Intelligence Santrock Ch.8 Exam Questions

Chapter 08

Test Bank

1. Which of the following statements about intelligence is NOT correct according to some experts?A. Intelligence is the ability to solve problems.B. Intelligence includes creativity and interpersonal skills.C. Intelligence is the capacity to adapt and learn from experience.D. Intelligence can be measured directly, similar to measuring height or age.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the nature of intelligence.Topic: Intelligence2. The term individual differences, as discussed in the text, refers toA. differences among individuals that change over time.B. the relative strengths and weaknesses within an individual.C. day-to-day changes in an individual's knowledge and skills.D. differences among individuals that are stable and consistent.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the nature of intelligence.Topic: Intelligence3. Who proposed that practical know-how should be considered part of intelligence?A. Robert SternbergB. Alfred BinetC. David WeschslerD. Lev VygotskyAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the nature of intelligence.Topic: Intelligence4. Who would support the notion that intelligence involves using the tools of the culture, with help from mentors?A. Robert SternbergB. Alfred BinetC. David WeschslerD. Lev VygotskyAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the nature of intelligence.Topic: Intelligence5. The French Ministry of Education asked Alfred Binet to create a method to determine which studentsA. would not profit from typical school instruction.B. should be placed in advanced courses.C. should be placed in residential facilities for the mentally retarded.D. would benefit from job apprenticeships.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the nature of intelligence.Topic: Intelligence Tests6. Who developed the concept of mental age?A. Lev VygotskyB. David WechslerC. Alfred BinetD. Robert SternbergAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the nature of intelligence.Topic: Intelligence Tests7. A bright child's _____ age is considerably above his or her _____ age.A. academic; socialB. social; academicC. mental; chronologicalD. chronological age; mentalAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Explain the nature of intelligence.Topic: Binet Tests8. Who coined the term "intelligence quotient"?A. Alfred BinetB. Robert SternbergC. William SternD. David WechslerAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the nature of intelligence.Topic: Binet Tests9. What was the original numerical formula of an intelligence quotient?A. chronological age divided by mental age multiplied by 100B. mental age divided by chronological age multiplied by 100C. chronological age multiplied by 100D. mental age divided by chronological ageAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the nature of intelligence.Topic: Binet Tests10. What are the content areas of the current Stanford-Binet intelligence test?A. mental age, chronological age, knowledge, and working memoryB. verbal IQ, performance IQ, and full-scale IQC. musical aptitude, numerical ability, and visual-perceptual skillD. fluid reasoning, knowledge, quantitative reasoning, visual-spatial reasoning, and working memoryAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Explain the nature of intelligence.Topic: Binet Tests11. The Stanford-Binet intelligence test has been shown to produce scores that approximate a normal distribution. This means that most test-takers scoreA. in the extreme high end of the range of possible scores.B. in the middle of the range of possible scores.C. in the extreme low end of the range of possible scores.D. better on nonverbal responses than verbal responses.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Explain the nature of intelligence.Topic: Binet Tests12. Who developed the WISC, WAIS, and WWPSI intelligence tests?A. David WechslerB. Alfred BinetC. Robert SternbergD. William SternAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the nature of intelligence.Topic: Wechsler Tests13. The Wechsler scales include 16 subtests thatA. employ a range of verbal and nonverbal challenges.B. primarily measure one's mathematical ability.C. primarily measure one’s processing speed.D. primarily measure one’s working memory.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the nature of intelligence.Topic: Wechsler Tests14. The effectiveness of a psychological test primarily depends on theA. age of the examinee.B. testing conditions.C. knowledge, skill, and integrity of the examiner.D. anxiety level of the examiner.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Explain the nature of intelligence.Topic: Use of Intelligence Tests15. Which of the following is true of the predictive validity of intelligence tests?A. Scores are inversely correlated with work performance.B. Scores do not correlate with the number of years of education the individual will obtain.C. Scores do not correlate with academic achievement even at the time of testing.D. Scores correlate with school grades and achievement test performance at the time of testing and years later.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Explain the nature of intelligence.Topic: Use of Intelligence Tests16. IQ scores should be considered with caution becauseA. it is easy for examinees to cheat on these tests.B. IQ scores are not correlated with academic achievement.C. IQ scores are not correlated with job success.D. scores can lead to false expectations and generalizations.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Explain the nature of intelligence.Topic: Use of Intelligence Tests17. Mr. Nanchet supervises a Future Business Leaders of America club and admits only those who score in the top 15 percent on an intelligence test because he feels that these students have the most potential to have long, successful business careers. This use of an intelligence test isA. appropriate because those with high scores are more likely to succeed in their future careers.B. inappropriate because high scores are only moderately correlated with future job prestige and work performance.C. appropriate because the careers of those with lower scores will not benefit from the additional education and experience this type of club will offer.D. inappropriate because the test predicts that those who scored in the higher 50 percent will outperform those who scored in the lower 50 percent in their future careers.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain the nature of intelligence.Topic: Use of Intelligence Tests18. Mary Ann scored a little above average on a general IQ test. She is a highly motivated, hardworking college graduate. Her performance in the workplace most likely will beA. successful, because a range of factors predicts the majority of job success, including motivation and education.B. a little above average, as predicted by her average IQ test results.C. well above average, because job performance is not related to IQ scores, but rather is determined only by motivation.D. disappointing, because her average intelligence will undermine her enthusiasm.