Ogden 4th Canadian Edition Full Test Bank - Test Bank | Psychology Around Us 4e by Nancy Ogden. DOCX document preview.
CHAPTER 10
INTELLIGENCE
CHAPTER LEARNING OBJECTIVES
1. Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
- Scholars early in the twentieth century defined intelligence as the ability to learn and to meet the demands of the environment effectively. Later, other scholars added to this definition the ability to understand and control one’s mental activities, called metacognition.
- A central issue in defining intelligence is whether it is a single, general factor or a cluster of different abilities. Charles Spearman hypothesized that a general factor, or g factor, underlies all mental abilities, while Lewis Thurstone argued that intelligence is made up of seven distinct primary mental abilities.
- Although most theorists today agree that intelligence does include a g factor, modern theorists such as Howard Gardner, Robert Sternberg, and Stephen Ceci have tended to deemphasize the g factor and focus on specific abilities, or s factors.
2. Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
- The psychometric approach to studying intelligence attempts to measure intelligence with carefully constructed psychological tests.
- To ensure that intelligence tests are grounded in sound scientific principles, psychologists design tests that adhere to three basic criteria: standardization, reliability, and validity.
- Early pioneers of intelligence testing include Francis Galton, who proposed the theory of psychophysical performance, and Francis Binet, who developed a test to predict children’s success in school.
- Adapting Binet’s work for use in the United States, Lewis Terman constructed the Stanford-Binet Intelligence Test and devised the intelligence quotient (IQ).
- David Wechsler broadened the usefulness of intelligence testing by developing the Wechsler Adult Intelligence Scale (WAIS), along with several other tests.
- Both the Stanford-Binet and the WAIS have high degrees of reliability. Performance on intelligence tests also correlates highly with school performance, and to some degree with other areas of functioning in life, such as occupational achievements.
- Although widely used, intelligence tests are subject to several criticisms. One issue involves the culture-specific nature of the tests, which may produce bias. A related problem is stereotype threat.
- Intelligence test scores from around the world have increased over time, a phenomenon known as the Flynn effect. Possible explanations include potential problems with the procedures, content, or nature of the tests and improvements in education, nutrition, health, or environments.
3. Discuss several proposed types of intelligence that go beyond intellectual functioning.
- Other theorists have broadened the definition of intelligence further to include emotional intelligence, social intelligence, wisdom, creativity, and personality.
- Creativity is strongly correlated with intelligence, but intelligence is not sufficient for creative output. Creative output often requires an intrinsic drive to create as well as a strong imagination.
4. Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
- The relative contributions of biology and environment to the development of intelligence has important social implications, exemplified by the controversial book The Bell Curve, whose authors argued that group differences in IQ are likely due at least in part to genetic factors.
- Family studies and research in molecular biology have indicated that heredity does play a major role in intelligence. Researchers estimate that the heritability of intelligence is about 50 percent.
- Environmental factors that affect intelligence include family and home, overall culture, occupation, and schooling.
- Group differences in IQ scores enable us only to make distinctions between groups, not to reach any conclusions about an individual within a group.
- Studies have confirmed that environmental enrichment for members of disadvantaged groups is effective in producing at least short-term cognitive gains.
5. Describe how brain size, number of neurons, processing speed, brain activity, and cortical maturation relate to intelligence.
- Neuroimaging studies suggest that overall brain size is not correlated with intelligence. The number of neurons in certain brain regions, such as the frontal lobes, may be related to intellectual functioning.
- The speed with which the brain responds to stimuli, which can be measured by means of EEGs and nerve conduction velocity (NCV), also correlates with intelligence.
- fMRI scans, which show what areas of the brain are active at a particular moment, have generally revealed lower activity in the brains of people performing well on an intellectual task and higher activity in the brains of people performing poorly. This suggests that the brains of the higher performers may be more efficient.
- It appears that the development of intelligence involves a process of neuron growth and then neuron pruning, particularly in the prefrontal cortex—a process that is reflected by a distinct pattern of change in cortical thickness throughout childhood and adolescence.
6. Discuss intellectual disability and giftedness.
- The two extremes of intelligence, as measured by IQ tests, are represented by intellectual disability and giftedness.
- Home environmental causes of intellectual disability include poor and unstimulating environments and inadequate parent–child interactions. These causes have been associated in particular with mild intellectual disability, though they may also be at work in more severe cases.
- Other causes of intellectual disability include genetically based chromosomal abnormalities, certain prenatal conditions in the mother, complications at delivery, and injuries and infections during early childhood. These causes have been associated in particular with moderate to profound levels of intellectual disability.
- Down’s Syndrome is a genetic abnormality resulting in intellectual disability.
- Psychologists do not agree on how to define giftedness, but often identify gifted persons as having IQs at the top 1 or 2 percent of the tested population.
- Environment can contribute to giftedness, and gifted people are often highly motivated. However, academically gifted people may not be equally gifted with social and emotional intelligence.
MULTIPLE CHOICE QUESTIONS
1. The ability to learn, to meet the demands of the environment effectively, and to understand and control one’s mental activities is called
a) intelligence.
b) creativity.
c) adaptability.
d) natural selection.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
2. Intelligence was originally defined as
a) the ability to learn and adapt to meet the demands of the environment effectively.
b) the ability to understand and control one’s mental abilities.
c) the ability to solve problems to ensure survival.
d) a factor that underlies all distinct clusters of mental abilities.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
3. _____ is a statistical procedure for identifying common elements that underlie performance across a set of tasks is called:
a) Factor analysis
b) Psychometrics
c) Multiple regression
d) Analysis of variance
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
4. Jaen is creating a test using a statistical method that determines whether specific items on the test correlate with one another. Jaen is using the statistical method known as
a) analysis of variance
b) regression analysis
c) factor analysis
d) t-test factor analysis
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
5. Taylor knew she was not a morning person, so when she started a new job with regular shifts that started at 7:00 AM she took steps to ensure she would not sleep through her alarm. She bought an alarm that required her to get up and stand on a rug for 30 seconds before it turned off and also got a second alarm with an extra loud and annoying buzzer that she set up in another room and set it to ring five minutes after the first alarm. Taylor’s awareness of ways to address her difficulty waking up is called
a) intelligence.
b) intuition.
c) metacognition.
d) creativity.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
6. The g factor and s factors are part of _________’s theory of intelligence.
a) Sternberg
b) Spearman
c) Ceci
d) Gardner
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
7. Hudson is extremely good at math but has difficulty writing essays. Hudson’s situation provides the best example of
a) Spearman’s g factor.
b) Spearman’s rho.
c) Spearman’s s factor.
d) factor analysis.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
8. Lufti’s IQ was assessed using an intelligence test. Lufti received an overall score and two sub scores representing a verbal and a performance score. Spearman would have said that the general score measured a ___, and that the verbal and performance scores measured ___.
a) s factor; g factor
b) g factor; s factor
c) specific factor analysis; general factor analysis
d) general factor analysis; specific factor analysis
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
9. Although Aiden has a severe reading disability, he is a very gifted musician. Spearman would describe Aiden’s musical ability as a(n)
a) IQ factor.
b) primary mental ability.
c) g factor.
d) s factor.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
10. Which of the following theorists proposed that intelligence is composed of a g factor and several s factors?
a) Thurstone
b) Gardner
c) Sternberg
d) Spearman
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
11. Which intelligence researcher used factor analysis and claimed that a g factor underlies all mental abilities?
a) Thurstone
b) Spearman
c) Sternberg
d) Gardner
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
12. Seema is “book smart,” but cannot seem to keep track of her finances. Seema’s situation provides the best example of
a) Spearman’s g factor.
b) Spearman’s rho.
c) Spearman’s s factor.
d) factor analysis.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
13. Stephen has dyscalculia. On the other hand, he writes wonderful detective novels. According to Spearman, Stephen’s writing ability would be an example of
a) his practical intelligence.
b) his linguistic intelligence.
c) a g factor.
d) an s factor.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
14. Reagan has just taken an intelligence test. After it has been scored, he is given a total IQ score, as well as separate scores on the verbal, and performance sections of the test. In this example, the total IQ score would be the measure of a ___, and the scores on the verbal and performance sections would each be measures of a ___.
a) s factor; g factor
b) g factor; s factor
c) specific factor analysis; general factor analysis
d) general factor analysis; specific factor analysis
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
15. Salman is working on a crossword puzzle. According to Spearman’s two-factor theory of intelligence, what aspect(s) of intelligence would Salman use to complete his crossword puzzle?
a) g factor
b) s factor for verbal ability
c) both the s factor for verbal ability and the g factor
d) all her primary mental abilities and some of her secondary mental abilities
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
16. Evidence for a two-factor theory of intelligence are shown by each of the following EXCEPT ____.
a) PET scans show general intelligence tasks activate areas of the brain for working memory and problem solving
b) people who scored well on some types of academic tests tended to score well on other types of tests
c) people who performed well or poorly on math tests did not necessarily score equally well or poorly on other measures
d) people shown distinct areas of excellence that are unrelated.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
17. Thurstone suggested that intelligence was made up of seven distinct factors called _________________.
a) g factors
b) s factors
c) potential abilities
d) primary mental abilities
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
18. Carlos is an architect who works in city planning. Which of Thurstone’s primary mental abilities would Carlos likely score very high on?
