another sense.

a) Visual-recognition memory

b) Sensory information processing

c) Sensory versatility

d) Cross-modal transference

Learning Objective: LO 8.5 Describe recent approaches to measuring intelligence in infants.

Difficulty: Moderate

Skill: Understand

EOM Q8.2.3

An assessment of a student’s likelihood of academic success in college, such as the ACT, is an example of a(n) __________ test, though there is also some question as to whether it also tests students’ prior academic achievement.

a) achievement

b) aptitude

c) developmental

d) intelligence

Learning Objective: LO 8.6: Define achievement and aptitude tests and compare their uses.

Difficulty: Difficult

Skill: Analyze

EOM Q8.2.4

A mathematics test that uses questions with contexts from the realm of banking and the stock market is likely to favor members of which group?

a) students from urban communities

b) students from affluent families

c) students from rural communities

d) students from Asian cultures

Learning Objective: LO 8.7 Analyze the sources of score differences achieved by different groups on IQ and other tests.

Difficulty: Difficult

Skill: Analyze

EOM Q8.2.5

The process by which older people focus on particular areas of strength to compensate for declines in other areas is called __________.

a) selective optimization

b) fluid adaptation

c) cross-modal transference

d) guided competence

Learning Objective: LO 8.8 Describe the effects of aging on intelligence.

Difficulty: Moderate

Skill: Understand

Quiz: Intellectual Disabilities and the Intellectually Gifted

EOM Q8.3.1

When applied to children with special needs, the term least restrictive environment refers to __________.

a) a classroom in which all children are free to participate without restraint

b) the educational setting most similar to that of children without special needs

c) a classroom in which teachers encourage free expression about exceptionality

d) a special needs classroom that is free of physical restraints or restrictions

Learning Objective: LO 8.9 Explain the meaning of the term least restrictive environment.

Difficulty: Difficult

Skill: Analyze

EOM Q8.3.2

According to professional classifications, an intellectual disability is characterized by significant limitations in both intellectual functioning and __________.

a) emotional control

b) physical abilities

c) occupational readiness

d) adaptive behavior

Learning Objective: LO 8.10 Analyze the characteristics and effects of intellectual disability.

Difficulty: Moderate

Skill: Understand

EOM Q8.3.3

People with IQ scores between 55 and 70 are classified as having __________ intellectual disability.

a) mild

b) moderate

c) severe

d) profound

Learning Objective: LO 8.10 Analyze the characteristics and effects of intellectual disability.

Difficulty: Easy

Skill: Remember

EOM Q8.3.4

As defined by the government, the term gifted includes people demonstrating high performance in which areas?

a) artistic, creative, and intellectual

b) physical, intellectual, and mathematical

c) artistic, social, and intellectual

d) physical, creative, and intellectual

Learning Objective: LO 8.11 Describe the characteristics and effects of giftedness.

Difficulty: Moderate

Skill: Apply

EOM Q8.3.5

In Jeremy’s gifted and talented program, he remains at grade level but attends special programs and uses individualized activities to match his abilities. His program uses the __________ approach.

a) acceleration

b) age-graded

c) enrichment

d) holistic

Learning Objective: LO 8.11 Describe the characteristics and effects of giftedness.

Difficulty: Difficult

Skill: Analyze

Chapter Quiz: Intelligence

EOC Q8.1

Which of the following is an important legacy left by Alfred Binet’s work on intelligence testing?

a) a focus on linking intelligence with academic success

b) using theory to develop assessment measures

c) emphasizing cultural sensitivity in intelligence testing

d) establishing a firm theoretical basis of developmental stages

Learning Objective: LO 8.1 Describe traditional methods for measuring intelligence.

Difficulty: Moderate

Skill: Apply

EOC Q8.2

In the __________, an orally administered test, young children may be asked questions about their everyday activities or asked to copy complex figures.

a) Kaufman Assessment Battery for Children

b) Raven Progressive Matrices Test

c) Stanford-Binet Intelligence Scale

d) Wechsler Intelligence Scale for Children

Learning Objective: LO 8.2 Examine current methods of intelligence testing.

Difficulty: Moderate

Skill: Apply

EOC Q8.3

Which of the following is an advantage of group-administered tests over individually administered tests?

a) The content of their questions is less limited and restricted.

b) Children taking them tend to be more motivated.

c) Outside factors are less likely to distract test-takers.

d) They are more efficient and less expensive to administer.