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Explain the nature of intelligence.Topic: Emerging AdulthoodTopic: Use of Intelligence Tests19. To be effective, IQ scores should beA. confirmed accurate by having an independent observer present during test administration.B. considered as just one of several aspects of evaluation in conjunction with other information about the individual.C. considered as the sole determining factor in evaluating a person’s fit in education.D. taken from multiple tests, and the average score should be used.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the nature of intelligence.Topic: Use of Intelligence Tests20. Who proposed the triarchic theory of intelligence?A. Robert SternbergB. David WechslerC. Alfred BinetD. William SternAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the nature of intelligence.Topic: Sternberg's Triarchic Theory21. Anisha does very well with direct instruction in a conventional school setting. She shows high skill in evaluation, comparison, and contrasting tasks. Which Sternberg area is a strength for her?A. creativeB. analyticalC. practicalD. verbalAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain the nature of intelligence.Topic: Sternberg's Triarchic Theory22. Which of the following consists of the three different types of intelligence in Sternberg's Triarchic theory?A. verbal, nonverbal, and practicalB. analytical, creative, and practicalC. verbal, mathematical, and interpersonalD. emotional, cognitive, and linguisticAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the nature of intelligence.Topic: Sternberg's Triarchic Theory23. Eman's test scores are not high, but he thinks in unique, insightful ways, often challenging the teachers’ standard answers. Which Sternberg area is a strength for him?A. creativeB. analyticalC. practicalD. verbalAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain the nature of intelligence.Topic: AdolescenceTopic: Sternberg's Triarchic Theory24. Sternberg and Gardner's philosophies are similar in that they consider intelligence to beA. biologically determined.B. nonverbal.C. multiple-factored.D. based on one general mental ability.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Explain the nature of intelligence.Topic: Sternberg's Triarchic Theory25. According to Sternberg, students with which of the following abilities tend to be favored in conventional schools?A. practicalB. creativeC. analyticalD. emotionalAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the nature of intelligence.Topic: Sternberg's Triarchic Theory26. Russell's test scores are low, but he quickly grasps real-life problems and could be called "street smart." Which Sternberg area is a strength for him?A. creativeB. analyticalC. practicalD. verbalAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain the nature of intelligence.Topic: Sternberg's Triarchic Theory27. Which statement MOST closely matches Gardner's theory of intelligence?A. Humans have an overall intelligence level that is a combination of several factors connected and correlated with one another.B. Humans have multiple dimensions of intelligence, only some of which are measured by IQ tests.C. Humans have multiple dimensions of intelligence, and the level of one dimension can predict the levels of other dimensions of the same person.D. If one has developed a good brain, that person’s multiple intelligences would all perform at a higher level than those whose brain is not so well developed.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Explain the nature of intelligence.Topic: Gardner's Theory of Multiple Intelligences28. Someone who suffers localized brain damage may lose certain cognitive abilities while retaining functions in other cognitive domains. This supports Gardner's contention thatA. people have multiple intelligences.B. intelligence is a unified cognitive entity.C. some intelligences are determined by biological factors, while other intelligences are determined by environmental factors.D. there are three types of intelligence, supporting his triarchic theory of intelligence.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Explain the nature of intelligence.Topic: Gardner's Theory of Multiple Intelligences29. Ms. Foyle believes in Gardner’s multiple intelligence theory and employs it in her classroom because she believes that by exploring all the different cognitive domainsA. each child will be able to develop all the different intelligences fully and equally.B. each child will be able to bring up all the different intelligences to the same level as other children.C. children prefer to discover these intelligences they are not good at and improve their weaknesses.D. children will be able to discover relative strengths and find something at which they excel.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain the nature of intelligence.Topic: Gardner's Theory of Multiple Intelligences30. Gemmy is a journalist and has just published her first novel. According to Gardner, she most likely has good _____ intelligence.A. spatialB. intrapersonalC. verbalD. interpersonalAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain the nature of intelligence.Topic: Gardner's Theory of Multiple Intelligences31. Snea works as an engineer and her brother is an accountant. According to Gardner, they are both most likely strong in _____ intelligence.A. spatialB. mathematicalC. verbalD. interpersonalAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain the nature of intelligence.Topic: Gardner's Theory of Multiple Intelligences32. According to Gardner, his concepts of ____ intelligence are most closely related to the traditional IQ test.A. spatial, mathematical, and verbalB. musical and spatialC. verbal and bodily kinestheticD. interpersonal and intrapersonalAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Explain the nature of intelligence.Topic: Gardner's Theory of Multiple Intelligences33. According to Gardner, a landscaper is most likely to be high in _____ intelligence.A. spatialB. bodily-kinestheticC. musicalD. naturalistAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain the nature of intelligence.Topic: Gardner's Theory of Multiple Intelligences34. Spencer is an architect and loves to sail for fun. According to Gardner, he is most likely strong in _____ intelligence.A. spatialB. mathematicalC. verbalD. interpersonalAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain the nature of intelligence.Topic: Gardner's Theory of Multiple Intelligences35. Malian is a highly regarded surgeon. She is also very good at dancing for leisure. According