Verified Test Bank Intelligence Chapter 10

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.

TRUE-FALSE STATEMENTS

1. Intelligent children tend to get high scores on intelligence tests. This fact supports the theoretical construct of a g factor.

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?

2. Thurstone developed the theory of multiple intelligences.

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. The analytic (internal) component is part of Sternberg’s triarchic theory of intelligence.

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. Ceci believed that one’s innate abilities are derived from biological resource pools.

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?

5. Standardization refers to the uniform administration and scoring of tests.

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?

6. The Flynn affect refers to a global rise in average IQ scores.

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?

7. “Bell curve” is another term for a skewed 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?

8. Taking a test more than once to compare scores occurs is a method for measuring 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?

9. IQ tests were originally designed to assess school performance.

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?

10. Social intelligence is measured along 12 branches of abilities (e.g., perceiving, thinking, etc.).

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

11. Most theorists believe that intelligence and wisdom are entirely different entities.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

12. The correlation between creativity and intelligence diminishes beyond the IQ score of 120.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

13. Rushton’s work was criticized because he made no attempt to separate the effects of genetic factors from the effects of environmental factors on genetic factors.

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?

14. The heritability coefficient for Huntington’s Disease is +1.00.

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?

15. There is a perfect correlation between IQ scores of monozygotic (identical) twins.

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?

16. The total number of neurons in the frontal lobe may be linked to intelligence.

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

17. In a PET scan, brain areas that are less active are depicted as blue and green.

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

18. As children get older their cortex progressively gets thinner.

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

19. Patterns of brain development are NOT related to intellectual development.

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

20. Quality of adaptation is NOT an effective predictor of intellectual disability.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

21. An IQ score between 55 and 70 is indicative of a mild intellectual disability.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

MULTIPLE CHOICE QUESTIONS

22. Which of the following areas is NOT included in the definition of intelligence?

a) ability to learn

b) ability to communicate

c) ability to meet the demands of the environment

d) ability to understand and control our own mental activities

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. The ability to learn and to meet the demands of the environment effectively is called

a) natural selection.

b) adaptability.

c) intelligence.

d) creativity.

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?

24. The ability to learn, to meet environmental demands, and to understand and control one’s mental activities is also known as

a) intelligence.

b) metacognition.

c) the g factor.

d) primary mental ability.

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. ___ is a statistical method for determining if different items on a test correlate highly enough with each other to form a unified set.

a) Factor analysis

b) Specific factor analysis

c) General factor analysis

d) T-test factor analysis

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?

26. A statistical method for determining whether certain items on a test correlate highly, therefore forming a unified set or cluster of items is called

a) multivariate analysis.

b) factor analysis.

c) analysis of variance.

d) t-test.

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?

27. Which of the following developed a tool for analyzing intelligence called factor analysis?

a) Spearman

b) Thurstone

c) Gardner

d) Sternberg

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?

28. Dr. Rabias has been conducting a research study. He asked participants to complete a very long questionnaire and is now analyzing the data. He wants to determine whether different items on the test correlate with each other and whether specific items fall into clusters or sets. Dr. Rabias will likely be using a ___.

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?

29. Dr. Nguyen is setting up a factor analysis to assess intelligence. A factor analysis sets up a table or matrix that _____.

a) displays those factors statistically irrelevant to intelligence so they can be excluded from measurements

b) reveals how scores on tests of different abilities correlate with one another

c) identifies only those factors that are truly important to intelligence

d) isolates those factors that are valid for 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?

30. The ability to think about and control one’s mental abilities is the definition of

a) analytical thinking.

b) intelligence.

c) the g factor.

d) metacognition.

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?

31. Matthew has always struggled with mathematics. Therefore, when he began his statistics class, he hired a tutor to help him. Additionally, he kept his notes well-organized and began studying three weeks before his exam. Matthew’s recognition of the steps he needs to take to do well in his statistics class 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?

32. 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?

33. 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?

34. 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?

35. 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?

36. 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?

37. 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?

38. 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?

39. Which of the following argued that intelligence is made up of seven distinct factors called primary mental abilities?

a) Gardner

b) Spearman

c) Thurstone

d) Sternberg

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?

40. Corinne is a chartered accountant for a large firm. Which of Thurston’s primary mental abilities would Corrine likely score very high on?

a) verbal comprehension

b) reasoning

c) perceptual speed

d) numerical skill

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. According to Thurstone, which of the following is NOT a factor of intelligence?

a) associative memory

b) perceptual speed

c) word fluency

d) interpersonal skill

36b. Thurstone believed that intelligence was made up of seven distinct factors called

a) multiple intelligences.

b) primary mental abilities.

c) factor analysis.

d) triarchic factors.

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?

42. Which of the following best illustrates the two-factor theory of intelligence?

a) Intelligence is divided into analytical intelligence and practical intelligence.

b) Intelligence is composed of fluid intelligence and crystallized intelligence.

c) Intelligence has an overall general factor, and a series of specific factors.

d) Intelligence is made up of both primary and secondary abilities.

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?

43. Which researcher claimed that intelligence is made up of seven primary 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?

44. Which of the following is NOT one of Thurstone’s primary mental abilities?

a) spatial ability

b) reasoning

c) verbal comprehension

d) emotional ability

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?

45. Which of the following is/are included in Thurstone’s seven mental abilities?

a) verbal comprehension

b) word fluency

c) perceptual speed

d) all the above

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?

46. Which of the following lists belongs with Thurstone’s theory of primary mental abilities?

a) musical, mathematical, and interpersonal

b) analytical, creative, and practical

c) verbal comprehension, numerical ability, and reasoning

d) potential abilities, environmental context, and internal motivation

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?

47. Fiona and Mario are travelling across Europe. Fiona excels at reading the map and finding their way around each new city. Mario, on the other hand, is better at keeping track of their expenses, and figuring out how to make the most of their vacation money. According to Thurstone’s seven factors of intelligence, Fiona would probably score high on ___ while Mario would score high on ___.

a) perceptual speed; numerical skill

b) spatial ability; logical/mathematical

c) perceptual speed; logical/mathematical

d) spatial ability; numerical skill

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?

48. Nico is imaging the best way to rearrange his living room. He is picturing where he should put the TV in relation to the windows, and then the best place for the couch. According to Thurstone, what factor of intelligence would Nico use to complete this task?

a) spatial ability

b) word fluency

c) linguistic

d) internal

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?

49. All the following are ways in which Thurstone’s theory of intelligence differed from Gardner’s EXCEPT

a) Gardner supposed that intelligence is stable throughout life, while Thurstone supposed that intelligence can increase or decrease throughout life.

b) Gardner argued for several types of intelligence, while Thurstone argued for one intelligence with many facets.

c) Gardner believed that intelligence should be tested in the natural environment, while Thurstone believed that intelligence can be tested in the lab.

d) Gardner acknowledged the cultural influence on intelligence, while Thurstone did not.

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?

50. Gardner’s theory lists ___ types of mental abilities.

a) three

b) five

c) eight

d) nine

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?

51. Which of the following is NOT one of Gardner’s eight types of intelligence?

a) musical

b) spatial

c) linguistic

d) analytic

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?

52. Which one of Gardner’s multiple intelligences would be beneficial to the broadest spectrum of careers?

a) Intrapersonal

b) Spatial

c) Musical

d) Naturalistic

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?

53. In order to obtain an understanding of how successful a person might be as a dance instructor, the BEST test to use would be one that is based on

a) Sternberg's theory of successful intelligence.

b) Gardner's theory of multiple intelligences.

c) Goleman's theory of emotional intelligence.

d) Binet's methods of determining IQ scores.

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?

54. Jon is an electrical engineer who enjoys tinkering in his garage and doing Sudoku. He is fearful of nature and rarely socializes. How would Howard Gardner summarize Jon’s intelligence?

a) High spatial and logical intelligence, but low interpersonal and naturalistic intelligence.

b) High musical and naturalistic intelligence, but low spiritual intelligence.

c) High linguistic and kinesthetic intelligence, but low logical and interpersonal intelligence.

d) High spiritual and musical intelligence, but low linguistic and spatial 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?

55. Marcus is a talented hockey player and has been playing since he was 4 years old. According to Gardner’s theory of multiple intelligences, what type of intelligence would Marcus excel at?

a) linguistic

b) logical/mathematical

c) bodily/kinesthetic

d) spatial

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?

56. Gertrude is an exceptional violinist and has been playing since she was 3 years old. According to Gardner’s theory of multiple intelligences, what type of intelligence would Gertrude excel at?

a) linguistic

b) logical/mathematical

c) musical

d) spatial

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?

57. Garrett is a farmer. Although he has some dairy cows, his main source of revenue comes from crops. Garrett’s success as a farmer is largely dependent on his ability to understand patterns in weather and nature. According to Gardner’s theory of multiple intelligences, what type of intelligence would Garrett 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?

58. Celeste is a therapist who is client-centred, able to engage in unconditional positive regard with her clients. According to Gardner’s theory of multiple intelligences, what type of intelligence would Celeste 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?

59. Reem is an architect. She is likely to score high on Gardner’s ___ intelligence.

a) logical/mathematical

b) bodily/kinesthetic

c) spatial

d) musical

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?