a) verbal comprehension
b) numerical skill
c) spatial ability
d) reasoning
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
19. Which of the following lists is NOT consistent with Thurstone’s seven primary mental abilities?
a) word fluency, spatial ability, perceptual speed, and numerical skill
b) associative memory, creative intelligence, reasoning, and verbal comprehension
c) numerical skill, spatial ability, mental abilities, and perceptual speed
d) reasoning, word fluency, perceptual speed, and numerical ability
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
20. Thurstone rejected Spearman's view of intelligence and argued instead that:
a) there is just one g factor.
b) there is one g factor and four s factors
c) there are seven distinct mental abilities.
d) there is no such thing as intelligence at all.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
21. Which of the following is NOT a difference between Thurstone’s and Gardner’s theories of intelligence?
a) Thurstone suggested that mental functions can be identified collectively as intelligence. Gardner though each factor was an intelligence.
b) Thurstone believed in a g factor, however, Gardner only supported the idea of s factors.
c) Gardner’s definition of intelligence included a cultural component.
d) Gardner believed that each type of intelligence was independent. Thurstone believed in a unified intelligence with different interacting abilities.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
22. Georges is a “people person.” He has a lot of self-insight, relates well to others, and is a natural leader. Which of the following people would be most interested in talking to Georges in order to measure his abilities in these areas?
a) Gardner
b) Thurstone
c) Sternberg
d) Spearman
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
23. Rebecca is a gifted elite gymnast who has possessed the ability to easily control her bodily movements in a precise fashion from a very early age. In which of Gardner’s multiple intelligences would Rebecca likely exceed the average?
a) mathematical
b) bodily-kinesthetic
c) linguistic
d) naturalistic
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
24. Gardner's theory of multiple intelligences involves ____ independent intelligences.
a) 8
b) 9
c) 10
d) 13
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
25. According to Gardner, the CEO of a large corporation would score high in ______________ intelligence.
a) logical/mathematical
b) interpersonal
c) intrapersonal
d) linguistic
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
26. Marnie is a hospice social worker who has many friends, grows her own organic food, and gives free piano lessons to low-income children. How would Howard Gardner describe Marnie’s intelligence?
a) High interpersonal, naturalistic, musical, and spiritual intelligence
b) High kinesthetic and spatial intelligence, but low intrapersonal intelligence
c) Low spatial, linguistic, and naturalistic intelligence, but high musical and logical intelligence
d) Low economic, kinesthetic, and interpersonal intelligence, but high spiritual and musical intelligence
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
27. Madelyn gets a lot of satisfaction from her job as a therapist. She has an incredible instinct for understanding how others are feeling and why they repeat problematic behaviours. According to Gardner’s theory of multiple intelligences, what type of intelligence would Madelyn excel at?
a) interpersonal
b) existential
c) spatial
d) naturalistic
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
28. The idea that there are different types of intelligence that come from different areas of the brain is most closely related to _________________.
a) Spearman’s notion of general intelligence
b) Sternberg’s triarchic theory of intelligence
c) Gardner's theory of multiple intelligences
d) Ceci’s Bioecological theory
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
29. Gardiner’s theory is often called a modular model of mental functioning because
a) the intelligences he described contribute to a single, unified intelligence.
b) the intelligences he described emanate from different areas of the brain.
c) he believed that each type of intelligence could be assessed using a different paper-and-pencil task.
d) each type of intelligence was considered to be distinct.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
30. Which of the following people would Gardner as opposed to Sternberg be most interested in interviewing?
a) Jenny, who conducts a symphony orchestra
b) Carl, who is an impressionist painter
c) Frances, who excels in reasoning and problem solving
d) Joey, who has a lot of “street smarts”
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
31. Nikola achieves academically but struggles to make friends and is uncoordinated. Which of the following theorist’s theories of intelligence would most accurately be able to account for Nikola’s pattern of intelligence?
a) Gardner
b) Spearman
c) Binet
d) Thurstone
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
32. Emma is a student with strong research skills. She excels at analyzing the results of research, comparing the ideas of different theorists, and judging the best research design to use for a study. According to Sternberg’s triarchic theory, Emma would be considered high in _________________ intelligence.
a) analytical
b) mathematical
c) creative
d) linguistic
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
33. Qusai is an upper-level manager at a large corporation. It is her job to plan projects and evaluate their outcomes. Qusai probably scores high in Sternberg’s ___ component of intelligence.
a) creative (external)
b) practical (experiential)
c) analytic (internal)
d) logical/mathematical (applied)
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
34. According to Sternberg’s triarchic theory of intelligence, external was to _______ as experiential was to ____________
a) analytic; creative
b) creative; analytic
c) practical; creative
d) creative; practical
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
35. The _________ theory/model of intelligence suggests that intelligence is a function of the interactions among innate potential abilities, environmental context, and internal motivation. This theory was proposed by ___________.
a) triarchic; Sternberg
b) triarchic; Spearman
c) bioecological; Sternberg
d) bioecological; Ceci
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
36. Quinn is a nineteen-year-old who has been diagnosed with autistic spectrum disorder. Quinn has no language and her IQ score on standard tests is very low. Nevertheless, Quinn has reliably demonstrated precise spatial location and time-keeping skills. She can find a location she has only been to once, regardless of distance or complexity of directions. Quinn also knows the exact time without any type of device for keeping time. The case of Quinn demonstrates ___.
a) The existence of a g factor and s factor of intelligence
b) Thurstone’s creative factor of intelligence
c) savant syndrome
d) the lack of reliability of intelligence tests
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
37. Which of the following accurately depicts the components of Ceci’s bioecological theory of intelligence?
a) experiential, motivation, analytic
b) motivation, biology, environment
c) motivation, environment, experiential
d) biology, analytic, environment
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
38. Katherine has been homeless since she was fourteen years old. Despite this, she is now going to university to become a physician. She works two different jobs, studies hard, and is about to graduate with honours. Which component of Ceci’s bioecological theory of intelligence best describes Katherine’s achievement?
a) analytic
b) biology
c) environment
d) motivation
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
39. Vitória has shown a high degree of physical coordination and an interest in gymnastics. Her parents have found a trainer for her, and her skills are improving quickly. Vitória is hoping to go to gymnastics camp this summer. Which theory best explains the relationship between Vitória, her parents, and her sport?
a) Sternberg’s triarchic theory
b) Gardner’s theory of multiple intelligences
c) Ceci’s bioecological theory
d) Spearman’s two-factor theory
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
40. Miriam agrees with Ceci’s bioecological theory of intelligence and attributes intelligence to an interaction among three resources. Which of the following is NOT one of these resources?
a) biology
b) environment
c) motivation
d) creativity
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
41. Which of the following best summarizes the current view of the nature of intelligence?
a) Most psychologists believe that there is an underlying g factor, but that specific abilities should also be considered.
b) Most psychologists believe that intelligence is composed of a series of separate abilities.
c) Most psychologists believe that analytical intelligence composes a bigger part of overall intelligence than other factors do.
d) Most psychologists believe that general intelligence consistently leads to success in school.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
42. The _________ model of intelligence suggests that a g factor is at work in every task, while the specific abilities and factors are involved in some tasks, but not all.
a) hierarchical
b) primary mental abilities
c) multiple intelligences
d) triarchic
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe various ways in which intelligence has been defined and summarize the current thinking on whether intelligence is general or specific.
Section Reference: What Do We Mean by Intelligence?
43. Measuring intelligence using carefully constructed psychological tests is known as the ________ approach.
a) psychometric
b) statistical
c) psychophysical
d) factor analytic
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
44. _____ are measures designed to assess the level of mental capabilities of an individual compared to other people in a population.
a) Psychometric instruments
B) Intelligence tests
c) Cognitive aptitude tests
d) Personality inventories
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
45. Darsh is developing an intelligence test and knows that for any individual score to be meaningful it needs to be compared to scores of other people who have taken the test. This means that Darsh needs to establish a _____.
a) normative sample
b) validity sample
c) reliability sample
d) median sample
Difficulty: Medium
Bloomcode: Application
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
46. The establishment of norms (averages) in order to assess what is representative of the general population is referred to as _________________.
a) reliability
b) validation
c) standardization
d) norming
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
47. Which of the following accurately describes the criteria a psychometric test must adhere to?
a) determination of median, mean, and mode scores
b) validity, reliability, and determination of median
c) standardization, reliability, and determination of mean
d) standardization, reliability, and validity
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
48. Four groups of people are simultaneously administered tests by Examiners A, B, C, and D. Which of the following scenarios would affect standardization?
a) Examiner A shortens the testing instructions that she reads to the group.
b) Examiner B reads the testing instructions with a British accent.
c) Examiner C analyzes the data to determine whether the overall IQ score on the test is correlated with achievement levels in reading.
d) Examiner D administers the test to the same group of subjects 2 months after the first time they took the test.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
49. Jayesh has just created a new intelligence test. As soon as he is finished designing the test, he administers it to a classroom of 300 introductory psychology students and gives them each a score. How meaningful are the scores that Jayesh gives the students?
a) Meaningful; because he administered it to the entire class the scores can be compared to each other.
b) Meaningful; because there were probably people of different ethnic origins in the class so, the scores can be assumed to function the same among different people, and the test is standardized.
c) Not meaningful; because there were probably people of different ethnic origins in the class, a different scoring system must be used for each ethnic group.
d) Not meaningful; a test would have to be administered to many more people and many people from different ethnic origins before it could be considered standardized.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
50. A symmetrical bell-shaped distribution in which most scores are in the middle, with smaller groups of equal size at either end is called a
a) standard deviation.
b) standard distribution.
c) normal deviation.