to Gardner, she is strong in _____ intelligence.A. mathematicalB. bodily-kinestheticC. naturalistD. interpersonalAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain the nature of intelligence.Topic: Gardner's Theory of Multiple Intelligences36. Marcus was a very popular elementary school teacher for several years. Now he is a well-regarded mental health counselor within the education system. According to Gardner, he is most likely strong in _____ intelligence.A. spatialB. bodily-kinestheticC. intrapersonalD. interpersonalAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain the nature of intelligence.Topic: Gardner's Theory of Multiple Intelligences37. According to Gardner, theologians and psychologists should be high in _____ intelligence.A. spatialB. verbalC. intrapersonalD. interpersonalAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain the nature of intelligence.Topic: Gardner's Theory of Multiple Intelligences38. According to Gardner, if one is very interested in and good at contemplating the meaning of human life, death, and existence, that person demonstrates a form of _____ intelligence.A. verbalB. existentialC. intrapersonalD. interpersonalAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain the nature of intelligence.Topic: Gardner's Theory of Multiple Intelligences39. Colin does not earn high scores on standardized tests but has a black belt in martial arts. According to Gardner, Colin has high _____ intelligence.A. spatialB. intrapersonalC. bodily-kinestheticD. interpersonalAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain the nature of intelligence.Topic: Gardner's Theory of Multiple Intelligences40. Gardner's newest proposed—but not official—type of intelligence isA. intrapersonal.B. interpersonal.C. existentialist.D. emotional.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the nature of intelligence.Topic: Gardner's Theory of Multiple Intelligences41. The term that Goleman, Salvoy, and Mayer use for the ability to perceive, express, understand, use, and manage emotion and emotional knowledge isA. interpersonal intelligence.B. emotional intelligence.C. social intelligence.D. practical intelligence.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the nature of intelligence.Topic: Emotional Intelligence42. Critics of emotional intelligence argue thatA. it broadens the concept of intelligence too widely.B. it can't be assessed and researched.C. it favors girls and women.D. emotion is already included in Gardner’s multiple intelligence theory.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Explain the nature of intelligence.Topic: Emotional Intelligence43. Sternberg's and Gardner's theories of intelligence are alike in that bothA. include the naturalistic intelligence.B. include one or more categories related to social intelligence.C. hypothesize a single-factor theory of intelligence.D. include the intelligence of understanding the self and the meaning of life.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Explain the nature of intelligence.Topic: Gardner's Theory of Multiple IntelligencesTopic: Sternberg's Triarchic Theory44. Critics of Gardner’s theory of multiple intelligences argue thatA. it focuses too heavily on gross motor skills.B. it focuses too heavily on logical reasoning skills.C. the classifications are too arbitrary.D. it includes too many types of intelligences.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Explain the nature of intelligence.Topic: Gardner's Theory of Multiple Intelligences45. According to Nathan Brody, abstract reasoning, the capacity to acquire knowledge, and problem-solving ability constituteA. specific intellectual abilities.B. general intelligence.C. emotional intelligence.D. nonverbal intelligence.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the nature of intelligence.Topic: Intelligence46. What do advocates of the concept of general intelligence indicate as supporting their theory?A. It is successful at predicting school and job success.B. It is consistently higher in white collar workers than blue collar workers.C. Scores are consistent across analytical and creative test takers.D. It is simpler to measure because it restricts testing to a few core competencies.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the nature of intelligence.Topic: Intelligence47. Brain imaging studies show that which part of the brain is MOST linked with higher intelligence?A. frontal and parietal lobesB. temporal lobeC. frontal and occipital lobesD. temporal and parietal lobesAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the nature of intelligence.Topic: Neuroscience of Intelligence48. Einstein's total brain size wasA. average.B. 15 percent below average.C. 15 percent above average.D. was never measured.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: DifficultLearning Objective: Explain the nature of intelligence.Topic: Neuroscience of Intelligence49. Einstein's brain wasA. 15 percent above average in size in part of the parietal lobe.B. 15 percent above average in size in part of the frontal lobe.C. 15 percent above average in size overall.D. 15 percent above average in size in the occipital lobe.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: DifficultLearning Objective: Explain the nature of intelligence.Topic: Neuroscience of Intelligence50. Studies comparing the IQ of identical and fraternal twinsA. found absolutely no evidence that suggested the possibility of a genetic component to intelligence.B. found that the differences in average correlations between the two groups was fair to high.C. have proved high genetic influence on intelligence.D. found that the differences in average correlations between the two groups was quite low.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Outline key controversies about differences in IQ scores.Topic: Genetic Influences51. Which of the following conclusions was drawn from the Flynn effect study?A. Heredity plays slightly more of a role than environment in the overall rise in global intelligence.B. The overall rise in intelligence helps to support the theory of multiple intelligences.C. The measured increases in intelligence could not be due to heredity.D. The measured increases in intelligence could not be due to environmental influences.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Outline key controversies about differences in IQ scores.Topic: Environmental Influences52. In one study, higher amounts of communication between parents and children during the first three years of life was _____ correlated to higher Stanford-Binet IQ scores at age 3.A. positivelyB. negativelyC. notD. inverselyAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Outline key controversies about differences in IQ scores.Topic: Environmental InfluencesTopic: Infants53. The Flynn effect refers to the observation thatA. if a large group of children receive no formal education for an extended period, it will result in lower intelligence test scores among these children.B. intelligence test scores steadily increased over a short time period across the world.C. intelligence test scores steadily decreased over a short time period across the world.D. intelligence test scores steadily increased for about 100 years, and then steadily decreased to the original point.