60. Dr. Tobias believes that one area of the brain is responsible for spatial functioning, while a different brain area is responsible for creating music. In fact, Dr. Tobias believes that there is a separate brain region for most mental functions. Dr. Tobias’ belief most closely resembles that of ___.

a) Thurstone

b) Gardner

c) Sternberg

d) Ceci

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?

61. Heitor believes in a modular model of mental functioning. He argues that these areas influence one another but insists that each area of intelligence is distinct. Heitor’s thinking most resembles that of _____.

a) Thurstone

b) Gardner

c) Sternberg

d) Ceci

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?

62. As Gardner’s various intelligences are thought to emanate from different areas of the brain, his theory is often called a

a) primary model of mental functioning.

b) factor model of mental functioning.

c) modular model of mental functioning.

d) triarchic model of mental functioning.

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?

63. Gardner’s theory of intelligence is like that of Sternberg’s in that they both

a) argue that intelligence is made up of a single g factor.

b) reject the idea that intelligence is made up of multiple independent intelligences.

c) agree that intelligence is not a single mental function.

d) emphasize that intelligence does not change over time.

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?

64. A principal has decided to test the intelligence levels of the students in her school. She wants to create a test that evaluates analytical, creative, and practical skills. Which theory MOST likely influenced her structure of the test?

a) Triarchic theory of intelligence.

b) Gardner’s theory of multiple intelligences.

c) Stanford-Binet theory of intelligence.

d) Wechsler adult intelligence theory.

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?

65. Which of the following is NOT a component of intelligence in Sternberg’s triarchic theory?

a) experiential

b) creative

c) analytic

d) existentialist

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?

66. Maxim is excited to be travelling in Thailand. Before this trip, he had not even been out of British Columbia. According to Sternberg’s triarchic theory of intelligence, Maxim will do very well on his travels if he is high in which component of intelligence?

a) external (creative)

b) internal (analytic)

c) experiential (practical)

d) motivation (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?

67. Naoyuki is making a new recipe and is following the directions carefully. If her dish turns out to be an enormous success, Sternberg would say that Naoyuki would score high on the ___ component of intelligence.

a) external

b) internal

c) experiential

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?

68. A test that is based on the triarchic theory of successful intelligence should include

a) three distinct scales measuring abilities such as analytical, creative, and practical skills.

b) nine distinct scales measuring abilities such as language, mental mapping, body movement, introspection, problem-solving, musical skills, social skills, being attuned with nature, and spirituality.

c) two subscales measuring innate abilities that decrease over time and acquired abilities that increase over time, both of which combine to form a single quotient.

d) one comprehensive scale measuring the ability to correctly interpret, manage, and express feelings and emotions.

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?

69. Liam is sought out by his friends for advice, because he always gives them solutions to practical and personal problems. According to Sternberg’s triarchic theory, Liam would be considered high in _______________ intelligence.

a) analytical

b) linguistic

c) practical

d) interpersonal

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?

70. Which of the following people would be the best example of Sternberg’s concept of experiential (practical) intelligence?

a) Dr. Patel is a gifted cancer researcher who has written many books on the subject.

b) Jason oversees finding buyers for parts from vintage cars for his family business.

c) Martha is an inventor who has a knack for seeing things that others miss.

d) Jeanne is a librarian with an encyclopaedic knowledge of Shakespeare.

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?

71. Which of the following people would be the best example of Sternberg’s concept of external (creative) intelligence?

a) Dr. Patel is a gifted cancer researcher who has written many books on the subject.

b) Jason oversees finding buyers for parts from vintage cars for his family business.

c) Martha is an inventor who has a knack for seeing things that others miss.

d) Jeanne is a librarian with an encyclopaedic knowledge of Shakespeare.

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?

72. Sternberg’s theory of intelligence is different than Gardner’s in that

a) Sternberg’s model is considered more dynamic and interactive than Gardner’s.

b) In Gardner’s model each intellectual component actively relates to the others. This is not the case with Sternberg.

c) Sternberg argues that intelligence is a unitary mental function whereas Gardner sees it as made up of numerous independent intelligences.

d) Sternberg viewed intelligence as innate and Gardner did not.

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?

73. Thurstone’s theory of intelligence is similar to Sternberg’s in that they both

a) agree that linguistic intelligence is the foundation of all intelligences.

b) emphasize the role of the environment in intelligence.

c) argue that intelligence is innate.

d) view intelligence as being composed of many different facets.

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?

74. Which of the following pieces of evidence supports the idea that there are multiple and independent types of intelligences?

a) scores on spatial problems correlate with scores on verbal problems

b) savant syndrome

c) several types of intelligence can influence one another

d) specific experiences can shape our intelligence

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?

75. Aidan is a twenty-year-old man with autism who does not speak. Although he tends to score quite low on intelligence tests, he can play very complex symphonies on the piano after hearing them just once. The case of Aidan 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?

76. Which of the following is an example of savant syndrome?

a) Dominic memorized 1844 numbers in 30 minutes.

b) Jorge can draw an accurate and detailed landscape of a city after only seeing it once.

c) Cristiano can jump 44 cm into the air from a standing position.

d) Ben his blind but can maneuver through his surroundings using echolocation.

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?

77. The theory that intelligence is a function of the interactions among innate potential abilities, environmental context, and internal motivation is called the

a) triarchic theory of intelligence.

b) theory of multiple intelligences.

c) bioecological theory of intelligence.

d) theory of primary mental abilities.

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?

78. Which theorist is associated with the bioecological theory of intelligence?

a) Spearman

b) Ceci

c) Gardner

d) Sternberg

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?

79. Charles, a concert pianist, has just been described as musical genius. He responds that his talent is a combination of innate musical ability, years of lessons, and the motivation required to practice 8 hours per day. Based on Charles response, which theory of intelligence would he use to explain his musical ability?

a) bioecological

b) multiple intelligences

c) triarchic

d) primary 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?

80. Sadeen is an intelligent woman, and Ceci’s bioecological theory of intelligence would attribute Sadeen’s 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?

81. Which of the following statements best describes Ceci’s bioecological theory of intelligence?

a) It is characterized by an interaction between innate potential abilities, environmental context, and internal motivation.

b) It is a triarchic theory composed of analytical, creative, and practical intelligence.

c) It is composed of a general factor and a series of specific factors.

d) It is composed of eight independent intelligences.

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?

82. All her life, Klea has wanted to be a concert violinist. Both of her parents are violinists, so she has been exposed to the art since she was an infant and she has had her own violin since the age of two. Klea is highly motivated to play, preferring to practice her violin rather than spend time with her peers. Which theory of intelligence fits best with Klea’s musical ability?

a) Gardner’s theory of multiple intelligences

b) Thurstone’s primary mental ability

c) Sternberg’s triarchic theory

d) Ceci’s bioecological model of intelligence

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?

83. 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: 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?

84. Which of the following accurately describes the hierarchical model of intelligence?

a) There is no single unified intelligence, but several independent intelligences.

b) Intelligence incudes specific abilities, and special factors with a g factor involved in everything we do.

c) Intelligence is made up of three interacting components – internal, external, and experiential.

d) Intelligence is a function of the interactions among innate potential 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?

85. The ___ of intelligence suggests that, while there is an underlying g factor, specific abilities are also important in the expression of intelligence.

a) two-factor theory

b) primary abilities theory

c) seven-factor model

d) hierarchical model

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?

86. Ahmed is writing a paper on the current view about intelligence and how it is structured. Which of the following views would Ahmed’s paper focus on if he were writing on what most theorists today agree?

a) hierarchical model of intelligence

b) bioecological theory of intelligence

c) triarchic theory of intelligence

d) multiple theory of intelligence

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?

87. Which of the following would be included in a hierarchical model of intelligence?

a) innate potential ability, environmental context, and motivation

b) g factor, specific abilities, specific factors

c) g factor and proper environment

d) specific abilities representing independent intelligences

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?

88. One of the oldest and most enduring approaches to understanding and assessing intelligence is the

a) biological approach.

b) cognitive approach.

c) psychometric approach.

d) environmental approach.

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?

89. The ________ approach attempts to measure intelligence with carefully constructed psychological tests.

a) psychometric

b) statistical

c) factor analytical

d) psychophysical

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. Which of the following statements is true about intelligence testing?

a) Tests provide an independent measure of intelligence.

b) Intelligence is typically measured by comparing one person’s test score with others’ test scores.

c) Even the best tests rarely produce similar scores for the same test-taker over time.

d) Intelligence tests avoid the use of psychometrics.

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?

91. The ________approach attempts to measure intelligence with carefully constructed ____________ psychological tests.

a) psychometric; standardized

b) psychointellectual; non-standardized

c) psychophysical; non-standardized

d) psychophysical; standardized

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. For your intelligence test score to have meaning, it must be compared to the scores of people who have already taken the test. The people who have previously taken the same intelligence test are referred to as a ___.

a) normative sample

b) validity sample

c) reliability sample

d) median sample

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?

93. For an intelligence test to be recognized by the scientific community, it must be given identically to testers and scored using norms. In other words, intelligence tests must be

a) varied.

b) essay format.

c) double-blinded.

d) standardized.