d) normal distribution.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
51. The score that falls exactly in the middle of a distribution is the ________. The score that occurs most often in a distribution is the __________.
a) mean; median
b) median; mean
c) median; mode
d) mode; median
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
52. Middle score is to ___________, as the most common score is to ___________, as the average score is to _____________.
a) mode; mean; median
b) median; mode; mean
c) mode; median; mean
d) mean; median; mode
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
53. The score that occurs most frequently in a distribution is called the ____________. The average score in a distribution is called the ______.
a) median; mode
b) mode; median
c) median; mean
d) mode; mean
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
54. A set of scores is as follows: 2, 3, 4, 6, 7, 9, 9. The median of this distribution of scores is
a) 7
b) 9
c) 6
d) 4
Difficulty: Medium
Bloomcode: Application
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
55. Dr. Lantas surveyed the students in his class for their ages. He found that, of 32 students, 5 were 20 years old, 6 were 21 years old, 15 were 22, 4 were 23, and 2 were 24 years old. What was the mean age of the class?
a) 21.75
b) 22.00
c) 22.50
d) 21.00
Difficulty: Medium
Bloomcode: Application
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
56. What is a measure of a test’s ability to measure what it is designed to measure?
a) validity
b) standardization
c) reliability
d) normalization
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
57. Which is the main reason that validity is important in intelligence tests?
a) The testing must be the same for each test taker.
b) The scores must be interpreted in terms of norms.
c) The test must consistently predict behavior.
d) The test scores must not change randomly over time.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence
58. When you look at your chemistry test, you notice the exam has questions on it from chapters you have not yet covered. This would suggest that the test
a) is not reliable.
b) has low predictive validity.
c) has not been standardized.
d) has low content validity.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
59. Leen is about to write the GREs (Graduate Record Examination) as a prerequisite for getting into graduate school. She is extremely nervous about how she will do because she knows that some graduate schools really look at student scores on the GREs and use it to prioritize applicants that are likely to succeed in graduate school. If this assumption made by graduate schools is correct, one would have to say that the GRE has high
a) reliability.
b) standardization.
c) predictive validity.
d) content validity.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
60. Owen responded to an ad for a bulldozer driver, and he is now sitting in a waiting room full of other applicants, completing a quick survey that they gave him. Although this job is for a driver, the survey is asking him all about his religious beliefs and practices. What is wrong with this survey?
a) It has low standardization.
b) It has low reliability.
c) It has low predictive validity.
d) It has low content validity.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
61. The extent to which scores on a specific test successfully forecast what it is supposed to measure is _____.
a) predictive reliability
b) content validity
c) standardized reliability
d) predictive validity
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
62. The difference between content validity and predictive validity is that content validity refers to how ___ and predictive validity refers to how ___.
a) well a test measures what it sets out to measure; well a test is able to predict other future successes
b) much content the test covers; that future content will be measured
c) well the test covers the specific content that it was designed to cover; well current test scores predict future test scores
d) well the test scores correlate with some external criterion; well the test scores correlate with some future criterion
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
63. Omar took a personality test and it said he was extraverted. His family was surprised by this result, so he took the test again. This time, the same test said that he was introverted. What is the problem with the personality test that Omar took?
a) It has low predictive validity.
b) It has low reliability.
c) It has low standardization.
d) It has inappropriate norms.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
64. A professor of mathematics administers an algebra pretest to one group of students using the test-retest method and a second group using the split-half method. The results in the test-retest situation are comparable, whereas the split-half method resulted in widely different results. Which action would be the BEST step to take next?
a) Verify that the split-half method divided the test into equivalent parts.
b) Reteach the materials and administer the test again using the test-retest method.
c) Reteach the materials and administer the test again using the split-half method.
d) Verify that the correlation of the test score to the criterion is adequately high.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
65. What is the difference between reliability and validity?
a) Reliability is the degree to which a test score correlates with some external criterion and validity is the degree to which a test score reflects an individual’s true abilities.
b) Reliability is the extent that scores predict future scores and validity is the accuracy of these scores.
c) Reliability is how well scores correlate with future measures and validity is the extent that scores on one test correlate with scores on a similar test.
d) Reliability is the consistency in test scores over time and validity is the extent to which a test measures what it says it measures.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
66. __________ applied Darwin’s theory of evolution to the study of intelligence.
a) Lewis Terman
b) Alfred Binet
c) Francis Galton
d) Theodore Simon
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
67. Which qualities did Galton believe were characteristics of gifted people?
a) They had good judgment, and practical sense.
b) They had high scores on the verbal areas of the intelligence test.
c) They had a psychic energy and heightened sensitivity to external stimuli.
d) They were stronger and less active as they reserved their energy for intellectual tasks.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
68. Galton’s theory of ______________ suggested that people with more energy can perform more work and develop greater intelligence.
a) evolutionary theory of aptitude
b) bioecological model of intelligence
c) psychophysical intelligence
d) achievement motivation
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
69. Which of the following is NOT one of the items Galton would have been interested in studying?
a) color perception
b) brain size
c) reaction time
d) motor skills
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
70. According to Galton’s theory of psychophysical performance, which of the following would most likely have greater intelligence?
a) Abdul, who has good grades and is a serious student
b) Josef, who has excellent hearing and eyesight, as well as strong motor skills
c) Karina, who is a world champion gymnast
d) Hoda, whose mother is a Nobel laureate
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
71. Which of the following developed an intelligence test to distinguish children with intellectual disabilities from those who were having difficulties in school for other reasons?
a) Galton
b) Cattell
c) Binet
d) Terman
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
72. Binet defined mental age as _____.
a) a child’s mental age divided by their chronological age
b) a child’s level of intellectual functioning
c) a child’s age in years
d) a child’s inborn level of intelligence
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
73. Tyrrell functions at the level of a typical twelve-year old. According to Binet, which of the following would definitively be equal to twelve?
a) Tyrrell ‘s chronological age
b) Tyrrell ‘s estimated age
c) Tyrrell ‘s mental age
d) Tyrrell ‘s chronological IQ
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
74. Through the introduction of mental age, Binet and Simon stated that the average child ____.
a) should have a higher mental age than performance age (as measured by motor and sensory skills)
b) should test at their inborn level of intelligence
c) should have a mental age comparable to their chronological age
d) should be rank ordered against other children scoring higher or lower on the test
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
75. The modification to Binet’s original test for use in the United States was completed by
a) Cattell.
b) Wechsler.
c) Terman.
d) Simon.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
76. In what way did Terman’s view of intelligence testing differ from Binet’s?
a) Binet believed that intelligence test scores should be used to screen potential immigrants, while Terman did not.
b) Terman believed intelligence tests measured individual inborn differences, while Binet did not.
c) Terman believed that intelligence is too complex to be summarized with a single score, while Binet did not.
d) Binet believed that intelligence test scores can be used to rank children from least to most intelligent, while Terman did not.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence
77. If a 14-year-old child functions at the level of a typical 12 year old, the child’s IQ would be ___.
a) average
b) below average
c) above average
d) It is impossible to know without knowing more information.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
78. Ten-year old Isabelle has a mental age of 8. What would her IQ be?
a) 80
b) 120
c) 100
d) 90
Difficulty: Medium
Bloomcode: Application
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
79. Important modifications made by Terman to the Binet-Simon test was(were) _____ and _____:
a) the inclusion of culturally relevant content; criteria for ranking people
b) the recognition of the influence of culture; the creation of the intelligence quotient
c) a more streamlined test; a more culturally relevant test
d) standardization; a larger age range for testing
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
80. One of _____ more reprehensible views was that people of lower intelligence were “unfit” to reproduce and that his test could determine “fitness.” This view is in line with the views of the _____ movement.
a) Binet’s; eugenics
b) Binet’s; evolution
c) Terman’s; eugenics
d) Terman’s; evolution
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
81. In the original Stanford-Binet test, an intelligence quotient (IQ) referred to _____________________.
a) a child’s mental age divided by his or her chronological age and multiplied by 100
b) a child’s chronological age divided by his or her mental age and divided by 100
c) a child’s chronological age divided by his or her mental age and multiplied by 100
d) 100 divided by a child’s mental age and multiplied by his or her chronological age
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
82. Olivier was five years old and was able to solve problems on the Stanford-Binet at the level of a 7 year old. Olivier’s IQ is
a) 57
b) 71
c) 100
d) 140
Difficulty: Medium
Bloomcode: Application
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
83. Mila is 9 years old. She takes an intelligence test and receives the score most 12 years old receive. Mila’s mental age is
a) 9.
b) 12.
c) 75
d) 133.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
84. Early uses for the Stanford-Binet were to determine
a) which children were adoptable
b) who could immigrate to the United States.
c) “fitness” for reproduction.
d) who needed special classes in the French school system.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
85. All the following are ways that the Wechsler Intelligence Scales initially differed from other tests. All statements are true except one. Which statement is NOT true?
a) The Wechsler Intelligence Scales are not culturally biased.
b) The Wechsler Intelligence Scales yield a general intelligence score as well as subscale scores.
c) The Wechsler Intelligence Scales measure verbal and non-verbal scores to derive the overall score.
d) The Wechsler Intelligence Scales based IQ scores on a normal distribution rather than a ratio.