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Outline key controversies about differences in IQ scores.Topic: Environmental Influences54. In the nature-versus-nurture debate regarding intelligence, it is safe to say that intelligenceA. is 50 percent biological and 50 percent environmental.B. is influenced by both heredity and environment.C. is primarily influenced by environment.D. is acquired through early intervention and quality formal education.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Outline key controversies about differences in IQ scores.Topic: Environmental Influences55. Which of the following children would benefit MOST from a high-quality early intervention that includes education, parenting programs, and support services for improving their intelligence scores and school achievement?A. children living below the poverty lineB. children with access to excellent schools, books, and travelC. children whose parents have a bachelor's degreeD. children with high IQsAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Outline key controversies about differences in IQ scores.Topic: Early ChildhoodTopic: Environmental Influences56. Which of the following statements is NOT true about early intervention programs?A. The effects are strongest for poor children.B. The benefits are no longer present after elementary school.C. High-quality center-based interventions can improve intelligence and school achievement.D. The greatest gains were made by children whose mothers had low IQs.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Outline key controversies about differences in IQ scores.Topic: Early ChildhoodTopic: Environmental Influences57. Cross-cultural studies have indicated that _____ and _____ intelligence can develop independently and may even conflict with each other.A. general; specificB. analytical; creativeC. practical; academicD. crystallized; fluidAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Outline key controversies about differences in IQ scores.Topic: Cross-Cultural Comparisons58. What is the BEST explanation for why ethnic minorities achieve lower scores on IQ tests?A. environmentB. heredityC. cultural beliefD. unfair scoringAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Outline key controversies about differences in IQ scores.Topic: Cultural Bias in Testing59. Many intelligence tests are ____ because they ____.A. culturally biased; use no verbal questions.B. culturally fair; use standardized administration procedures.C. culturally biased; reflect the cultures of some test-takers more than others.D. culturally fair; use standardized test items for all test-takers.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Outline key controversies about differences in IQ scores.Topic: Cultural Bias in Testing60. Which of the following is the BEST example of a culturally fair test question?A. "Why do farmers use tractors?"B. "What should you do if you find a 3-year-old child on a freeway?"C. "Why do individuals buy automobile insurance?"D. "How are a cat and a dog alike?"Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Outline key controversies about differences in IQ scores.Topic: Cultural Bias in Testing61. Which of the following would typically not be considered in the development of a culturally fair test?A. ethnic backgroundB. socioeconomic statusC. family structureD. language differencesAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Outline key controversies about differences in IQ scores.Topic: Cultural Bias in Testing62. On average, how do African American and Latino children score on IQ tests when compared to children from non-Latino White families?A. There is no significant difference in scores.B. 10 to 15 points higherC. 10 to 15 points lowerD. 10 to 25 percent lowerAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Outline key controversies about differences in IQ scores.Topic: Ethnic Comparisons63. What are the five components of the Bayley Scales of Infant Development?A. resilience, attention, self-regulation, perception, and adaptiveB. self-control, interactivity, language, attention, and socialC. cognitive, language, motor, socioemotional, and adaptiveD. motor, temperament, communication, visual patterning, and interactionAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the development of intelligence across the life span.Topic: InfancyTopic: Tests of Infant Intelligence64. On the Bayley cognitive scale, 6-month-old Joshua should be able toA. vocalize pleasure and displeasure.B. inhibit behavior when directed to do so.C. imitate words the examiner says.D. respond to simple requests.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Discuss the development of intelligence across the life span.Topic: InfancyTopic: Tests of Infant Intelligence65. To estimate intelligence, the Fagan Test of Infant Intelligence uses the amount of time an infant looks at a(n) _____ compared with the amount of time he/she looks at a _____.A. familiar object; new objectB. face; black and white patternC. animal; humanD. moving object; static objectAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Discuss the development of intelligence across the life span.Topic: InfancyTopic: Tests of Infant Intelligence66. Baby Camille is given a familiar picture and a new picture to look at. The amount of time she spends looking at each picture is calculated to measure her intelligence. What test is being given?A. the Fagan testB. the Apgar ScaleC. the Bayley ScaleD. an IQ testAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss the development of intelligence across the life span.Topic: InfancyTopic: Tests of Infant Intelligence67. According to the Bayley cognitive scale, by Ken's first birthday, he should be able toA. imitate words an examiner says.B. respond to simple requests.C. inhibit behavior when commanded to do so.D. All of these answers are correct.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Discuss the development of intelligence across the life span.Topic: InfancyTopic: Tests of Infant Intelligence68. Using the Fagan test, which of the following is a characteristic seen in infants that correlates with intelligence in older children?A. habituationB. selective attentionC. preference for noveltyD. All of these answers are correct.