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 process of obtaining meaningful test scores from a sample population is called

a) reliability.

b) standardization.

c) validity.

d) psychometrics.

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?

95. Standardization is best defined as

a) ensuring that the exact same procedures are used every time the same test is administered and scored.

b) using a large set of data from the population to interpret an individual’s score.

c) the increasing trend in IQ scores over the last century.

d) when a test measures what it claims to measure.

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?

96. Which of the following is NOT important when standardizing an intelligence test?

a) The instructions must be the same for each test taker.

b) The scores must be interpreted in terms of norms.

c) The test must help predict the relevant behavior.

d) The time limit to complete the test must not vary.

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. An esteemed social scientist has developed a rigorous set of tests designed to illuminate the relationship between intelligence, behavior, and society. Several standardizations have been set up to ensure validity and reliability. The staff is being trained on how to administer these tests. Which of the following scenarios would be unacceptable?

a) Proxy A allows extra time for some subjects after receiving subject feedback that insufficient time is given to complete a section of the test.

b) Proxy B always administers only the even numbered questions to her group of subjects.

c) Proxy C analyzes the data to determine whether the IQ scores are consistent in the test and retest.

d) Proxy D re-administers the test to the same group of subjects one month after the first session.

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?

98. Which of the following is an example of standardization?

a) The test was administered by a proxy who carefully provided detailed instructions for each section; all individuals were required to consider each section in a specific sequence and with the exact same time allotment.

b) The test was handed out to participants who were allowed to approach the test in as much time as necessary to complete and in any order that suited their individual desires and intellectual comfort.

c) The test was monitored by a proxy who recorded how each individual approached the test; time allotment and section order were suggested but not mandatory.

d) The test was available in a central location to all participants who wished to complete it; cameras recorded the test takers to evaluate if the directions would be read and followed.

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?

99. To help determine whether their child has mathematical aptitude, parents request the administration of the Wechsler test. Since the child speaks only Spanish and has little experience with math so far, parents also request that the test be given in Spanish without time limits. Which conclusion BEST describes this testing situation?

a) The test would not qualify as being standardized if given in a different language.

b) The reliability of the test would not be assured without the test-retest method.

c) The test's standardization would be compromised without a time limit.

d) The test would not validly assess mathematical aptitude or reasoning.

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?

100. If a test is found to be valid, which of the following would be accurate?

a) The validity coefficient between the test and scores on a measure of the same criterion should be 0.0.

b) The score on the test should predict how well an individual would do on a measure of the same criterion.

c) If a person were to take the test again, they would obtain a similar score.

d) The scores on the first half of the test should correlate highly with the second half of the test.

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?

101. Which of the following statements is true about validity?

a) Tests that are reliable also have high validity.

b) A test is valid if it measures what it is supposed to measure.

c) Validity is achieved by using standardization.

d) A test that is valid always has a normal distribution.

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?

102. Dr. Singh is trying to construct a new test to measure motivation. A colleague looks at some of the questions and asks, “What do these have to do with motivation? They look more like they measure creativity.” The colleague is complaining that the test lacks

a) a normal distribution.

b) standardization.

c) reliability.

d) validity.

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?

103. If scores on your written driver’s test correlate with a test of your actual driving ability, the written test would probably have ___.

a) content validity

b) a high validity coefficient

c) high reliability

d) high predictive validity

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?

104. If a test is found to be valid, which of the following would be accurate?

a) The validity coefficient between the test and scores on a measure of the same criterion should be 0.0.

b) Test scores from a large population should follow a normal distribution.

c) The score on the test should predict how well an individual would do on a measure of the same criterion.

d) The scores on the first half of the test should correlate highly with the second half of the test.

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?

105. Predictive validity is best defined as

a) the extent to which a test measures what it says it measures.

b) the degree to which a test produces the same score every time it is administered to the same person.

c) the extent to which a test offers insight into how the individual would perform in a related domain in the future.

d) the degree to which factors other than intelligence can predict 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?

106. Olivia is about to write the Medical College Admission Test (MCATs) and she is extremely nervous. She understands some medical schools place a lot of importance on these results as they are supposed to predict how well each student will do in medical school. If this is true, one would have to say that the MCATs have 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?

107. Micah wants to devise a test that would predict how good a golfer any player would be on a given golf course. He feels this would create better foursomes and more efficient play on the course. If Micah could devise a test that correlated with each player’s actual golfing abilities on a given course, the written test would be considered to have _____.

a) a high reliability coefficient

b) good content validity

c) high standardization

d) high predictive validity

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?

108. When high scores on an intelligence test successfully predict high grades later in life, the test has

a) reliability.

b) content validity.

c) predictive validity.

d) good standardization.

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?

109. Kathryn has applied for a highly prestigious theatre program. The program asked all applicants to fill out several questionnaires. One of the forms asks Kathryn about her religious beliefs and practices. What is wrong with this questionnaire?

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?

110. For testing, predictive validity is important because it

a) affirms that no one had a special advantage when taking the test.

b) proves that the test results would be the same on two similar tests.

c) demonstrates how well the test relates to the intended behaviour.

d) substantiates that a representative sample of test-takers were included.

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?

111. Safa scores high on an intelligence exam and her parents now expect high grades from her. Safa’s parents clearly perceive a correlation between Safa’s intelligence score and her grades. This perception is an example of

a) reliability.

b) standardization.

c) predictive validity.

d) unfair expectations.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

112. What is the difference between content validity and predictive validity?

a) Content validity refers to how well a test measures what it sets out to measure and predictive validity refers to how well a test can predict other future successes.

b) Content validity refers to how much content the test covers, and predictive validity refers to future content that will be measured.

c) Content validity refers to how well the test covers the specific content that it was designed to cover, and predictive validity refers to how well current test scores predict future test scores.

d) Content validity refers to how well the test scores correlate with some external criterion and predictive validity refers to how 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?

113. Which is the main reason that reliability 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 help predict the relevant behavior.

d) The test scores must not change randomly over time.

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?

114. The degree to which a test produces the same scores repeatedly is called

a) validity.

b) reliability.

c) norms.

d) standardization.

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

115. Reliability is best defined as

a) the extent to which a test measures what it says it measures.

b) the degree to which a test produces the same scores repeatedly.

c) the extent to which the same procedures are used every time the same test is administered and scored.

d) the degree to which a large population is tested on a test to determine what ‘average’ performance is.

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?

116. Tatsuki’s score on the intelligence test he took today is 120. He is very surprised because last time he took the same test he got a score of only 80. What is the problem with the intelligence test Tatsuki 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?

117. A professor is giving a test on a novel consisting of eight identification, five short answer, and five essay questions, for a total of eighteen questions. Which of the following would be an acceptable way to use the split-half method to assess the test's reliability?

a) Give one group questions 1-9 and the other group questions 10-18.

b) Give one group the even questions and second group the odd questions.

c) Give each group any four identification questions, any two short answer, and any two essay questions.

d) Give one group odd and one group even questions, eliminating the two extra types of questions.

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?

118. A teacher utilizes the split-half method on a standardized history test and determines that the scores do NOT match. Which of the following would be the BEST thing for the teacher to do as the next step?

a) Try the split-half tests again by using the test-retest method.

b) Reteach the materials and test again using the split-half method.

c) Determine whether the halves created by the split-half method were equally difficult.

d) Check for missed questions and move them to the opposite half for retesting.

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?

119. Using the test-retest method, a professor of an introductory psychology course finds the scores equivalently low in both testing situations. Which action would be the BEST step to take next?

a) Retest using the split-half method to test for reliability.

b) Reteach the materials and administer the test again.

c) Reteach the materials and administer a different test.

d) Retest and adjust the norms to match the average in the class.

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?

120. On the arithmetic test on the verbal scale of the Wechsler, 50% of the students in Ms. Tremblay’s math class receive poor scores. But on a test Ms. Tremblay prepared to test the same skills, students fall into the normal distribution. Which would be the BEST first plan of action for Ms. Tremblay to take based on these results?

a) Retest the class on the Wechsler Intelligence Scale to assure reliability of the test.

b) Use the split-half method to determine if the Wechsler works effectively for her class.

c) Correlate the types of questions on the two tests to confirm the validity of her test.

d) Begin re-teaching all the materials and then retest using the test that she already prepared.

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?

121. The difference between reliability and validity is that reliability is ___ and validity is ___.

a) the degree to which a test score correlates with some external criterion; the degree to which a test score reflects an individual’s true abilities

b) the extent that scores predict future scores; the accuracy of these scores

c) how well scores correlate with future measures; the extent that scores on one test correlate with scores on a similar test

d) the consistency in test scores over time; 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?

122. If a human resource officer gives perspective employees a test to help them decide if they would have the ability to perform a specific job, what attribute of the test should they be most concerned with?

a) standardization

b) reliability

c) validity

d) criterion norming

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?

123. Emma is developing a new intelligence test. She has prepared a list of 300 questions that she feels are valid measures of the components of intelligence. Before she can declare her test to be legitimate, she first must

a) compare the results of her test to typical scores on other intelligence tests.

b) have people take the test multiple times to check the validity of the test.

c) administer her test to a large number and range of people using standardized procedures to establish a normative sample.

d) determine if the people who take her test are representative of all cultural groups.