Difficulty: Medium
Bloomcode: Analyses
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
86.Which of the following is not among the four major scales of the WAIS-IV?
a) processing speed
b) spatial ability
c) perceptual reasoning
d) verbal comprehension
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
87. On which of Weschler’s scales would the following question appear: “What is the Westernmost Canadian province?”
a) digit span
b) information
c) vocabulary
d) similarities
Difficulty: Medium
Bloomcode: Application
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
88. Wechsler designed his intelligence tests to be different in several ways from the Stanford-Binet test. Which of the following statements about these differences is FALSE?
a) The Wechsler tests derived an individual’s score from a normal distribution rather than a ratio of mental age to chronological age.
b) The Wechsler tests emphasized performance IQ as much as verbal IQ while the Stanford-Binet just tested verbal ability.
c) The Wechsler tests did not contain a verbal component while the Stanford-Binet did.
d) The Wechsler tests are fair for people who do not speak English while the Stanford-Binet is not.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
89. The validity coefficients between intelligence tests and school performance are approximately _____.
a) .25
b) .50
c) .73
d) .94
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
90. Oscar did very well when he took an intelligence test at the age of 10 years. Knowing this, which of the following is most likely about Oscar’s future?
a) He will excel in elementary school but there is no way to predict beyond this.
b) He will be creative and outgoing.
c) He will have better health throughout his life and a longer lifespan.
d) He will be prone to depression and suicidal thinking.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
91. Which of the following statements regarding IQ tests is true?
a) The Stanford-Binet and WAIS have very high degrees of reliability.
b) The latest versions of the Stanford-Binet and WAIS are culture-fair.
c) IQ tests are good predictors of complex cognitive functioning such as rational thought or critical thinking.
d) IQ tests are highly correlated with occupational and social achievements.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
92. Which of the following is LEAST likely to be true regarding children and IQ scores?
a) Children with higher IQ scores are more likely to pass from grade to grade.
b) Children with higher IQ scores are less likely to skip classes in school.
c) Children with higher IQ scores are more likely to attend university.
d) Children whose birthdays just make the cut-off for beginning school early score higher on IQ tests than those who miss the cut-off.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
93. The phenomenon in which people in a distinctive group perform poorly because they fear that their performance will conform to a negative stereotype associated with that group is called the _____.
a) the eugenic effect
b) the Flynn effect
c) stereotype vulnerability
d) the racial bias effect
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
94. The issue of stereotype vulnerability suggests that when taking an intelligence test, members of some groups ____ than members of other groups.
a) are less motivated
b) are more motivated
c) experience less anxiety
d) experience more anxiety
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
95. Eighty-three year old Irene knew that many people believed that old women were bad drivers. So, when the time came for her to take her driver’s test, even though she was a competent driver, she found herself doubting her own ability to do well on the test. What is the term used to describe this effect?
a) bell curve effect
b) self-serving bias
c) stereotype vulnerability
d) age discrimination
Difficulty: Medium
Bloomcode: Application
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
96. All of the following are reasons for why tests such as the Progressive Matrices Test were designed not to put particular cultures at an absolute disadvantage. Which of the statements is NOT true?
a) culture based disagreements about intelligence tests are considered racist.
b) the idea of totally unbiased tests has been abandoned.
c) different cultures have different ideas about what constitutes intelligence.
d) culture-fair is possible even though culture-free is not.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
97. Dr. Hang has developed a new intelligence test that asks more than 300 questions. After he administers the test to many separate groups, he finds that Asian-born persons who took the test did very poorly on three questions relative to Western-born persons. Dr. Hang’s test should be assessed for ___.
a) stereotype vulnerability
b) gender bias
c) item bias
d) geographical bias
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
98. What is the name of the tendency to seek out and pay attention only to information that confirms pre-existing beliefs, while ignoring contradictory evidence?
a) the confirmation bias
b) fundamental fixation
c) a mental set
d) a conceptual bias
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
99. The Flynn Effect may be due to _____.
a) improved public education
b) increased innate intelligence
c) a failure to restandardize the tests
d) scores in the nonindustrial world skewing the results
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
100. The Flynn Effect refers to an increase in IQ scores over the years and may be due to all of the following EXCEPT __________________.
a) improved public education
b) people becoming better test-takers
c) better nutrition
d) evolutionary shifts in genetic inheritance
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
101. To keep the median scores on tests such as the Stanford-Binet and the WAIS, the tests must be _____ because of _____.
a) made culture-fair; stereotype threat.
b) restandardized; the Flynn effect.
c) restandardized; the Bell Curve.
d) made culture fair; overlap with the SAT.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
102. Suppose Phoebe, a woman of average intelligence, found a time travel machine and went back in time about 100 years. If she were asked to take an intelligence test after her time travel, what is she likely to score? What is this effect attributed to?
a) far above what she scored in modern times; Flynn effect
b) far below what she scored in modern times; Flynn effect
c) the same as what she scored in modern times; Matthew effect
d) likely she would score in the average range; Matthew effect
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Identify important considerations in the construction of intelligence tests, discuss the history of intelligence testing, and describe some criticisms of intelligence tests.
Section Reference: How Do We Measure Intelligence?
103. For which of the following careers would emotional intelligence be most important?
a) talk show host
b) psychologist
c) accountant
d) lawyer
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.
Section Reference: Additional Types of Intelligence
104. Knowing and managing emotions, empathizing with others, and maintaining satisfying relationships are all a part of _____.
a) practical intelligence
b) intrapersonal intelligence
c) emotional intelligence
d) bioecological intelligence
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.
Section Reference: Additional Types of Intelligence
105. Emotional intelligence includes
a) the ability to perceive others’ emotions and our own.
b) the tendency to use emotions to solve problems.
c) the ability to use emotional feedback to manage situations.
d) the ability to get along with other people.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.
Section Reference: Additional Types of Intelligence
106. Archie is creative and spontaneous. He is comfortable around friends and relatives. He is successful at work and earns a good living. However, his wife accuses him of not understanding what she is feeling. If Archie wants to be a better person, he should try to develop more ___ intelligence.
a) social
b) intrapersonal
c) external
d) emotional
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.
Section Reference: Additional Types of Intelligence
107. Francesca is a famous artist who owns a large gallery. In the past month, five of her gallery employees have quit because Francesca often has temper tantrums and disparages her staff. Although they admire her great artistic ability, they can no longer tolerate her emotional outbursts. Francesca would most likely score high in _____________ intelligence but low in _____________ intelligence.
a) social; emotional
b) emotional; social
c) creative; emotional
d) creative; social
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.
108. Edan is a grief counsellor. Which type of intelligence would MOST benefit him in his career?
a) social
b) wisdom
c) emotional
d) practical
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.
Section Reference: Additional Types of Intelligence
109. Jacob is a teacher in a high school located in a low socio-economic neighbourhood. Jacob is well-liked by his students as he seems to be able to empathize with his students’ life situations and to encourage them to work toward careers that will improve their quality of life. Jacob would likely score high on ______________ intelligence.
a) emotional
b) social
c) practical
d) creative
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.
Section Reference: Additional Types of Intelligence
110. Shiori is an empathetic person who knows how to comfort and encourage others. Shiori is likely to score high in
a) social intelligence.
b) emotional intelligence.
c) intrapersonal intelligence.
d) external intelligence.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.
Section Reference: Additional Types of Intelligence
111. Which of the following people is most likely to score high in emotional intelligence?
a) Dustin, whose friends often come to him for advice.
b) Marlene, a retail worker who knows how to convince customers to buy more.
c) Daris, who has a lot of friends and is well-liked.
d) Hanna, who is a peer tutor and knows how to encourage her students to work hard.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.
Section Reference: Additional Types of Intelligence
112. Simon is a social worker who works with at-risk children at an inner-city after-school program. Which type of intelligence would benefit him the most in his career?
a) social
b) emotional
c) practical
d) creative
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.
Section Reference: Additional Types of Intelligence
113. The idea of social intelligence was first proposed by
a) Sternberg.
b) Spearman.
c) Thurstone.
d) Thorndike.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.
Section Reference: Additional Types of Intelligence
114. ___________ is the ability to make sound judgments about important, difficult, or uncertain situations and to choose the best course of action.
a) Emotional intelligence
b) Social intelligence
c) Wisdom
d) Practical intelligence
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.
Section Reference: Additional Types of Intelligence
115. Giri has a lot of charisma. He instinctively knows how to get along with other people, and to “tune in” to what is important to other people. Giri is high in
a) social intelligence.
b) intrapersonal intelligence.
c) emotional intelligence.
d) environmental intelligence.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.
Section Reference: Additional Types of Intelligence
116. It is Alejando’s first day as a lawyer in a prestigious law firm, and he must start out at the head of the boardroom in front of all the partners presenting a summary of a case. Although he has those first day jitters, by the end of the meeting Alejandro commands the room and has everyone smiling and nodding. What aspect of intelligence is Alejandro likely high in?
a) emotional intelligence
b) wisdom
c) social intelligence
d) creativity
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.
Section Reference: Additional Types of Intelligence
117. According to Sternberg, which of the following is NOT a characteristic of wisdom?
a) the ability to make sound judgments
b) practical intelligence
c) social intelligence
d) tacit knowledge
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.
Section Reference: Additional Types of Intelligence
118. Which of the following describes a way in which Sternberg distinguishes wisdom from other types of practical intelligence?
a) Wisdom is a combination of all other intelligences.
b) Wisdom is related to level of education.
c) Wisdom involves a particular concern for the community at large and a careful balancing of interests.
d) Wisdom is the only intelligence that includes justice as a key component.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.
Section Reference: Additional Types of Intelligence
119. According to Sternberg, wisdom is closely related to
a) internal intelligence.
b) practical intelligence.
c) analytical intelligence.
d) creative intelligence.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.