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Discuss the development of intelligence across the life span.Topic: InfancyTopic: Tests of Infant Intelligence69. Studies show that the correlation between IQs measured at age 8 and age 10 is ______ the correlation between IQs measured at age 10 and age 18.A. equal toB. higher thanC. lower thanD. exceptionally lower thanAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Discuss the development of intelligence across the life span.Topic: Early ChildhoodTopic: Stability and Change in Intelligence Topic70. Dr. Smith is conducting a research study on age differences in intelligence. He assesses the intelligence of 5-, 10-, 15-, and 20-year-old participants on the same date and compares their results on an IQ test. What type of research is Dr. Smith conducting?A. cross-sectionalB. longitudinalC. correlationalD. naturalistic observationAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Discuss the development of intelligence across the life span.Topic: Fluid and Crystallized Intelligence71. Dr. Anderson is interested in how attention changes with age. He gathers a sample of 5-year-olds and tests them twice a year until they are 30. What type of study is Dr. Anderson conducting?A. cross-sectionalB. longitudinalC. correlationalD. naturalistic observationAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Discuss the development of intelligence across the life span.Topic: Fluid and Crystallized Intelligence72. According to John Horn, an individual's ______ is comprised of accumulated information and verbal skills.A. fluid intelligenceB. crystallized intelligenceC. creative intelligenceD. practical intelligenceAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the development of intelligence across the life span.Topic: Fluid and Crystallized Intelligence73. According to John Horn, the ability to reason abstractly is _____ intelligence.A. fluidB. naturalisticC. crystallizedD. creativeAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the development of intelligence across the life span.Topic: Fluid and Crystallized Intelligence74. John Horn believes that _____ intelligence continues to increase throughout a person’s life span, whereas _____ intelligence begins to decline in middle adulthood.A. analytical; practicalB. creative; practicalC. crystallized; fluidD. fluid; crystallizedAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Discuss the development of intelligence across the life span.Topic: Fluid and Crystallized Intelligence75. If 40-year-olds and 60-year-olds show differences in intelligence test scores, the differences in the test scoresA. must be due to age effects.B. may be due to either age effects or cohort effects.C. must be due to cohort effects.D. are due to neither age effects nor cohort effects.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Discuss the development of intelligence across the life span.Topic: Fluid and Crystallized IntelligenceTopic: Late Adulthood76. According to the Seattle Longitudinal Study, middle age is a time ofA. peak performance for verbal comprehension.B. great decline for inductive reasoning.C. moderate decline for spatial abilities.D. peak numerical abilities.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the development of intelligence across the life span.Topic: Middle AdulthoodTopic: Seattle Longitudinal Study77. An adult in middle age will likely do MOST poorly on which of the following tasks?A. a test of vocabularyB. completing a crossword puzzleC. the reaction speed when a traffic light turns redD. finding one’s way in a mazeAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Outline key controversies about differences in IQ scores.Topic: Middle AdulthoodTopic: Seattle Longitudinal Study78. When assessing cognitive abilities both cross-sectionally and longitudinally, Schaie found thatA. decline starts at the same time in both research methods.B. decline starts earlier in cross-sectional studies than in longitudinal studies.C. decline starts earlier in longitudinal studies than in cross-sectional studies.D. decline only occurs in cross-sectional studies, but never occurs in longitudinal studies.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the development of intelligence across the life span.Topic: Middle AdulthoodTopic: Seattle Longitudinal Study79. According to Baltes, the "hardware" or neurophysiological architecture of the brain is calledA. cognitive mechanics.B. cognitive pragmatics.C. crystallized intelligence.D. fluid intelligence.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the development of intelligence across the life span.Topic: Cognitive Mechanisms and Pragmatics80. According to Baltes, the culture-based "software programs" of the mind are calledA. cognitive mechanics.B. cognitive pragmatics.C. crystallized intelligence.D. fluid intelligence.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the development of intelligence across the life span.Topic: Cognitive Mechanisms and Pragmatics81. According to Baltes, __________ decline with age, whereas __________ may actually improve.A. crystallized pragmatics; fluid mechanicsB. crystallized intelligence; cognitive mechanicsC. cognitive mechanics; cognitive pragmaticsD. cognitive pragmatics; cognitive mechanicsAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the development of intelligence across the life span.Topic: Cognitive Mechanisms and Pragmatics82. According to Baltes, expert knowledge about the practical aspects of life that permits excellent judgment about important matters is calledA. cognitive mechanics.B. wisdom.C. fluid mechanics.D. fluid intelligence.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the development of intelligence across the life span.Topic: Wisdom83. The Ardelt study that compared college students and older adultsA. showed major differences between the two groups using an overall wisdom scale.B. proved that older adults with college degrees could score higher on the cognitive dimension of the scale.C. used a wisdom scale that comprised cognitive, reflective, and affective dimensions.D. used a wisdom scale that comprised pragmatics, personality and cognitive dimensions.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the development of intelligence across the life span.Topic: Wisdom84. Leonard has had varied life experiences and learned much from judicious mentors. He volunteers with disadvantaged youth and is open to new adventures. Baltes and associates would say that all of these provide supporting conditions for Leonard to develop higher levels ofA. fluid mechanics.B. cognitive mechanics.C. perceptual speed.D. wisdom.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss the development of intelligence across the life span.Topic: Wisdom85. Which of the following factors contributes the MOST to a person's level of wisdom?A. ageB. intelligenceC. experiences with difficult life problems and having wisdom-enhancing mentorsD. efforts in seeking personal happinessAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the development of intelligence across the life span.Topic: Wisdom86. Which of the following is true regarding Ardelt's (2010) study on wisdom?A. His measure included an affective scale, a reflective scale, and an experience scale.B. The overall wisdom scale showed no differences between college-age and older adults.C. Older adults scored higher than college-age adults on all scales.D. College-age adults scored higher than older adults on all scales.