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?

124. In a normal distribution,

a) the mean, median, and mode are all equal.

b) the mean is greater than the median and the mode.

c) the mean and the mode are greater than the median.

d) the mean, median, and mode are all different.

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?

125. In a normal distribution of IQ scores, the mean score is _______, the median score is ________ and the mode score is ____________.

a) 100; 85; 115

b) 115; 85; 110

c) 100; 100; 100

d) 100; slightly higher; slightly lower

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?

126. Daniyar gave a quiz to five students in his small lab section. They obtained the following scores: 32, 65, 75, 85, and 100. What is the median score?

a) 65

b) 71.4

c) 75

d) 80

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?

127. Daniyar gave a quiz to five students in his small lab section. They obtained the following scores: 32, 65, 75, 85, and 100. What is the mean score?

a) 65

b) 71.4

c) 75

d) 80

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?

128. Middle score is to ________, as the MOST common score is to

a) mean; median.

b) median; mean.

c) mode; median.

d) median; mode.

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?

129. The score that occurs MOST frequently in a distribution is called the

a) mean.

b) mode.

c) median.

d) norm.

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?

130. Dr. Lantas surveyed the students in his class for their ages. He found that, of 35 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 mode 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?

131. The mathematical average of a set of scores is called the

a) mode.

b) median.

c) mean.

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?

132. A set of scores is as follows: 2, 2, 2, 2, 3, 3, 5, 5, The mean score in this distribution is

a) 2

b) 2.5

c) 3

d) 5

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?

133. The median IQ score is

a) 68.

b) 85.

c) 95.

d) 100.

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?

134. Francis Galton believed that

a) if evolutionary principles could be applied to human intelligence, the human species could be improved.

b) a person’s mental age should be compared to their chronological age to determine a person’s intelligence.

c) human intelligence is divided into verbal and non-verbal skills as well as an overall general intelligence score.

d) socialization and emotional reaction are more important than genetics in determining 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?

135. Which of the following theorists believed that gifted people scored higher in psychic energy and a heightened sensitivity to external stimuli?

a) Terman

b) Binet

c) Galton

d) Cattell

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?

136. Galton’s theory that gifted individuals had more energy than non-gifted individuals is called the theory of

a) psychic intelligence.

b) intellectual energy.

c) psychological intelligence.

d) psychophysical performance.

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?

137. Keegan has just completed an intelligence test where his sensory processing, motor skills, and reaction time were assessed. The person administering the test to Keegan obviously subscribed to the beliefs of

a) Terman.

b) Binet.

c) Galton.

d) Cattell.

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?

138. Galton’s theory of psychophysical performance states that

a) intelligence can be measured using psychometric techniques.

b) gifted people scored higher in psychic energy and a heightened sensitivity to external stimuli.

c) superior intelligence is correlated with superior physical abilities.

d) human intelligence has a biological or genetic basis.

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?

139. According to Galton’s theory of psychophysical performance, which of the following would most likely have greater intelligence?

a) Gaston, who studies every day

b) Malia, who has excellent hearing and eyesight, as well as strong motor skills

c) Bertram, who is an Olympic athlete

d) Gillian, whose father is a scientist

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?

140. Which of the following researchers was tasked by the French government to develop a testing method to distinguish intellectually disabled individuals from those who were “intellectually capable”?

a) Galton

b) Sternberg

c) Binet

d) Cattell

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?

141. 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) Binet

b) Galton

c) Cattell

d) Wissler

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?

142. Binet and Simon’s intelligence test was created with the intention of

a) measuring a child’s inborn level of intelligence.

b) identifying gifted children for placement in advanced programs.

c) using test scores to rank children according to abilities.

d) identifying which school placement level was most appropriate for different children.

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?

143. Which of the following statements about Binet is true?

a) Binet believed that his intelligence test measured inborn levels of intelligence.

b) Binet believed that to gauge intelligence tests needed to measure reaction time, motor skills and sensory processing.

c) Binet believed that intelligence was based on memory, judgment, reasoning, and social skill.

d) Binet disagreed with the notion of a general intelligence factor.

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?

144. Which of the following is true about mental age?

a) It is typically the same as chronological age.

b) It is the age at which a child is functioning.

c) It is the child’s age in years.

d) It is the child’s natural, innate intellectual ability.

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?

145. According to Binet, a child who is more intelligent than average would have

a) a mental age greater than his or her chronological age.

b) a mental age lower than his or her chronological age.

c) a mental age equal to his or her chronological age.

d) a mental age like other children of the same 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?

146. 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?

147. If a 14 year old child functions at the level of a typical 14 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?

148. The original French intelligence test was adapted for use in the United States and renamed the Stanford-Binet Intelligence Scale by

a) Lewis Terman.

b) Francis Galton.

c) David Wechsler.

d) James Stanford.

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?

149. Terman’s intention in developing intelligence testing was to

a) apply the scientific method to the study of intelligence.

b) promote the genetics movement and discourage people who were “unfit” from reproducing.

c) identify which children should be placed at which grade levels, depending on their intellectual abilities.

d) assist the government in implementing universal education for all children.

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?

150. Terman’s view of intelligence was different from that of Binet’s in that Terman believed that ___, while Binet believed that ___.

a) intelligence test scores should not be used to screen potential immigrants; intelligence tests provide a valuable screening tool

b) intelligence tests measured inborn differences; intelligence tests measured likelihood of success in school

c) intelligence is too complex to be summarized with a single score; intelligence can be summarized with a single score

d) children cannot be ranked from least to most intelligent based on a score; children can be ranked according to their IQ score

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

151. The intelligence quotient is defined as

a) MA/CA x 100.

b) CA/MA x 100.

c) Verbal score plus performance score.

d) Mental age/years of school.

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?

152. Sally is 10 years old, and she performs about as well as most 6-year-old children. Sally’s IQ is

a) 60.

b) 80.

c) 100.

d) 120.

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?

153. Jeremy is 8 years old, and he performs about as well as most 12-year-old children. Jeremy’s IQ is

a) 80.

b) 112.

c) 130.

d) 150.

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?

154. Although Ryota is 10 years old, his IQ is 120. What would his mental age be?

a) 12

b) 20

c) 10

d) 8

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?

155. Tia’s score on the Stanford-Binet falls two standard deviations below the national average. Determine Tia’s score.

a) It is between 70 and 85.

b) It is between 85 and 100.

c) It is approximately 100.

d) It is between 130 and 135.

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?

156. Jody believes that people who are of lower intelligence should be prohibited from having children. Jody seems to agree with the researcher ___ and the area of ___.

a) Binet; eugenics

b) Binet; evolution

c) Terman; eugenics

d) Terman; evolution

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?

157. _____ was a proponent of the nineteenth century movement that sought to discourage people who were deemed as “unfit” for reproducing and encourage “fit” people to have children was known as

a) Galton; the natural selection movement.

b) Galton; the intelligence project.

c) Terman; eugenics.

d) Terman; Darwinism.

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?

158. Early applications of intelligence testing were used for which of the following?

a) to determine which children were adoptable

b) to determine who could immigrate to the United States

c) to determine which couples should be allowed to have children

d) to determine who should be allowed to go to university

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?

159. David Wechsler believed that intelligence is a manifestation of

a) creativity.

b) wisdom.

c) personality.

d) genetics.

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?

160. All the following are advantages of the Wechsler tests as compared to the Binet test EXCEPT that

a) it can be used for adults as well as children.

b) it largely focused on language abilities.

c) it provides a greater level of fairness in testing people from different language groups.

d) it bases the IQ score on the normal distribution, instead of on a ratio.

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?

161. Which of the following is NOT one of the sections of Wechsler’s performance IQ scale?

a) digit span

b) picture completion

c) object assembly

d) block design

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?

162. Which of the following is NOT a subtest on the Wechsler Adult Intelligence Scales – IV (current version)?

a) Verbal Comprehension

b) Sensory Processing

c) Processing Speed

d) Working Memory

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?

163. The intelligence tests created by Wechsler were different in several ways from the Stanford-Binet. Which of the following is NOT one of these ways?

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 Standord-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?

164. Mishtaalways wins at games testing knowledge of trivia. On which index of the WAIS is Mishtaalways to perform extremely well?

a) vocabulary

b) comprehension

c) memory

d) reasoning

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?

165. Josie works as a cashier at a restaurant. She notices that after having a customer’s credit card for only a couple of minutes, she can recite the credit card number both forward and backward. Josie would likely perform very well on the ___ test of WAIS.

a) matrix reasoning

b) similarities

c) digit span

d) letter-number sequence

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?

166. Madeline is a stage manager for a theatre company and is unusually good at quickly perceiving visual details. She can tell if something has been added or taken away from a set after just glancing at it. Madeline would likely perform very well on the ___test of WAIS.

a) picture completion

b) block design

c) coding

d) cancellation

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?

167. After taking the WAIS-IV, Sydney was told that her IQ score was 92. This means

a) that Sydney answered 92% of the questions correctly.

b) that Sydney has a high IQ.

c) that Sydney has a low IQ.

d) that Sydney is within the normal IQ range.