Section Reference: Additional Types of Intelligence
120. When you are voting for the Prime Minister of Canada, which type of intelligence would be most desirable in a candidate?
a) social
b) practical
c) analytical
d) wisdom
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.
Section Reference: Additional Types of Intelligence
121. In the Hebrew Bible the story of King Solomon says that when two different women were claiming the same child as their own, King Solomon suggested cutting the baby in half so the two women could share the child. In doing so, he knew that the real mother would give up the child rather than allowing harm to come to her child. Which of the following is demonstrated by this story?
a) The balance theory of intelligence: that distinct types of intelligence are involved in decision making and effective problem solving.
b) The balance theory of wisdom: That a balance of social and emotional intelligence leads to good decision making and effective problem solving.
c) The balance theory of intelligence: That wisdom is the application of practical intelligence to solve problems.
d) The balance theory of wisdom: that wisdom is the application of practical intelligence to make decisions and solve problems.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.
Section Reference: Additional Types of Intelligence
122. Many people believe that wisdom is something that comes with age. What does the research say about the relationship between wisdom and age?
a) There is no relationship between wisdom and age; one has nothing to do with the other.
b) Growing older causes wisdom.
c) There is a strong positive correlation between wisdom and age, but age does not cause wisdom.
d) All old people are wise, and few young people are wise.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.
Section Reference: Additional Types of Intelligence
123. Which of the following is not one of the three elements of creative thinking?
a) imagination
b) intelligence
c) intrinsic motivation
d) divergent thinking
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.
Section Reference: Additional Types of Intelligence
124. Which of the following personal qualities was NOT mentioned as important for creativity?
a) imagination
b) intrinsic motivation
c) game personality
d) high self-efficacy
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.
Section Reference: Additional Types of Intelligence
125. Creative thinking is related to ______________.
a) imagination, flexibility, and intrinsic motivation
b) genetics, environmental reinforcement, and game personality
c) imagination, intrinsic motivation, game personality
d) game personality, genetics, and intellectual ability
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.
Section Reference: Additional Types of Intelligence
126. Game personality is a characteristic of creative thinking that involves ________________.
a) generating many possible solutions
b) seeing unique or different solutions to a problem
c) shifting with ease from one type of problem-solving strategy to another
d) ability to tolerate ambiguity, risk and initial failure
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.
Section Reference: Additional Types of Intelligence
127. Abagail works for a boss who is very insecure and critical. Because Abagail believes she would be punished for creative ideas, she is unlikely to attempt to be creative. Which quality of environment is Abagail lacking?
a) knowledge and game personality
b) freedom and criticism-free environment
c) game personality and divergent thinking
d) creative role model and game personality
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.
Section Reference: Additional Types of Intelligence
128. Which of the following parents are most likely to foster a sense of creativity in their children?
a) parents who reward their children with money when they get good grades
b) parents who give their children time to think and explore without criticism
c) parents who both work long hours at a manufacturing plant
d) parents who demand elevated levels of performance from their children and do not accept failure
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.
Section Reference: Additional Types of Intelligence
129. The ability to and recognition to re-examine problems in a new way is characteristic of which element of creativity?
a) flexibility
b) imagination
c) versatility
d) originality
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.
Section Reference: Additional Types of Intelligence
130. Kalendria is a writer at heart. Although her job is as an accountant with numbers, her escape at the end of the day is creating characters and scenes, and imaging how they will all interact and unfold. Then, she figures out the perfect words to use to describe the story in her head, and the ideal point of view and pace to tell it. Although she has sold many stories, this is NOT why she writes. What aspect of intelligence would Kalendria likely score high in?
a) creativity
b) social intelligence
c) practical intelligence
d) emotional intelligence
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.
Section Reference: Additional Types of Intelligence
131. Rochelle has been asked to write down all the uses she can think of for a drinking straw. Rochelle is being assessed for
a) game personality.
b) convergent thinking.
c) divergent thinking.
d) complex thinking.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.
Section Reference: Additional Types of Intelligence
132. David Wechsler believed that intelligence is a cognitive manifestation of
a) creativity.
b) wisdom.
c) genetics.
d) personality.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.
Section Reference: Additional Types of Intelligence
133. Rylie is worried that she will fail her anatomy exam. Rylie’s low confidence level will likely
a) create a negative emotional and motivational state, impairing intellectual performance.
b) create a learned helpless attitude, impairing performance.
c) cause her to focus on details, thereby improving her performance.
d) cause her to feel more motivated to study, thereby improving her performance.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.
Section Reference: Additional Types of Intelligence
134. Nedra is very critical of her own performance across many areas of her life and is therefore unmotivated to try new experiences. These personality traits od Nedra’s may impact her ability to perform cognitively because negative emotional and motivational states may ___.
a) lower self-efficacy thereby impairing performance on intellectual tasks
b) can cause the individual to work harder, thereby enhancing performance on intellectual tasks
c) can impair performance on intellectual tasks when the task requires attention or quick recall
d) has little effect on performance on intellectual tasks
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.
Section Reference: Additional Types of Intelligence
135. All the following controversial conclusions were published in The Bell Curve EXCEPT that
a) IQ tests are not accurate measures of intelligence.
b) higher IQ predicts the avoidance of welfare dependence.
c) IQ tests should serve as a gating mechanism for ensuring that those with high IQ get preferred access to opportunities.
d) there are clear racial and ethnic differences in IQ.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
136. Hernstein and Murray (1994) published a book supporting the ________ side of the nature/nurture debate. The book was called _____________.
a) nature; Survival of the Races
b) nurture; The Flynn Effect
c) nature; The Bell Curve
d) nurture; Feeding the Field of Intelligence
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
137. What was the controversy in the book The Bell Curve?
a) the idea that the average IQ scores have been increasing across generations
b) the idea that parents have a significant role in the development of their children’s IQ
c) the idea that group differences in IQ may be due mainly to genetic factors
d) the idea that racial differences in IQ may be due to different environments
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
138. Which of the following positions was proposed by Hernstein and Murray in their book The Bell Curve?
a) Putting children from underprivileged environments into enriched environments can increase IQ scores by 10–15 points.
b) Racial differences in IQ scores are the result of test bias and unequal life experiences.
c) Conventional IQ tests do not measure intelligence accurately.
d) People with high intelligence reach the upper levels of society, while those with lesser intelligence drift toward the bottom.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
139. Hernstein and Murray made a number of claims about racial superiority. Others countered their arguments. Which of the following statements regarding racial differences in intelligence is true?
a) Many of the social policy arguments made by Hernstein and Murray were unfair and racist.
b) Hernstein and Murray’s conclusions do not follow from empirical findings but may instead reflect their ideology.
c) Nature and nurture interact to influence intelligence.
d) All of the above are true
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
140. Laird is a child whose single mother has been on welfare since his birth. His father is currently in prison for selling drugs. According to Herrnstein and Murray, which of the following assumptions could you make about Laird?
a) He would have higher IQ because he is male.
b) Laird is likely to be on welfare as an adult or break the law.
c) Given the opportunity, Laird could become successful.
d) He is likely to work and study harder to improve his life standing.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
141. Which of the following, unsupported claims, was the rank order of races based on intelligence suggested by Phillipe Rushton from the University of Western Ontario?
a) whites highest, followed by asians, blacks the lowest
b) asians highest, followed by whites, blacks the lowest
c) asians highest, followed by blacks, whites the lowest
d) blacks highest, followed by asians, whites the lowest
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
142. The extent to which differences between people in measures of a trait are due to genetic factors is called
a) heritability.
b) enrichment.
c) reaction range.
d) eugenics.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
143. Simon and Forrest are identical twins who were adopted into different families at birth. Although Simon was adopted by loving, financially stable parents, Forrest was adopted by parents who were emotionally abusive and neglectful. When given an IQ test, which of the following would be most likely?
a) Simon would have a higher IQ than Forrest because his heritability coefficient would have been higher.
b) Simon would have a higher IQ than Forrest because Simon would have reached the upper limit of his reaction range, but Forrest would have remained at the lower limit.
c) Forrest would have a higher IQ than Simon because Forrest would have reached the upper limit of his reaction range, but Simon would have remained at the lower limit.
d) The IQ of the two boys will be the same.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
144. Based on the heritability coefficient, can we conclude that cultural differences in IQ suggest genetic differences between individuals in cultural groups?
a) Yes; heritability estimates represent the probability of differences due to genetics.
b) Yes; the heritability estimate is an accurate estimate of the influence of genes on intelligence.
c) No; heritability estimates can only be applied to the population for which the estimate was based.
d) No; the heritability estimate is used to explain the differences between groups of people, not provide information about individuals.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
145. The heritability coefficient is used to refer to
a) the similarities between family members.
b) the differences between individuals due to heredity.
c) the extent to which differences among people are attributable to genes.
d) the probability of an individual inheriting a specific trait.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
146. The overall extent to which differences among people are attributed to genes is called
a) heritability.
b) heredity.
c) genetic endowment.
d) nature.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
147. If a researcher were to find a heritability coefficient of +1.00 in intelligence it would suggest
a) a person’s intelligence is identical to that of their parents.
b) any variations in intelligence seen among people is attributable to genes.
c) genetics has no influence on variations in intelligence among people.
d) there is a perfect correlation between the intelligence of an individual and the mean intelligence of the population.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
148. The heritability coefficient ranges between
a) -1.00 to +1.00.
b) -1.00 to zero.