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Discuss the development of intelligence across the life span.Topic: Wisdom87. Which of the following is NOT a component of the definition of intellectual disability?A. demonstrates a consistent lack of empathyB. IQ score of 70 or belowC. deficits in adaptive behavior to everyday demandsD. appearance of characteristics before the age of 18Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe the characteristics of intellectual disability; giftedness; and creativity.Topic: Intellectual Disability88. Paul has an IQ of 71. He lives in his own apartment, has a job, and supports himself. He has many friends, goes bowling, and eats out often. He has no difficulty adapting to everyday life. According to the definition of intellectual disability, Paul has _____ intellectual disability.A. an organicB. a cultural-familialC. a mildD. noAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe the characteristics of intellectual disability; giftedness; and creativity.Topic: Intellectual Disability89. To be considered gifted under the commonly accepted (but informal) threshold requirement, one needs an IQ of at leastA. 100.B. 110.C. 120.D. 130.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Describe the characteristics of intellectual disability; giftedness; and creativity.Topic: Giftedness90. A genetic disorder or lower level of mental functioning caused by brain damage is called _____ intellectual disability.A. a cultural-familialB. an organicC. a pervasiveD. an extensiveAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe the characteristics of intellectual disability; giftedness; and creativity.Topic: Intellectual Disability91. An intellectual disability in which no evidence of brain damage or genetic disorder can be found is called _____ intellectual disability.A. a cultural-familialB. an organicC. a pervasiveD. a profoundAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe the characteristics of intellectual disability; giftedness; and creativity.Topic: Intellectual Disability92. A cultural-familial intellectual disability normally falls in the IQ range ofA. 55 to 70.B. 70 to 85.C. 40 to 55.D. 25 to 40.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe the characteristics of intellectual disability; giftedness; and creativity.Topic: Intellectual Disability93. Individuals with high intelligence or a superior talent are calledA. gifted.B. creative.C. people with wisdom.D. people with organic intellectual disabilities.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe the characteristics of intellectual disability; giftedness; and creativity.Topic: Giftedness94. Most people who are gifted tend toA. be more mature and have fewer emotional problems than others.B. have more externalized problems such as aggression than internalized problems such as depression and anxiety.C. be more emotionally disturbed than others.D. be more introverted than others.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe the characteristics of intellectual disability; giftedness; and creativity.Topic: Giftedness95. Terman found that gifted childrenA. have more frequent physical problems.B. think and act impulsively.C. are well adjusted socially.D. are well adjusted socially but are physically frail.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe the characteristics of intellectual disability; giftedness; and creativity.Topic: Characteristics of Gifted Children96. According to Winner, which of the following is NOT a characterizing criterion for gifted children?A. mastering a capacity or skill earlier than their age peersB. craving high-level explicit instructionC. needing minimal help from adults in learningD. faster information processingAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe the characteristics of intellectual disability; giftedness; and creativity.Topic: Life Course of the Gifted97. Highly gifted individualsA. typically have exceptional talents in many different domains.B. typically have exceptional talents in one or a small limited set of domains.C. do not show their talents until after late adolescence.D. show their special talents as early as infancy.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe the characteristics of intellectual disability; giftedness; and creativity.Topic: Life Course of the Gifted98. Which of the following is NOT a characteristic that is typical of creative thinkers?A. playful thinkingB. rejection of accepted or objective standardsC. inner motivationD. a willingness to take risksAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe the characteristics of intellectual disability; giftedness; and creativity.Topic: Characteristics of Creative Thinkers99. Lena incorporates surprising, unpredictable activities into her everyday life. She keeps a fresh outlook by pursuing new interests each year and writing about them in her blog. Lena is most likelyA. highly creative.B. highly gifted.C. both highly gifted and creative.D. very good at convergent thinking.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe the characteristics of intellectual disability; giftedness; and creativity.Topic: Creativity100. The ability to think about something in novel and unusual ways and to come up with unique solutions to problems is calledA. spontaneity.B. congruency.C. elasticity.D. creativity.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe the characteristics of intellectual disability; giftedness; and creativity.Topic: Creativity101. Thinking that produces many answers to the same question is labeledA. inner motivation.B. giftedness.C. convergent.D. divergent.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe the characteristics of intellectual disability; giftedness; and creativity.Topic: Creativity102. While traditional intelligence tests that measure IQ require _____, creativity requires _______.A. giftedness; convergent thinkingB. divergent thinking; convergent thinkingC. convergent thinking; divergent thinkingD. playful thinking; a willingness to riskAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Describe the characteristics of intellectual disability; giftedness; and creativity.Topic: Creativity103. What type of thinking do standardized tests in schools measure?A. convergentB. creativeC. divergentD. playfulAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe the characteristics of intellectual disability; giftedness; and creativity.Topic: Creativity104. How was IQ originally computed?