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?

168. What degree of reliability is demonstrated between the WAIS and Stanford-Binet intelligence tests?

a).25

b).56

c).81

d).90

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?

169. The validity coefficient between intelligence tests and school performance is

a) +.25.

b) +.40.

c) +.50.

d) +.65.

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?

170. How well do intelligence tests predict performance?

a) IQ scores have a correlation to school performance of +.90.

b) IQ scores have a correlation to school performance of +.50.

c) IQ scores predict performance in elementary school well, but do not predict whether people will complete higher education.

d) IQ scores are not correlated to non-academic aspects of people’s lives.

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?

171. Inzhu is ten years old and is given an IQ test. She scores above average on the test. This finding can be used to predict

a) whether Inzhu will get good grades in elementary school.

b) whether Inzhu will go on to college or university.

c) whether Inzhu will experience occupational success.

d) whether Inzhu will have better health and a longer lifespan.

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?

172. Which of the following is NOT a concern raised by Scarr and Gunderson about the discrepancy definition of learning disabilities?

a) Children with low intelligence who may still benefit from reading disability programs are excluded based on IQ scores.

b) The Scarr and Gunderson effect often occurs.

c) ESL children with learning disabilities are often missed.

d) The Matthew effect often occurs.

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?

173. Which of the following aphorisms most closely resembles Scarr and Gunderson’s claims regarding the Matthew effect?

a) He who hesitates is lost.

b) Necessity is the mother of invention.

c) The rich get richer and the poor get poorer.

d) Genius is one percent inspiration and 99 percent perspiration.

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?

174. ___ occurs when people in a specific group perform poorly on an IQ test because they fear that their performance will confirm a negative perception of their group.

a) Stereotype threat

b) Biased testing

c) Culture-specific test construction

d) Stereotype vulnerability

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?

175. Julianne is taking part in a research study in which she must complete a spatial task. Before she begins, the researcher tells her NOT to feel bad if she does not do well because females tend to have poorer spatial ability than males. How will Julianne do on the task relative to other participants who are NOT told this?

a) Julianne will do better as she will perceive it as a challenge.

b) Julianne will do worse due to stereotype vulnerability.

c) Julianne will do better than other females, so she can prove the researcher wrong.

d) Julianne will do better than males due to stereotype vulnerability.

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?

176. Medina, a female student, is completing the math section of an IQ test. Based on the stereotype threat concept, which of the following stereotypes is most likely to negatively affect Medina’s performance?

a) Women are bad at solving problems of logic.

b) Women are good at reading and taking tests.

c) Women are bad at math.

d) Women are good at math.

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?

177. Which of the following tests attempts to reduce test bias by focusing on non-verbal rather than verbal problems?

a) Dove Counterbalance General Intelligence Test

b) Progressive Matrices Test

c) WAIS

d) Stanford-Binet

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?

178. Dr. Romero has developed a new intelligence test and has determined that there is no overall bias. She is now interested in assessing the test for item bias. Dr. Romero wants to assess for whether_____.

a) members of majority culture find the non-verbal, abstract questions more difficult than the verbal questions they are used to

b) particular items are contributing to the Flynn effect

c) members from a particular gender or ethnic group miss an item with high frequency

d) particular items reflect a genetic or environmental bias

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?

179. Like most researchers, Dr. Eliah believe that the idea of totally unbiased intelligence tests is _______ but that tests should be designed so that particular cultures are _________.

a) not possible; not disadvantaged

b) not possible; given a potential advantage

c) possible; not disadvantaged

d) possible; given a potential advantage

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?

180. The way that researchers attempt to eliminate cultural and gender bias from IQ tests is to

a) identify and remove questions that show item bias.

b) create different tests for use by separate groups.

c) increase the percentage of verbal items on tests and decrease the number of performance items.

d) plot the distribution of test results on different charts for separate groups and only compare people from within the same group.

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?

181. The Flynn effect refers to

a) the fact that bias continues to exist in IQ testing despite attempts to correct it.

b) the fact that humans are becoming genetically more intelligent.

c) the increase of intelligence test scores over time.

d) the fact that researchers periodically restandardize tests.

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?

182. The year is 1917 and Ophelia, a woman of average intelligence, stumbles across a time machine and travels forward in time 100 years. If she were studied by scientists in our modern times and given an intelligence test, what is she likely to score? What is this effect attributed to?

a) far above what she scored 100 years ago; Flynn effect

b) far below what she scored 100 years ago; Flynn effect

c) the same as what she scored 100 years ago; Matthew effect

d) likely she would score in the average range in modern times; 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?

183. Which of the following is NOT proposed as a likely explanation for the Flynn effect?

a) IQ tests are easier than they used to be.

b) better nutrition

c) improved education

d) reductions in childhood diseases

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?

184. From time to time, IQ tests must be re-standardized because of

a) stereotype threat.

b) the Flynn effect.

c) the Bell Curve.

d) overlap with the GRE.

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?

185. Which ability does emotional intelligence refer to?

a) Regulate emotion in others.

b) Regulate emotion in the self.

c) Assimilate emotion.

d) all the above

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

186. The ability to perceive, express, and assimilate feelings and to regulate those feelings in the self and others is called

a) interpersonal intelligence.

b) practical intelligence.

c) intrapersonal intelligence.

d) emotional intelligence.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

187. The ability to interpret emotions in others and to express and regulate our own emotions is known as

a) emotional intelligence.

b) social intelligence.

c) wisdom.

d) emotional creativity.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

188. Michael is sensitive to the needs of others and is always first to comfort someone in pain. Which type of intelligence does Michael demonstrate in high levels?

a) social

b) emotional

c) verbal

d) generalized

Difficulty: Medium

Bloomcode: Application

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

189. Which of the following is an example of emotional intelligence?

a) Xavier is sitting alone at lunch. Mark offers to sit with him to keep him company.

b) Shasta is angry because an incorrect charge to her debit card caused an overdraft, but she speaks calmly when she calls customer service.

c) Emmett feels joyful every time he sees his newborn daughter.

d) Parker refuses to speak to her boyfriend because she wants him to feel guilty about going to the movies without her.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

190. Darius is a mentor who believes in first developing a common bond with his mentees. Darius explains how he once had difficulty with a particular subject but was able to overcome it by understanding his fear of failure was keeping him from succeeding. His mentees understand that their attitude can help them succeed. This is an example of teaching

a) emotional intelligence.

b) general intelligence.

c) fluid intelligence.

d) standardization.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

191. Carrissa works in a vocational training center for adults with cognitive disabilities. In her job, it is important that she is empathetic and can encourage her students to keep trying to learn new skills. Carissa is likely high in ________ intelligence.

a) social

b) practical

c) analytic

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

192. Which of the following people is LEAST likely to score high in emotional intelligence?

a) Maeve, who always seems to know when her co-workers need encouragement.

b) Vander, who works with children with autism and can effectively calm them down when necessary.

c) Walker, a funeral home director who comforts families who have suffered loss.

d) Ula, who makes friends easily wherever she goes.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

193. Freya is a journalist who has an ability to get her guests to "open up" and divulge personal information. Which type of intelligence is Freya MOST likely high in?

a) emotional

b) experiential

c) social

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

194. Horst just got rejected when he proposed marriage to his girlfriend because she wants to complete her degree before getting engaged. Although he respects her point of view, he is heartbroken, and cannot help feeling empty and alone inside. Not wanting her to feel pity for him, Horst hides his feelings, puts a smile on his face, and agrees to wait until they both graduate before they discuss marriage again. What aspect of intelligence is Horst demonstrating by being able to put on that smile?

a) emotional intelligence

b) social intelligence

c) creativity

d) wisdom

Difficulty: Medium

Bloomcode: Application

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

195. In what way are emotional intelligence and social intelligence similar?

a) They both correlate highly with practical intelligence.

b) They both have an aspect of being able to ‘read something’ in others.

c) Emotional intelligence is a type of social intelligence.

d) They both develop before creativity.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

196. Carter is a con artist. He is very good at manipulating other people and telling them what they want to hear, but he is entirely insensitive to the pain that his schemes cause people. Carter is ___ in social intelligence, and ___ in emotional intelligence.

a) high; high

b) low; low

c) high; low

d) low; high

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

197. Empathy is to charm as _____ is to _____.

a) social intelligence; emotional intelligence

b) emotional intelligence; social intelligence

c) creativity; wisdom

d) wisdom; creativity

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

198. In which of the following scenarios might social intelligence be an important attribute for daily functioning?

a) interacting with animals as an animal curator

b) working for a company that is organized in teams

c) focusing on glass blowing projects

d) calculating trajectories for flight paths

Difficulty: Medium

Bloomcode: Application

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

199. Noah is hanging out with a few buddies in a local bar when some intoxicated patrons started bothering them. Noah, who has a way with people and whose grandmother says, “he could sell water to a fisherman,” manages to not only talk everyone out of fighting, but they all end up playing pool together for the rest of the night. What aspect of intelligence is Noah 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