c) Zero to +1.00.
d) Zero to + or -1.00.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
149. Researchers believe that the heritability of intelligence is approximately
a) 30%.
b) 50%.
c) 70%.
d) The complex nature of intelligence makes estimates impossible.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
150. If a trait is strongly heritable, the heritability coefficient could be
a) 0.
b) +0.15.
c) +0.50.
d) +.85.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
151. Prentice learns that the heritability coefficient for the trait of ‘getting athlete’s foot’ is +0.23. What does this mean?
a) The trait is not heritable.
b) The trait is mildly heritable.
c) 23% of the people in a population will have the trait.
d) 23% of the trait is inherited.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
152. The correlation between scores on an IQ test of identical twins raised apart is
a) +.60.
b) +.22.
c) +.86.
d) +.75.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
153. Which of the following statements is FALSE?
a) Fraternal and identical twins have about the same correlation on IQ scores.
b) The correlation of IQ scores of fraternal twins raised together is lower than the correlation of scores of identical twins raised apart.
c) The correlation of IQ scores of identical twins raised together is higher than the correlation of scores of identical twins raised apart.
d) Identical twins have a correlation of +.86 on IQ scores, and fraternal twins have a correlation of +.60.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
154. Which of the following pairs of people are most likely to score differently on an IQ test?
a) Pia and Jasmine, cousins
b) Paige and Thomas, brother and sister
c) Dale and Erin, father and daughter
d) Nikol and Viktoria, identical twins
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
155. When the IQ scores of adopted children are compared to their parents it is found that
a) there are no differences in the similarity to the adoptive and the biological parents.
b) adopted children’s IQ is somewhat more similar to biological parents than adoptive parents.
c) adopted children’s IQ is somewhat more similar to adoptive parents than biological parents.
d) there is a large correlation between adopted children’s IQ and adoptive parents IQ.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
156. Cassandra and Lupe are identical twins raised in separate households after a bitter divorce. Cassandra’s mother has encouraged her development through music lessons. Lupe‘s father has encouraged her development through athletics involvement. Both were given an IQ test in school, but Lupe scored lower. Which is the best explanation for this outcome?
a) Cassandra and Lupe took different intelligence tests.
b) Cassandra has the better half of the genes.
c) Cassandra’s creative development improved her IQ more than Lupe’s practical development.
d) Lupe’s multiple sports injuries affected her brain and caused a lower IQ.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
157. Who is likely to be more similar in intelligence?
a) siblings reared apart and unrelated individuals living together
b) identical twins reared apart and siblings reared together
c) fraternal twins reared together, and siblings reared together
d) identical twins reared apart and identical twins reared together
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
158. When studying the role of genetics in intelligence scores, which of the following would provide the most accurate evidence?
a) identical twins raised together
b) identical twins raised apart
c) fraternal twins raised together
d) fraternal twins raised apart
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
159. The upper and lower limit of a trait that is set by genetic factors is called
a) heritability.
b) reaction range.
c) eugenics.
d) enrichment.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
160. Blake and Ellery were each legally adopted from separate biological mothers when they were infants and have lived as siblings all their lives. Blake’s biological mother was an adolescent who gave her up for adoption because she could not afford to keep her. Ellery was removed from her biological home because of addiction issues. What would be true of their IQ scores if the two girls are similar to averages reported in the literature?
a) Blake will have a much higher IQ than Ellery and so there will be a low correlation between their IQs
b) there will be a near zero correlation between their IQs because they come from different biological parents
c) the correlation between the adopted sister’s IQ will be about +.32
d) there is no way to know anything about their IQ scores
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
161. Jeremy and Jake are identical twins that were adopted at birth by different families. Jeremy grows up with an array of toys and books and accompanies his parents on frequent outings. Jake, on the other hand, has few toys or books and usually spends his time watching television or playing video games. Which of the following would be least likely to be an outcome?
a) Jeremy will have a higher IQ.
b) Jake will be near the upper limit of his reaction range and Jeremy will not.
c) Jeremy and Jake will have the same reaction range for intelligence.
d) Jeremy will be near the upper limit of his reaction range.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
162. According to the Taiwanese-Chinese, which of the following is NOT one of the factors at the root of intelligence?
a) Intellectual sense of community
b) Interpersonal intelligence
c) Intellectual self-assertion
d) Intellectual self-effacement
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
163. Which of the following best illustrates the effect of cultural influences on intellectual ability?
a) Kwan is a Korean rice farmer who has twice as many crops as his neighbours.
b) Sylvia moved from war-torn Syria and lives in Canada and gets almost all A’s on her report card.
c) Morgan is a mentally challenged 24-year-old who stocks shelves in a supermarket in Australia but is good at remembering movie trivia.
d) Abena moved to the United States from a small African village and her new classmates are amazed at how well she can remember the details from stories.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
164. When defining intelligence, Western cultures are to _____ as non-Western cultures are to _____.
a) problem solving; verbal ability
b) rapid mental processing; depth of thinking
c) verbal ability; problem solving
d) practical; analytical
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
165. Riya recently moved to Canada from a small fishing community in India. When given an intelligence test – a Canadian intelligence test that was not culture-fair - Riya scored very high on working memory, processing speed, and perceptual reasoning but did less well on verbal comprehension. Given that Riya came from a culture that depended on the sea for survival, all of the skills below relate to Riya’s higher scores except one. One relates to his lower score. Which is the ability associated with Riya’s lower score?
a) the ability to remember relevant landmarks
b) the ability to calculate location
c) the ability to understand Canadian social conventions
d) the ability to understand migration patterns of fish in relation to wind and weather
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
166. Wei arrived in Canada from China five years ago. When given an intelligence test, Wei scores very high on the performance portion, but well below average on the verbal portion of the test. Based on the research findings presented in the text, what would be a likely interpretation of Wei’s intelligence test score?
a) Wei would be considered below average on verbal intelligence in both Canada and China.
b) Wei would be considered below average on verbal intelligence in Canada, but not in China.
c) Wei would be considered average on verbal intelligence in Canada and China as the tester would scale the score to accommodate Wei’s English as a second language.
d) When language differences are taken into consideration, Wei would be considered above average on verbal intelligence in both Canada and China.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
167. Which argument was NOT made by Cherubini & Hodson (2012) from their research assessing the situation of Indigenous education policy and practice in Ontario?
a) differences in intelligence test scores between Indigenous and non-Indigenous Canadians can be the result of environmental differences between the groups.
b) differences in intelligence test scores between Indigenous and non-Indigenous Canadians can be the result of genetic differences between the groups.
c) differences in intelligence test scores between Indigenous and non-Indigenous Canadians can be addressed by school systems that acknowledge and celebrate Indigenous values and heritages.
d) differences in intelligence test scores between Indigenous and non-Indigenous Canadians can be corrected through education policy and practice.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
168. Which of the following is NOT true about the relationship between occupations and intelligence?
a) People with higher intelligence, work in more complex jobs.
b) People who work in lower stress jobs show greater improvements in intelligence.
c) People who work in more complex jobs may show intellectual improvement.
d) People who work in more complex jobs show greater intellectual flexibility.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
169. The IQ gap between urban and rural settings is closing. Why?
a) lowered complexity of rural environments
b) increased use of technology on farms
c) greater complexity in the urban environment
d) declining school quality in both urban and rural settings
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
170. Nine-year-old Olivia lives on a ranch fifty miles outside of a large city. Nine-year-old Hazel lives in the city. Based on averages, Hazel would have an IQ score 2 points higher than Olivia’s IQ score. Generations ago this difference would have been higher. What is NOT a reason for this gap in IQs closing between rural and urban environments?
a) Olivia lives in a more complex environment that her grandparents and great grandparents did.
b) Olivia and Hazel have almost identical Internet access.
c) Hazel is exposed to higher stress than Olivia.
d) Olivia and Hazel both have access to good schools.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
171. Mary identifies as Caucasian Canadian and is from a poor coal mining town in Cape Breton. Levi identifies as Caribbean Canadian and is from an affluent suburb of Toronto. Who will score higher on an IQ test, and why?
a) Mary will score higher because she is Caucasian.
b) Levi will score higher because he is from an affluent background.
c) Levi will score higher because he is male.
d) There is no way to predict how either individual will score based on their backgrounds.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
172. Schooling is both a cause and a consequence of intelligence. Which of the following is NOT true regarding schooling and intelligence?
a) Children whose birthdays allow them to make the cut-off for school attendance tend to struggle more than children who do not make the cut-off and are almost a year older when they start school.
b) Students’ IQ scores rise during the school year and drop during the summer.
c) When children are moved from financially poor schools to more affluent schools, their IQ scores increase.
d) Schooling changes mental abilities, including those measured by intelligence tests.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
173. Armando will turn five just after the age cut off that would allow him to begin school in September. What affect is this likely to have on Armando?
a) His IQ scores will be higher than his classmates because he will have an extra year to mature.
b) His IQ scores will be lower than those students who turned five before the cut-off date.
c) His IQ scores will be similar to those who turned five before the cut-off, but he will be socially delayed.
d) His IQ scores will be lower than his peers who turned five before the cut-off, but the difference will diminish within the first two months of school.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
174. Mackenzie wants to know what she can do to improve her son, Adam’s, intelligence. You tell her to do all of the following EXCEPT _____.
a) encourage activity and exploration
b) provide a great deal of structure and demonstrate what to do
c) provide daily, varied stimulation
d) be emotionally and verbally responsive
Difficulty: Medium
Bloomcode: Application
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
175. Which of the following is true regarding race and IQ scores?
a) The IQ bell curve for African Americans is centered around 90.