Mental age divided by chronological age multiplied by 100.

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Explain the nature of intelligence.Topic: Intelligence Tests105. What are the three Wechsler tests and to what ages are they administered?

WISC-V: 6 to 16 years of ageWAIS-IV: over 16 years of ageWPPSI-IV: 2 years, 6 months to 7 years, 7 months.

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Explain the nature of intelligence.Topic: Wechsler Tests106. Why should results from IQ tests be used with caution?

IQ tests do not measure some attributes like motivation, health, and social skills, which can have a major impact on success in school but especially in adult careers. Making sweeping generalizations based on IQ results can be poor predictors of performance throughout life. IQ scores can also create false expectations about individuals. Intelligence testing is also sometimes subject to the stereotype threat, in which minority students may perform poorly during testing out of fear that they may confirm cultural biases about their culture or ethnicity.

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Explain the nature of intelligence.Topic: Use of Intelligence Tests107. Describe the three main forms of intelligence in Sternberg's Triarchic theory.

Analytical intelligence: This refers to the ability to analyze, judge, evaluate, compare, and contrast.Creative intelligence: This refers to the ability to create, design, invent, originate, and imagine.Practical intelligence: This involves the ability to use, apply, implement, and put ideas into practice.

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Explain the nature of intelligence.Topic: Sternberg's Triarchic Theory108. List four of Gardner's eight types of intelligence.

1. verbal2. mathematical3. spatial4. bodily-kinesthetic5. musical6. interpersonal7. intrapersonal8. naturalist

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Explain the nature of intelligence.Topic: Gardner's Theory of Multiple Intelligences109. What is emotional intelligence?

The ability to perceive and express emotion accurately and adaptively (such as taking the perspective of others), to understand emotion and emotional knowledge (such as understanding the roles that emotions play in friendship and marriage), to use feelings to facilitate thought (such as being in a positive mood, which is linked to creative thinking), and to manage emotions in oneself and others (such as being able to control one's anger).

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Explain the nature of intelligence.Topic: Emotional Intelligence110. What have twin studies shown in studying the genetic influence on intelligence?

The difference in the average correlation of IQ similarities in identical twins and in fraternal twins was relatively low—only about .15. These studies have not shown a large effect of genetics on intelligence.

Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Outline key controversies about differences in IQ scores.Topic: Genetic Influences111. What can we safely say about the nature-versus-nurture debate regarding intelligence?

Intelligence is influenced by both biology and environment, but there remain strong disagreements and ambiguity about the relative contributions of each.

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Outline key controversies about differences in IQ scores.Topic: Environmental Influences112. What is the Flynn effect?

The Flynn effect is the worldwide increase in intelligence scores over a short time that is likely due to increased exposure to education and vastly increasing quantities of information.

Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Outline key controversies about differences in IQ scores.Topic: Environmental Influences113. What is an example of a culture-fair question?

Questions with contents and answers that are familiar to people from all cultural, ethnic, and socioeconomic backgrounds.

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.3: Describe applications of psychologyAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: ApplyDifficulty Level: DifficultLearning Objective: Explain the nature of intelligence.Topic: Cultural Bias in Testing114. What are the five areas assessed by the Bayley Scales of Infant Development?