200. Nadine’s family just moved to Toronto halfway through the school year and she is going to her first day of Grade 5. Although Nadine did not know anybody, and she is entering a group of children who already have established friendships, she ended up with three new friends by the end of the day. By the end of the first week, she was nominated to head up the class social committee for their school events. What aspect of intelligence is Nadine likely high in?

a) emotional intelligence

b) self-efficacy

c) creativity

d) social intelligence

Difficulty: Medium

Bloomcode: Application

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

201. Bridgette is a highly successful high school counselor due to her empathic and caring nature. The students trust and confide in her and are willing to follow her advice. What aspect of intelligence is Bridgette likely high in?

a) emotional intelligence

b) self-efficacy

c) creativity

d) social intelligence

Difficulty: Medium

Bloomcode: Application

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

202. Which of the following three factors did Edward Thorndike suggest made up intelligence?

a) abstract intelligence, emotional intelligence, and social intelligence

b) abstract intelligence, mechanical intelligence, and emotional intelligence

c) abstract intelligence, mechanical intelligence, and social intelligence

d) mechanical intelligence; social intelligence, and emotional intelligence

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

203. A concern for the community at large and the ability to make sound and balanced judgments is characteristic of

a) social intelligence.

b) creativity.

c) wisdom.

d) emotional intelligence.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

204. Which of the following is NOT one of the characteristics of wisdom?

a) the ability to manage other people

b) the ability to choose the best course of action

c) the ability to make sound judgments

d) the ability to balance the interests of both sides

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

205. According to Sternberg, practical intelligence is necessary for

a) creativity.

b) social intelligence.

c) emotional intelligence.

d) wisdom.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

206. Which of the following is NOT a characteristic of wisdom?

a) the ability to make sound judgments

b) empathizing with others

c) knowing intuitively what is important to others

d) solving problems in such a way that a common good is achieved

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

207. Hamza ascribes to Sternberg’s balance theory of wisdom. This means that Hamza views wisdom as a _________ and views wisdom primarily as the product of _______ intelligence and the application of ____________.

a) special version of intelligence; analytical; practical intelligence

b) an independent intelligence; practical; social intelligence

c) an independent intelligence; analytical; innate knowledge

d) special version of intelligence; practical; innate knowledge

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

208. What is the relationship between age and wisdom?

a) There is no relationship between age and wisdom, one has nothing to do with the other.

b) Growing older causes wisdom.

c) There is a strong positive correlation between age and wisdom, but age does not cause wisdom.

d) All old people are wise, and few young people are wise.

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

209. Which of the following is a reason why the saying “older and wiser” might be true?

a) Wisdom is related to years of education which takes time to acquire.

b) It takes years and repeated experiences to acquire the skills necessary for wisdom.

c) Wisdom includes a maturity component which younger people do not possess.

d) Wisdom requires a high level of emotional regulation which takes years to acquire.

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

210. How does Sternberg view wisdom as different from intelligence?

a) Wisdom entails a concern for the community at large and a careful balancing of interests.

b) Wisdom is the same thing as practical intelligence.

c) Wisdom is innate while intelligence is something that can be developed with environmental stimulation.

d) Wisdom is learned while intelligence is something that you’re born with.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

211. The Republic of Horsa and the Kingdom of Icaria are having a border dispute. Both sides want peace, but neither side wants the other to have an advantage. If the problem is NOT resolved, war could break out between them. Which type of intelligence would be of greatest value to the United Nations negotiator?

a) practical intelligence

b) wisdom

c) social intelligence

d) emotional intelligence

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

212. Civic leaders, such as mayors and city councillors, often must make decisions that are in the best interest of the city as a whole while trying to maintain a balance with the needs of the individual. According to Sternberg, it would be desirable to have civic leaders who were high in ____________________.

a) social intelligence

b) wisdom

c) analytical intelligence

d) practical intelligence

Difficulty: Hard

Bloomcode: Evaluation

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

213. In order to obtain an understanding of how good a student is at invention and dealing with change, the BEST test would be one that is based on

a) Gardner's theory of multiple intelligences.

b) Goleman's theory of emotional intelligence.

c) Binet's methods of determining IQ scores.

d) Sternberg's theory of successful intelligence.

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

214. Creativity is best defined as the ability to

a) generate a variety of answers to a problem.

b) open one’s mind and let information flow in unfiltered.

c) produce ideas that are both original and valuable.

d) see a problem from multiple points of view.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

215. Which of the following describes personal qualities that seem to be key to creativity?

a) extrinsic motivation, imagination, resistance to change

b) intrinsic motivation, imagination, game personality

c) game personality, extrinsic motivation, self-confidence

d) imagination, game personality, extrinsic motivation

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

216. Which of the following regarding creativity and intelligence is NOT true?

a) High intellectual aptitude is necessary for creativity but is not the only requirement.

b) Intrinsic motivation and imagination are essential to creativity.

c) Successful creative people are more intelligent than less successful creative people.

d) Divergent thinking is a key aspect of creativity.

Difficulty: Medium

Bloomcode: Analyses

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

217. Which quality is believed to be of primary importance to creative development?

a) intrinsic motivation

b) self-confidence

c) independence

d) extroversion

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

218. What is the relationship between creativity and intelligence?

a) They are largely unrelated.

b) They are related up to a point, and then the relationship diminishes.

c) Extremely intelligent people are also always exceptionally creative.

d) Exceptionally creative people score higher on intelligence tests than their less creative colleagues.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

219. Which of the following is NOT a characteristic typical of creative people?

a) extrinsic motivation

b) imagination

c) a game personality

d) complex thinking

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

220. The aspect of creativity that is characterized by a tolerance for ambiguity, risk, and initial failure is called

a) intrinsic motivation.

b) tenacity.

c) self-confidence.

d) a game personality.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

221. Which of the following individuals would researchers say is most likely to show high creativity?

a) Isabel, who is described as having a ‘game personality’

b) Aya, who has a vivid imagination

c) Oumou, who has a strong internal drive to create

d) Zara, who has a lot of belief in her abilities to succeed at any task

Difficulty: Medium

Bloomcode: Application

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

222. Dr. Peña has just asked 10-year-old Nicothe following question: “How many different uses can you think of for a spoon?” Dr. Peña is measuring ___.

a) practical intelligence

b) creativity

c) wisdom

d) social intelligence

Difficulty: Medium

Bloomcode: Application

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

223. Which of the following questions would most likely appear on a test measuring creativity?

a) How long is the St. Lawrence River?

b) What are the primary colours?

c) What are all the possible uses of a paper clip?

d) Who is the Governor-General of Canada?

Difficulty: Medium

Bloomcode: Application

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

224. Leah feels most at peace when she is painting, and she has a strong urge to express herself through colours and shapes at least once a week. Although she has created many incredible pieces of art, and has even sold a few, this is NOT why she paints. What aspect of intelligence would Leah 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

225. Which of the following reflects the current view of the relationship between intelligence and personality?

a) Emotional, motivational, and other personality characteristics are key components of social intelligence.

b) Intelligence is the practical part of personality.

c) Intelligence is the cognitive part of personality.

d) Intelligence and personality are distinct and separate.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

226. Some psychologists believe that personal characteristics can impact intellectual performance to some degree. For example, a high need to achieve may

a) lower self-efficacy through overconfidence, thereby impairing performance on an intellectual test.

b) lead to an over-focus on outcome, impairing performance on an intelligence test.

c) lead to a pattern of academic success, leading to higher self-efficacy, enhancing performance on an intelligence test.

d) create performance anxiety, impairing performance on an intelligence test.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

227. Dustin recently found out his parents are getting a divorce. If Dustin were given an intellectual task to complete, what would be the most likely outcome?

a) Dustin would perform well on the task as mood state does not typically affect performance on intellectual tasks.

b) Dustin’s performance would not be affected. Mood state only affects performance on tedious, repetitive, non-intellectual tasks.

c) Dustin’s performance would be somewhat impaired, particularly if the task demands attention or quick recall.

d) Dustin would be unable to complete the task as his mood state would interfere with his ability to use his reasoning skills.

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

228. Addison is confident that she will do well on her statistics exam. Addison’s confidence level will likely

a) enhance her performance on the exam.

b) make her overly confident, thereby impairing her performance.

c) cause her to overlook details, thereby impairing her performance.

d) cause her to feel less motivated to study, thereby impairing 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

229. Lorenzo is good at math and has attended all his calculus classes. However, Lorenzo partied all weekend instead of studying for the exam on Monday. Lorenzo is therefore not confident that he will do well on his calculus exam. Lorenzo’s low confidence level will likely

a) enhance his performance on the exam by causing him to be more cautious.

b) enhance his performance by reducing his usual overconfidence.

c) impair his level of motivation and therefore his performance.

d) impair his performance by affecting his ability to attend and to quickly recall information.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

230. Which of the following controversial conclusions were published in The Bell Curve?

a) IQ tests are not accurate measures of intelligence.

b) Higher IQ predicts the avoidance of welfare dependence.

c) There are no significant racial and ethnic differences in intelligence.

d) Group differences in IQ are primarily due to environmental factors.

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?