Learning Objective: LO 8.3 Explore key issues surrounding intelligence testing.

Difficulty: Moderate

Skill: Apply

EOC Q8.4

A test is considered to have __________ when it produces consistent results each time it is administered.

a) cultural fairness

b) reliability

c) validity

d) accuracy

Learning Objective: LO 8.3 Explore key issues surrounding intelligence testing.

Difficulty: Moderate

Skill: Understand

EOC Q8.5

When it comes to intelligence, some people say there is no substitute for experience. Which concept reflects this perspective?

a) crystallized intelligence

b) cultural intelligence

c) emotional intelligence

d) fluid intelligence

Learning Objective: LO 8.4 Analyze alternative definitions of intelligence.

Difficulty: Difficult

Skill: Analyze

EOC Q8.6

One advantage of measures of information processing in infants, such as speed of processing and visual recognition memory, over developmental measures is that information processing assessments __________.

a) reveal whether children are falling behind their peers

b) are better predictors of future IQ scores

c) include physical as well as mental abilities

d) are more gender-neutral

Learning Objective: LO 8.5 Describe recent approaches to measuring intelligence in infants.

Difficulty: Moderate

Skill: Understand

EOC Q8.7

An assessment of a student’s knowledge of the Spanish language is an example of a(n) __________ test.

a) achievement

b) aptitude

c) developmental

d) intelligence

Learning Objective: LO 8.6: Define achievement and aptitude tests and compare their uses.

Difficulty: Difficult

Skill: Analyze

EOC Q8.8

A language arts test that uses examples of bus and subway schedules to measure reading comprehension is likely to favor members of which group?

a) students from rural communities

b) students from educated families

c) students from urban communities

d) students from affluent families

Learning Objective: LO 8.7 Analyze the sources of score differences achieved by different groups on IQ and other tests.

Difficulty: Difficult

Skill: Analyze

EOC Q8.9

Schaie’s study of intelligence in older people found that, in general, as people age __________.

a) crystallized intelligence remains steady

b) fluid intelligence improves steadily

c) crystallized intelligence declines sharply

d) fluid intelligence remains steady

Learning Objective: LO 8.8 Describe the effects of aging on intelligence.

Difficulty: Easy

Skill: Remember

EOC Q8.10

One problem with using cross-sectional studies to investigate intelligence across different ages is that results may be skewed by __________.

a) experimenter bias

b) practice effects

c) attrition in the sample

d) cohort effects

Learning Objective: LO 8.8 Describe the effects of aging on intelligence.

Difficulty: Easy

Skill: Understand

EOC Q8.11

According to the principles of __________, exceptional children are taught in the regular classroom except in cases where their exceptionality would affect their learning.

a) mainstreaming

b) child-focused learning

c) full inclusion

d) total immersion

Learning Objective: LO 8.9 Explain the meaning of the term least restrictive environment.

Difficulty: Moderate

Skill: Understand

EOC Q8.12

The most common biological causes of intellectual disability are __________.

a) Turner syndrome and Klinefelter syndrome

b) Down syndrome and fetal alcohol syndrome

c) lead poisoning and mercury poisoning

d) in utero cocaine and heroin addiction

Learning Objective: LO 8.10 Analyze the characteristics and effects of intellectual disability.

Difficulty: Moderate

Skill: Understand

EOC Q8.13

The intellectually disabled with the lowest intellectual score (IQs below 20 or 25) and adaptive abilities are classified as having a __________ intellectual disability.

a) mild

b) moderate

c) severe

d) profound

Learning Objective: LO 8.10 Analyze the characteristics and effects of intellectual disability.

Difficulty: Easy

Skill: Remember

EOC Q8.14

Research on giftedness has found that gifted people tend to be __________ than their non-gifted peers.

a) less happy

b) more awkward

c) less popular

d) healthier

Learning Objective: LO 8.11 Describe the characteristics and effects of giftedness.

Difficulty: Easy

Skill: Remember

EOC Q8.15

Shawna’s gifted and talented program permits her to move through the curriculum at her own pace and even to skip a grade, if she shows the ability to do so. Her program uses the __________ approach.

a) mainstreaming

b) acceleration

c) individualized

d) enrichment

Learning Objective: LO 8.11 Describe the characteristics and effects of giftedness.

Difficulty: Difficult

Skill: Analyze