1. cognitive2. language3. motor4. socioemotional5. adaptive

Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Discuss the development of intelligence across the life span.Topic: InfancyTopic: Tests of Infant Intelligence115. What does the Fagan test measure?

The Fagan test measures the amount of time babies spend looking at new objects compared with the amount of time they spend looking at familiar objects to estimate their intelligence (habituation and dishabituation).

Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Discuss the development of intelligence across the life span.Topic: InfancyTopic: Tests of Infant Intelligence116. Distinguish between crystallized intelligence and fluid intelligence, and explain how they change in middle adulthood.

Crystallized intelligence is an individual's accumulated information and verbal skills. According to John Horn, this type of intelligence continues to increase throughout the lifespan.Fluid intelligence is one's ability to reason abstractly. This type of intelligence begins to decline in the middle adulthood years.

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: AnalyzeDifficulty Level: DifficultLearning Objective: Discuss the development of intelligence across the life span.Topic: Fluid and Crystallized IntelligenceTopic: Middle Adulthood117. Define Baltes' concepts of cognitive mechanics and pragmatics and explain any effects of aging.

Cognitive mechanics are the "hardware" of the mind and reflect the neurophysiological architecture of the brain developed through evolution. Decline with aging is likely.Cognitive pragmatics are culture-based "software programs" of the mind and may actually improve with age.

Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Discuss the development of intelligence across the life span.Topic: Cognitive Mechanisms and Pragmatics118. Describe the three components in the definition of intellectual disability.

IQ of 70 or belowDeficits in adaptive behavior to the daily demands of lifeManifestation of characteristics before the age of 18

Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Describe the characteristics of intellectual disability; giftedness; and creativity.Topic: Cognitive Mechanisms and Pragmatics119. Describe Winner's three criteria of giftedness.

Precocity:Gifted children begin to master an area earlier than their peers.Learning in their domain is more effortless than for ordinary children.They march to their own drummer:They learn in a qualitatively different way than ordinary children.They need minimal help from adults to learn.They resist explicit instruction.Passion to master:Gifted children are driven to understand the domain in which they have high ability.They display an intense interest and ability to focus.

Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Describe the characteristics of intellectual disability; giftedness; and creativity.Topic: Characteristics of Gifted Children120. Compare convergent and divergent thinking.

Convergent: thinking that requires and produces a finite answer.Divergent: thinking that produces many different answers to the same question.

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: AnalyzeDifficulty Level: DifficultLearning Objective: Describe the characteristics of intellectual disability; giftedness; and creativity.Topic: Creativity121. What are the steps in the creative process?

Preparation, incubation, insight, evaluation, elaboration

Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Describe the characteristics of intellectual disability; giftedness; and creativity.Topic: Creativity

Category # of Questions

Accessibility: Keyboard Navigation 121

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology 70

APA Outcome: 1.2: Develop a working knowledge of psychology's content domains 111

APA Outcome: 1.3: Describe applications of psychology 19

APA Outcome: 4.1: Demonstrate effective writing for different purposes 11

Bloom's Taxonomy: Analyze 2

Bloom's Taxonomy: Apply 19

Bloom's Taxonomy: Remember 61

Bloom's Taxonomy: Understand 39

Difficulty Level: Basic 76

Difficulty Level: Difficult 5

Difficulty Level: Moderate 40

Learning Objective: Describe the characteristics of intellectual disability; giftedness; and creativity. 21

Learning Objective: Discuss the development of intelligence across the life span. 27

Learning Objective: Explain the nature of intelligence. 56

Learning Objective: Outline key controversies about differences in IQ scores. 17

Topic: Adolescence 1

Topic: Binet Tests 5

Topic: Characteristics of Creative Thinkers 1

Topic: Characteristics of Gifted Children 2

Topic: Cognitive Mechanisms and Pragmatics 5

Topic: Creativity 7

Topic: Cross-Cultural Comparisons 1

Topic: Cultural Bias in Testing 5

Topic: Early Childhood 3

Topic: Emerging Adulthood 1

Topic: Emotional Intelligence 3

Topic: Environmental Influences 8

Topic: Ethnic Comparisons 1

Topic: Fluid and Crystallized Intelligence 7

Topic: Gardner's Theory of Multiple Intelligences 17

Topic: Genetic Influences 2

Topic: Giftedness 3

Topic: Infancy 8

Topic: Infants 1

Topic: Intellectual Disability 5

Topic: Intelligence 6

Topic: Intelligence Tests 3

Topic: Late Adulthood 1

Topic: Life Course of the Gifted 2

Topic: Middle Adulthood 4

Topic: Neuroscience of Intelligence 3

Topic: Seattle Longitudinal Study 3

Topic: Stability and Change in Intelligence Topic 1

Topic: Sternberg's Triarchic Theory 9

Topic: Tests of Infant Intelligence 8

Topic: Use of Intelligence Tests 7

Topic: Wechsler Tests 3

Topic: Wisdom 5