231. Of the options below, which is a conclusion of The Bell Curve?

a) conventional IQ tests do not accurately measure intelligence.

b) people with higher IQs reach the upper levels of society, while those with lower IQs fall to the bottom.

c) IQ is the product of the environment. So those who are born into a welfare family are destined to be on welfare for all of their lives.

d) higher IQ levels can be found in all racial and ethnic groups.

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?

232. Of the options below, which is a conclusion of The Bell Curve?

a) conventional IQ tests do not accurately measure intelligence.

b) higher IQ levels can be found in all racial and ethnic groups

c) IQ is the product of the environment. So those who are born into a welfare family are destined to be on welfare for all of their lives.

d) persons with lower IQ are most likely to be on welfare or become criminals.

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?

233. Genevieve is a child who was born to a young single mother from a disadvantaged neighbourhood. According to Herrnstein and Murray, which of the following outcomes would you predict for Genevieve?

a) If Genevieve works hard, she has the potential to improve her standing in life.

b) As long as Genevieve’s mother provides her with lots of books and educational opportunities, she will succeed.

c) Genevieve will have a low IQ so will remain in a disadvantaged neighbourhood.

d) Genevieve will be motivated to study harder to improve her 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?

234. The discussion in your textbook about The Bell Curve relates to

a) the normal distribution in statistics.

b) the fact that IQ scores are increasing across time.

c) IQ and heredity.

d) the problem of managing stereotype threat.

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?

235. The book The Bell Curve was extremely controversial and sparked a heated debate among researchers. What was the source of this controversy?

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?

236. If intelligence were proven to be strictly due to genetic factors, what would be a social implication of this?

a) more pressure on governments to provide stimulating environments

b) children living in disadvantaged homes will grow up and live in similar neighbourhoods

c) some people would think they were inherently superior to others

d) people will strive to reproduce with people from more affluent environments

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?

237. Which of the following would be a social implication of evidence showing that intelligence is strictly due to environmental factors?

a) more pressure on governments to provide stimulating environments

b) children living in disadvantaged homes will inevitably grow up and live in similar neighbourhoods, in an endless cycle

c) some people may think they are inherently superior to others based on their innate intelligence

d) people will strive to reproduce with people from more affluent environments for more intelligent offspring

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?

238. Maryum was distressed by the ideological stance of _______ and the implied claims of racial superiority in intelligence made by him(them).

a) Wechsler

b) Hernstein and Murray

c) Simon and Binet

d) Flynn

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?

239. All the following were conclusions offered by Hernstein and Murray in The Bell Curve EXCEPT

a) IQ is an important predictor of many measures of success in life.

b) It is likely that all the difference in intelligence between groups are due to genetic factors.

c) People with higher intelligence reach the upper levels of society. Those with lower IQ fall toward the bottom.

d) IQ tests should be used to allow those with high IQs access to opportunities.

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?

240. All the following are risks of exploring the issue of IQ and heredity EXCEPT

a) justifying claims that some people are inherently superior to others.

b) creation of a social structure that assigned people to classes according to parentage.

c) using possible genetic bases as a basis for controlling people.

d) raising issues about resource allocation to improve the intellectual achievements of vulnerable children in impoverished areas.

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?

241. The Canadian researcher who believes that races could be ranked in terms of characteristics such as IQ is

a) Charles Murray.

b) Philippe Rushton.

c) Richard Herrnstein.

d) David Suzuki.

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?

242. Which of the following should you do if you hear a claim like Rushton’s that there are racial differences in intelligence?

a) Accept it at face value as it is based on empirical research.

b) Remember that these group differences in intelligences are useful for predicting the intelligence of individuals within the group.

c) Keep in mind that race-related differences in intelligence have been found to reflect differences in environmental opportunities and not innate differences.

d) Do not forget that the tests available today are highly accurate and free of cultural biases.

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?

243. Which of the following is NOT accurate in terms of research on race, socio-economic status, and intelligence?

a) Intelligence is correlated with socio-economic status.

b) White parents put greater emphasis on IQ scores than minority parents.

c) Race is correlated with poverty.

d) Parents with greater financial means can supply a richer intellectual 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?

244. All the following are benefits of exploring the issue of IQ and heredity EXCEPT

a) justifying claims that some people are inherently superior to others.

b) acknowledging the role of critical thought and academic freedom in areas of study.

c) identifying racist views and ideologies and addressing them for what they really are.

d) raising issues about resource allocation to improve the intellectual achievements of vulnerable children in impoverished areas.

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?

245. If the heritability of intelligence is 50 percent, this means that

a) 50% of the population will have average intelligence.

b) 50% of an individual’s intelligence is inherited.

c) 50% of all differences or variabilities observed in a population’s intelligence test scores are due to genetic factors.

d) 50% of the difference between two individuals in the intelligence test scores are due to heredity.

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?

246. Heritability is best defined as

a) the extent to which differences between people in measures of a trait are due to genetic factors.

b) the degree to which an individual’s chromosomes contribute to a given trait.

c) the extent to which a given trait is malleable with environmental manipulations.

d) the degree to which a given trait will be pass on to the offspring of two reproducing adults.

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?

247. Heritability is used to refer to

a) the similarities between family members.

b) the extent to which differences among people is due to environmental influences.

c) the calculation of differences among people due to genetic and environmental influences.

d) the extent to which differences among people are attributable to genes.

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?

248. A heritability coefficient of zero for intelligence would mean that

a) a child’s intelligence is not at all similar to his or her parents’ intelligence.

b) there is no difference between a child’s intelligence and his or her parents’.

c) heredity is the sole influence on the variations of intelligence seen among people in a population.

d) heredity has no influence on variations of intelligence seen among people in a population.

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?

249. Which term refers to the overall extent that differences in IQ among people are attributable to genes?

a) heritability

b) coefficient

c) biological

d) environment

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?

250. When researchers say that the heritability of intelligence is 50%, they mean that

a) about half of a person’s intelligence is due to genetic factors.

b) genetics and environment are equally important in determining intelligence.

c) 50% of the variation in a population’s IQ scores is due to genetics.

d) half of the population lies within the normal range for intelligence.

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?

251. We know that the heritability coefficient for intelligence is roughly +0.50. What does this mean?

a) Intelligence is 50% heritable and 50% due to the environment.

b) 50% of the variability in IQ scores within a population is due to genetics.

c) If IQ scores within a population vary by more than 50%, then IQ is due to genetics.

d) As genetics relatedness increases, so does the correlation between IQ scores.

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?

252. What would the heritability coefficient be if a trait is mildly heritable?

a) 0

b) +0.20

c) +0.50

d) +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?

253. If a trait is strongly heritable, the heritability coefficient could be

a) 0.

b) +0.20.

c) +0.50.

d) +.90.

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?

254. Javeek discovers that the heritability coefficient for the trait of ‘being able to keep a secret’ is +0.18. What does this mean?

a) The trait is not heritable.

b) The trait is mildly heritable.

c) 18% of the people in a population will have the trait.

d) 18% of the trait is inherited.

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?

255. Lin-Manuel discovers that the heritability coefficient for the trait of ‘enjoying horror films’ is +0.87. What does this mean?

a) The trait is not heritable.

b) The trait is mildly heritable.

c) The trait is strongly heritable.

d) The trait is dominant.

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?

256. Grayson discovers that the trait of “engaging in and watching sports” is +.35. What does this mean?

a) The trait is not heritable.

b) The trait is mildly heritable.

c) The trait is strongly heritable.

d) 50% of the people in a given population have this trait.

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?

257. Dr. Thomas is studying the role of genetics and environment on intelligence. He studies pairs of identical twins raised together as well as identical twins raised apart. If Dr. Thomas finds that the correlation of IQ scores for the identical twins raised together is higher than those raised apart, it would suggest

a) Intelligence is largely due to environmental factors.

b) Intelligence is largely due to genetic factors.

c) Intelligence is due to an interaction between genetic and environmental factors.

d) Intelligence is strongly influenced by parenting styles.

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?

258. Which of the following statements is true?

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 higher than the correlation of scores of identical twins raised apart.

c) Fraternal twins have a correlation of +.86 on IQ scores, and identical twins have a correlation of +.60.

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?

259. Which of the following pairs of people are most likely to score the same on an IQ test?

a) Jason and Nolan, identical twins

b) Davad and Enid, fraternal twins

c) Malcolm and Jack, father and son

d) Remas and Noor, mother and daughter

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?

260. Researchers who have examined the IQ scores of adopted children have found

a) a high correlation between the children’s scores and the scores of their adoptive parents.

b) a high correlation between the children’s scores and the scores of their birth parents.

c) modest correlations between the children’s scores and the scores of adoptive parents, and modest correlations between the children’s scores and the scores of birth parents.

d) almost no correlation between the children’s scores and the scores of their adoptive parents.

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?

261. The correlation between the IQ test scores of Identical twins raised apart is

a) +.60.

b) +.75.

c) +.86.

d) +.92.

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?

262. The fact that the IQ scores for identical twins raised together is higher than those for identical twins raised apart suggests

a) intelligence is largely due to genetic factors.

b) intelligence is largely due to environmental factors.

c) intelligence is negatively influenced by environmental factors.

d) intelligence is due to an interaction between genetic and environmental factors.

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?