b) Racial groups differ in their average scores on IQ tests.
c) The differences between racial groups on IQ scores is minimal.
d) Aboriginal Canadians score, on average, about 25 points lower than on IQ tests than non-Aboriginal Canadians.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
176. Which of the following is an accurate comparison of the IQ scores of Indigenous Canadians to non-Indigenous Canadians?
a) Indigenous Canadians score on average 20 to 25 points lower than non-Indigenous Canadians on IQ tests.
b) There is no difference is the average IQ score between Indigenous and non-Indigenous Canadians.
c) While Indigenous Canadians’ average IQ scores use to be about 10 points less than non-Indigenous Canadians, the difference has lessened over the past decade.
d) Indigenous Canadians’ average IQ score is on average 15 to 20 points lower than non-Indigenous Canadians.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
177. In Lewontin’s plant analogy of intelligence, the seed is to ________ as the soil is to ____________.
a) intelligence; learning materials
b) learning materials; intelligence
c) genetics; environmental influence
d) environmental influence; genetics
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
178. The intention of Lewontin’s plant analogy of intelligence was to
a) explain why two people raised in the same household can have very different IQ scores.
b) demonstrate that without the proper genetic code, environment has very little influence on IQ scores.
c) explain individual differences in IQ scores.
d) explain group differences in IQ scores.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
179. If one were to apply Lewontin’s plant analogy to differences in IQ scores, which of the following would best explain the group differences in IQ scores between Indigenous Canadians and non-Indigenous Canadians?
a) Indigenous Canadians tend to have genes that restrict their IQ level.
b) Individual Indigenous people tend to have lower average IQ scores than non-Indigenous people.
c) Indigenous children are treated very differently in schools than non-Indigenous children. This bias restricts their performance on IQ tests.
d) Indigenous groups tend to have lower socio-economic status and are often living in a deficient environment. This restricts their performance on IQ tests.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
180. Which of the following is NOT true about programs such as Healthy Families?
a) They are more successful if they include programs for maintaining positive attitudes and behaviours.
b) They reduce child welfare involvement.
c) They are more successful if they begin early in life and continue through development.
d) They are more successful if they are administered primarily in the school environment.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
181. Providing disadvantaged children with more stimulating environments at home and school is referred to as
a) environmental stimulation.
b) environmental enrichment.
c) educational stimulation.
d) educational enrichment.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
182. We saw that environmental enrichment programs can make a difference in a child’s intellectual development, and that these programs achieve even greater success when they are applied in a specific way. Which of the following is NOT one of these ways?
a) They need to be more intensive (more hours per day and more days per year).
b) They need to be started earlier in development.
c) They need to emphasize positive attitudes and behaviours.
d) They need to focus on teaching children how to learn.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Review the contributions of biological and environmental factors to intelligence, and explain how emphasizing different factors can affect social policy.
Section Reference: How is Intelligence Influenced by Biological and Environmental Factors?
183. Which of the following is true regarding the relationship between brain size and intelligence?
a) People who have larger brains score higher on IQ tests.
b) Males have larger brains and score on average 5 points higher on IQ tests than females.
c) People with larger brains have a greater number of neurons, thereby increasing their scores on IQ tests.
d) People with extremely small or extremely large brains are more likely to exhibit intellectual disabilities.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how brain size, number of neurons, processing speed, brain activity, and cortical maturation relate to intelligence.
Section Reference: The Brain and Intelligence
184. Which of the following persons would likely have higher intelligence?
a) Jordan, whose brain is larger than average
b) Aaron, whose has a greater number of neurons in the occipital lobe
c) Colin, whose brain is smaller than average
d) Levi, who has a greater number of neurons in the frontal lobe
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how brain size, number of neurons, processing speed, brain activity, and cortical maturation relate to intelligence.
Section Reference: The Brain and Intelligence
185. There are some differences in the brains of people who score high and low on intelligence tests. Which of the following is FALSE about these differences?
a) People who score high on intelligence tests tend to show less overall brain activity in a PET scan.
b) People who score high on intelligence tests tend to have larger brains.
c) People who score high on intelligence tests tend to have a higher speed of neural communication.
d) People who score high on intelligence tests tend to start out with a thinner cortex early in development.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe how brain size, number of neurons, processing speed, brain activity, and cortical maturation relate to intelligence.
Section Reference: The Brain and Intelligence
186. Which of the following MOST accurately depicts the relationship between the number of neurons in the brain and intelligence?
a) There is no relationship between the number of neurons in the brain and intelligence.
b) The greater number of neurons in the brain, the higher the level of intellectual functioning.
c) The lower the number of neurons in the brain, the higher the level of intellectual functioning.
d) A greater the number of neurons in the frontal lobes predicts better performance on intelligence tests.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe how brain size, number of neurons, processing speed, brain activity, and cortical maturation relate to intelligence.
Section Reference: The Brain and Intelligence
187. Makayla has a smaller brain than Benjamin. What can we predict about the intelligence of these two individuals assuming they are representative of their genders?
a) Since overall brain size is related to intelligence, Benjamin is more intelligent that Makayla.
b) There has been no difference found between the intelligence of men and women. Benjamin has a bigger brain because he is a man and they tend to have bigger brains, but Benjamin is not more intelligent than Makayla.
c) Makayla is more intelligent that Benjamin because she is a woman, and women have more neurons in their frontal lobes, which is associated with increased intelligence.
d) Bigger brains have higher speed, which is associated with intelligence, so Benjamin is more intelligent than Makayla.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how brain size, number of neurons, processing speed, brain activity, and cortical maturation relate to intelligence.
Section Reference: The Brain and Intelligence
188. Elijah has just completed a study examining the relationship between scores on an intelligence test and the speed with which electrical impulses are transmitted along nerve fibres and across synapses (nerve conduction velocity). Which of the following did Elijah most likely find?
a) Those participants who showed faster nerve conduction velocity, scored higher on the intelligence test.
b) Those persons who showed slower nerve conduction velocity, scored higher on the intelligence test.
c) Those people who scored higher on the intelligence test, showed faster nerve conduction velocity in the frontal lobe only.
d) Those people who scored higher on the intelligence test showed faster nerve conduction velocity in the temporal lobe only.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how brain size, number of neurons, processing speed, brain activity, and cortical maturation relate to intelligence.
Section Reference: The Brain and Intelligence
189. PET studies examining the levels of brain activity during the solving of intellectual problems revealed that
a) lower activity in the brain indicated stronger performance.
b) higher activity in the brain indicated stronger performance.
c) lower activity in the temporal lobe indicated stronger performance.
d) higher activity in the temporal lobe indicated stronger performance.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe how brain size, number of neurons, processing speed, brain activity, and cortical maturation relate to intelligence.
Section Reference: The Brain and Intelligence
190. Ken is having a PET scan while he is doing a cognitive task. The PET scan shows a great deal of activity in Ken’s brain while he is doing the task. What does this mean about Ken’s performance on the task?
a) Ken is likely doing very well on the task; his brain is working hard.
b) Ken is likely not performing well on the task; his brain is not very efficient.
c) Ken has likely given up on the task; his brain is shutting down.
d) Ken has likely completed the task; his brain is consolidating the memory of the task.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how brain size, number of neurons, processing speed, brain activity, and cortical maturation relate to intelligence.
Section Reference: The Brain and Intelligence
191. On a PET scan, areas that are highly active indicated as _____ whereas low activity areas are indicated as _____.
a) red and yellow; green and blue
b) green and red; blue and yellow
c) red and orange; blue and yellow
d) red and orange; green and blue
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe how brain size, number of neurons, processing speed, brain activity, and cortical maturation relate to intelligence.
Section Reference: The Brain and Intelligence
192. Lennox is participating in an intelligence experiment. While hooked up to an EEG, two images are being flashed on either side of a computer screen. One of the images is complete while the other is incomplete. Lennox has been asked to indicate on which side the complete image appears. In this case, the researcher is examining the link between ___.
a) brain activity and intelligence
b) brain speed and intelligence
c) brain size and intelligence
d) visual perception and intelligence
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how brain size, number of neurons, processing speed, brain activity, and cortical maturation relate to intelligence.
Section Reference: The Brain and Intelligence
193. Using an electroencephalogram (EEG), an experimenter briefly flashes an incomplete stimulus on one side of a screen and then quickly flashes a more complete stimulus on the other side. Viewers are then asked to indicate which side the complete image appeared on. Which of the following reflects the findings of this type of study?
a) Those who respond faster to the complete stimuli tend to score higher on intelligence tests.
b) Those who respond slower to the complete stimuli tend to score higher on intelligence tests.
c) There is no relationship between speed of response and scores on intelligence tests.
d) There are certain areas of the brain that respond faster to stimuli in those who score higher on intelligence tests.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Describe how brain size, number of neurons, processing speed, brain activity, and cortical maturation relate to intelligence.
Section Reference: The Brain and Intelligence
194. Quinn can respond to a stimulus that is flashed on a computer screen much faster than Ethan can. What does this mean about their intelligence test scores?
a) Quinn would score higher on an intelligence test than Ethan.
b) Ethan would score higher on an intelligence test than Quinn.
c) Both Quinn and Ethan would score the same on an intelligence test.
d) Nothing; there is no relationship between reaction times and intelligence test scores.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe how brain size, number of neurons, processing speed, brain activity, and cortical maturation relate to intelligence.
Section Reference: The Brain and Intelligence
195. The pattern of changes in cortical thickness seen during childhood and adolescence are most prevalent in the
a) temporal lobe.
b) language areas of the brain.
c) prefrontal areas.
d) parietal regions.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe how brain size, number of neurons, processing speed, brain activity, and cortical maturation relate to intelligence.
Section Reference: The Brain and Intelligence
196. Shaw et al. (2008) found that, those participants who were most intelligent showed a pattern of cortical development which could be best described as
a) thickening in childhood and thinning in adolescence.
b) thin in childhood, thickening and then thinning in adolescence.
c) thickening in childhood, thinning in early adolescence, and then thinning again.
d) thin in early childhood, thickening in late childhood and then thinning in adolescence.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Describe how brain size, number of neurons, processing speed, brain activity, and cortical maturation relate to intelligence.
Section Reference: The Brain and Intelligence
197. Researchers have identified an ideal pattern of thickening and thinning of the cortex, related to neural connection, and pruning that ideally results in greater complexity and sophistication of neural circuits. Which pattern below reflects this ideal as seen in highly intelligent individuals?
a) thin cortex at birth 🡪 growth of synaptic neural connection to 11 or 12 years 🡪 pruning into late adolescence
b) thin cortex at birth 🡪 growth of synaptic neural connection to 8 years 🡪 pruning into early adolescence.
c) thick cortex at birth 🡪 growth of synaptic neural connection to 8 years 🡪 pruning into adolescence.
d) thick cortex at birth 🡪 growth of synaptic neural connection to 9 or 10 years 🡪 pruning into mid-adolescence.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Describe how brain size, number of neurons, processing speed, brain activity, and cortical maturation relate to intelligence.
Section Reference: The Brain and Intelligence
198. The pattern of cortical changes seen in intelligent people during childhood and adolescence suggests that
a) intelligent people begin with a thicker cortex and undergo synaptic pruning earlier than is typical.
b) intelligent people begin with a thinner cortex and undergo a greater degree of cortical growth and thickening during adolescence than in typical.
c) the process of synaptic growth and pruning may occur faster in those who are more intelligent.
d) the process of synaptic growth and pruning may extend over a longer period of time in those who are more intelligent.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Describe how brain size, number of neurons, processing speed, brain activity, and cortical maturation relate to intelligence.
Section Reference: The Brain and Intelligence
199. For someone to be considered to have an intellectual disability, they would need to show
a) well below average intellectual functioning and poor adaptive functioning.
b) well below average intellectual functioning and good adaptive functioning.
c) below average intellectual functioning and some mild problems with adaptive functioning.
d) average intellectual functioning and very poor adaptive functioning.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Discuss intellectual disability and giftedness.
Section Reference: Extremes in Intelligence
200. Intellectual disability is defined by an IQ score below _____ as well as _____.
a) between 50; inability to adequately communicate and care for themselves
b) below 70; poor adaptive behaviour
c) below 80; inability to work at an unskilled job
d) between 90; inability to live alone, unsupervised
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Discuss intellectual disability and giftedness.
Section Reference: Extremes in Intelligence
201. Pollie has been diagnosed with a mild intellectual disability. _____ percent of people with intellectual disability fall into the category of mild disability.
a) 1-2
b) 3-4
c) 10
d) 80-85
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss intellectual disability and giftedness.
Section Reference: Extremes in Intelligence
202. Only about _____% of the general population has intellectual disability, and, of that number, only _____ are moderately to profoundly disabled.
a) 5%; 1%
b) 3%; 15%
c) 3%; 1%
d) 5%; 15%
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Discuss intellectual disability and giftedness.
Section Reference: Extremes in Intelligence
203. Joaquin was raised in a very impoverished environment. His mother was homeless and malnourished while pregnant. Once he was born, he moved around different foster families and never had any stability or nurturing. What effect might this have on Joaquin’s development?
a) He may be diagnosed with a mild intellectual disability.
b) He may be diagnosed with Down’s syndrome.
c) He may be diagnosed with a moderate intellectual ability.
d) He may be diagnosed with a severe intellectual disability.
204. Based on the information provided, which of the following would NOT be described as having an intellectual disability?
a) Maria, who has an IQ of 70 and has her own apartment which she pays for by washing dishes in a local restaurant.
b) Rosa, who is 32 and still lives at home with her parents.
c) Eddie, who has an IQ of 60 and is unable to live independently.
d) Phillip, who has an IQ of 72 but lives with his parents because he keeps getting fired for losing his temper.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Discuss intellectual disability and giftedness.
Section Reference: Extremes in Intelligence
205. Gregor has an IQ score of 53. Although he did not learn to talk until he was almost four, as an adult he is able to communicate and takes responsibility for his own personal care. He lives in an adult group home and, after receiving vocational training, works cutting old clothing into rags and putting them in bags for sale. Gregor probably has ___.
a) Mild intellectual disability
b) Moderate intellectual disability
c) Severe intellectual disability
d) Down syndrome
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss intellectual disability and giftedness.
Section Reference: Extremes in Intelligence
206. Niles has been diagnosed with Down syndrome. Which of the following statements about Niles is most probably NOT true?
a) Nile’s mother drank alcohol during her pregnancy.
b) Niles has a small head, flat face, slanted eyes, and high cheekbones.
c) Nile’s mother was over the age of 35 when she became pregnant.
d) Nile’s has extra chromosomal material on the twenty-first chromosome.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Discuss intellectual disability and giftedness.
Section Reference: Extremes in Intelligence
207. A person who is moderately to profoundly intellectually disabled
a) can perform complex work and requires no supervision
b) can perform repetitive work with little supervision.
c) requires careful to close supervision and a great deal of help in daily functioning.
d) do not develop even basic skills.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Discuss intellectual disability and giftedness.
Section Reference: Extremes in Intelligence
208. What percentage of children have an IQ score higher than 115?
a) 68
b) 16
c) 50
d) 32
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Discuss intellectual disability and giftedness.
209. Lucia scored 65 on an IQ test, although she has a job as a custodian in a hospital and she lives alone in her own apartment and can look after her own day-to-day requirements. What is Lucia’s intellectual standing?
a) She does not have an intellectual disability because she has good adaptive functioning.
b) She has an intellectual disability because she scored below 70 on the IQ test.
c) The possibility of an intellectual disability cannot be ruled out just because she has a job and an apartment.
d) She does not have an intellectual disability because a hospital would never hire someone with such a disability.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss intellectual disability and giftedness.
Section Reference: Extremes in Intelligence
210. Which of the following is characteristic of parents of gifted children?
a) They center a great deal of their attention around the child.
b) They have higher expectations of themselves than typical parents.
c) They do not usually recognize the child’s giftedness. It is usually recognized by a teacher.
d) They usually provide a very nurturing environment for the child.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Discuss intellectual disability and giftedness.
Section Reference: Extremes in Intelligence
211. Which of the following is NOT a suggestion from the research for how to define giftedness?
a) the top 1-2% of the tested population
b) high IQ scores coupled with high emotional and social intelligence scores
c) an IQ score of 140 or greater
d) high IQ scores coupled with high achievement
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Discuss intellectual disability and giftedness.
Section Reference: Extremes in Intelligence
212. Mary had her first child when she was 42 years old. Her daughter is a sweet little girl, but has a small head, flat face with slanted eyes, and reduced intellectual functioning. Mary’s daughter most likely has been assessed with
a) FAS.
b) Down syndrome.
c) hydrocephalus.
d) prenatal exposure to rubella.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss Intellectual Disability and Giftedness.
Section Reference: Extremes in Intelligence
213. Which of the following people would most likely be given a label of having a moderate intellectual disability?
a) Randy - who has a reading disability
b) Jamal - who lives in an assisted living facility and can do little more than feed himself
c) SuAnne - who was born with Down’s syndrome
d) Micaela - who lives in a group home and works under constant supervision
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss intellectual disability and giftedness.
Section Reference: Extremes in Intelligence
214. Which option best describes the functioning of an individual with a severe intellectual disability?
a) Requires no supervision.
b) Can perform complex work.
c) Requires careful supervision.
d) Does not profit from vocational training.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Discuss intellectual disability and giftedness.
Section Reference: Extremes in Intelligence
215. Which of the following is NOT a common characteristic among gifted people?
a) They are raised in nurturing and stimulating environments.
b) They are often intrinsically motivated.
c) Gifted people are usually also high in social and emotional intelligence.
d) Parents of gifted children tend to have higher expectations of themselves.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Discuss intellectual disability and giftedness.
Section Reference: Extremes in Intelligence
216. Jolena has been a piano prodigy since the age of three. Which of the following is least likely to be true?
a) Jolena’s parents are very hard working and supported Jolena’s giftedness.
b) Jolena’s parents made sure that, as a child, Jolena practiced many hours each day.
c) Jolena is somewhat socially isolated and introverted.
d) Jolena is highly intrinsically motivated to play the piano.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss intellectual disability and giftedness.
Section Reference: Extremes in Intelligence
217. Which of the following individuals does NOT show the typical characteristics of someone who is gifted?
a) Kai, who had very demanding parents who expected a lot from him
b) Imogen, who has difficulties in social and emotional intelligence
c) Remi, who has a deep intrinsic motivation
d) Aster, who came from an upper socio-economic family
Difficulty: Medium
Bloomcode: Application
Learning Objective: Discuss intellectual disability and giftedness.
Section Reference: Extremes in Intelligence
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