263. Jason and John are identical twins that have been raised in the same home. Lyle and Leon are identical twins that were adopted at birth by different families. Which of the following is the MOST likely outcome regarding the boys’ intelligence?

a) Jason and John will have higher IQ scores than Lyle and Leon.

b) Lyle and Leon will have higher IQ scores than Jason and John.

c) Jason and John will have more similar IQ scores than Lyle and Leon.

d) Lyle and Leon will have more similar IQ scores than Jason and John.

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?

264. Which of the following is the MOST accurate example of the interaction between genetics and environment as a determinant of intelligence?

a) Fraternal twins raised together have more similar IQ scores than identical twins.

b) Fraternal twins raised apart have more similar IQ scores than identical twins raised together.

c) Identical twins raised together have more similar IQ scores than identical twins raised apart.

d) Identical twins raised apart have more similar IQ scores than identical twins raised together.

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?

265. Researchers have found that the scores of adopted children are moderately related to the scores of their adoptive parents and moderately related to the scores of their biological parents. Based on these findings, your textbook suggests that the most appropriate interpretation would be that

a) heredity plays a much stronger role than environment in the development of intelligence.

b) environment plays a much stronger role than heredity in the development of intelligence.

c) heredity and environment are equally important.

d) the nature/nurture question is not a simple one to answer.

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?

266. Maria and Consuela are identical twins who were separated at birth. Maria was raised by a couple in northern Manitoba who exposed her to nature and science. Consuela was adopted by a couple in Toronto who focused on academic achievement and cultural activities. The twins both take an intelligence test and Maria scores much higher than Consuela. Which of the following is the BEST explanation for this difference?

a) Maria and Consuela took different intelligence tests.

b) Maria’s genes were superior to Consuela’s.

c) Consuela did not learn the cultural skills that her parents were emphasizing.

d) The trauma of separation had a greater impact on Maria and motivated her to strive for excellence.

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?

267. Which of the following is a possible social consequence of identifying genes as the main determinant of intelligence?

a) Intelligence could be improved by improving the quality of education to children in disadvantaged neighbourhoods.

b) Greater opportunities could be provided to children from all social classes.

c) Children from disadvantaged families would be expected to display lower intelligence.

d) A social structure could be created which assigns people to classes based on their parentage.

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?

268. The reaction range is best defined as

a) the amount that an individual’s score on a trait can change over the course of their life.

b) the upper and lower limit of a trait that is set by genetic factors.

c) the range in reaction times observed in an individual who is reacting to the same stimulus repeatedly.

d) the variability in scores on a trait in response to environmental factors.

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?

269. Inez is about to adopt a newborn and is discussing it with her best friend. Although her friend is happy for her, she cannot help but express her concerns that maybe Inez will end up with a baby who came from parents that were not ideal, particularly when it comes to intelligence. Inez replies that even if that is the case, if she provides a stimulating environment, she knows that she can help this child reach their full potential. What idea does Inez agree with?

a) critical period

b) coefficient of variation

c) heritability ratio

d) reaction range

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?

270. The notion of the reaction range as an interaction between genes and environment is best illustrated by which case below?

a) Emy was born into a middle class family. She lived in a nurturing environment and was provided with many opportunities for stimulation.

b) Luka was born to a single mother from a high risk, low income family. He was removed from the home before his first birthday and adopted by a nurturing upper class family that provided Luka with many opportunities.

c) Clara was born into poverty and lived with a neglecting and addicted father. There was no

d) Ben was born into an upper class family and provided with many opportunities for stimulation and growth.

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?

271. Identical twins, Dawn and Denise, are put up for adoption from birth. Although Denise is adopted by a loving upper-class family, Dawn spends most of her childhood in the orphanage with very little individual attention. Which of the following will be the most likely outcome?

a) Dawn will have a higher IQ than Denise.

b) Dawn and Denise will have different reaction ranges.

c) Denise will have an IQ near the upper limit of her reaction range and Dawn will be at the lower end of hers.

d) There will be no difference in Dawn and Denise’s IQs.

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?

272. The Fergusons have two adopted children. The children are NOT biologically related to each other. Which of the following is most likely to be true about the correlation of IQ scores between the two children?

a) It will be higher than the correlation of biologically related siblings raised apart.

b) It will be lower than the correlation between each of the children and their biological parents.

c) It will be lower than the correlation between each of the children and their adoptive parents.

d) It will be the same as biological siblings raised together.

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?

273. Dr. Jones is testing the intelligence of different pairs of twins. Aria and Amy are identical twins who were separated at birth and raised in different environments. Jackson and Jacob are identical twins who grew up together. Finally, Paige and Peter are fraternal twins who grew up together. Which pair of twins would most likely score the same on the test? Which pair would least likely score the same?

a) Jackson and Jacob would most likely score the same; Aria and Amy would least likely score the same.

b) Jackson and Jacob would most likely score the same; Paige and Peter would least likely score the same.

c) Jill and Phil would most likely score the same; Aria and Amy would least likely score the same.

d) both Aria and Amy and Jackson and Jacob would most likely score the same; Paige and Peter would least likely score 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?

274. Dr. Plymouth is testing the intelligence of the following pairs of twins:

1 – Elise and Beatrice are identical twins raised apart from birth

2 – Ivy and Eva are identical twins raised together

3 – Olivia and Logan are fraternal twins raised together

Rank these twins according to those who would MOST likely score the same on the intelligence test to those who would LEAST likely score the same.

a) 2 – 3 – 1

b) 2 – 1 – 3

c) 3 – 2 – 1

d) 1 = 2 – 3 (i.e., 1 & 2 are the same and both are more similar than 3)

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?

275. Dr. Plymouth is testing the intelligence of the following pairs of twins:

1 – Pia and Maria are identical twins raised apart from birth

2 – Alice and Elise are identical twins raised together

3 – Damian and Isla are fraternal twins raised together

Rank these twins according to those who would LEAST likely score the same on the intelligence test to those who would MOST likely score the same.

a) 1 – 3 – 2

b) 3 – 2 – 1

c) 3 – 1 – 2

d) 2 = 3 – 1 (i.e., 2 & 3 are the same and both are more similar than 1)

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?

276. Which of the following is NOT a suggestion for how parents can improve their children’s intelligence?

a) Organize the physical environment and the child’s activity schedule.

b) Set ambitious goals and reward the child for meeting them.

c) Avoid too much restriction and punishment.

d) Provide appropriate play materials.

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?

277. Which of the following best describes the relationship between intelligence and job complexity?

a) More intelligent people are more likely to work in complex jobs.

b) Working in complex jobs makes people more intelligent.

c) Wealthy people are more likely to be intelligent and more likely to work in complex jobs.

d) There is probably a reciprocal (two-way) relationship between intelligence and job complexity.

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?

278. Which factors may explain why the difference in IQ between individuals in urban and rural settings have declined in recent years?

a) decreased travel

b) internet access

c) greater isolation

d) declining school quality

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?

279. Rozlynn lives on a farm eighty miles from the nearest city. Which of the following is most likely when comparing Rozlynn’s IQ score to Lian’s, a child of the same age who lives in the city?

a) Rozlynn’s IQ score is likely about 6 points lower than Lian’s.

b) Rozlynn’s IQ score is likely about 6 points higher than Lian’s.

c) Rozlynn’s IQ score is likely about 2 points lower than Lian’s.

d) Rozlynn’s IQ score is likely about 2 points higher than Lian’s.

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?

280. Shira lives in a rural area about 50 km from the nearest town. Holly lives in the downtown core of a large Canadian city. Of all other factors were equal and you were to compare Shira and Holly’s IQ scores, which of the following would you be most likely to find?

a) Shira’s IQ score would be 6 points higher than Holly’s.

b) Shira’s IQ score would be 6 points lower than Holly’s.

c) Shira’s IQ score would be 2 points lower than Holly’s.

d) Shira’s IQ score would be 2 points higher than Holly’s.

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?

281. Which of the following would MOST accurately describe the relationship between schooling and IQ scores?

a) Higher IQ scores lead to greater success in school.

b) Higher IQ scores result from better quality education.

c) Higher IQ scores lead to greater success in school, and schooling leads to higher IQ scores.

d) More schooling leads to higher 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?

282. Why might schooling help improve intelligence scores?

a) Schools provide a stronger base knowledge of facts.

b) Schools provide students with the materials they require to learn.

c) Schools provide opportunities to acquire information and develop skills that are measured on intelligence tests.

d) Schools provide social and educational experiences that facilitate responding on 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?

283. Which of the following statements about school and intellectual development is true?

a) Children whose birthdays allow them to just 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.

b) Students’ IQ scores tend to drop during the school year as they struggle to learn a lot of additional information, and then rise during the summer when they are less stressed.

c) When children are moved from financially poor schools to more affluent schools, their IQ scores increase.

d) Children with very high intelligence scores tend to drop out of school because they get bored.

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?

284. Which of the following accurately describes the benefits of schooling to IQ scores?

a) School provides students with the materials required for effective learning.

b) School provides a stronger base knowledge of facts.

c) Schools provide social and educational experiences that facilitate responding on intelligence tests.

d) Schools provide opportunities to acquire information and develop skills that are measured on 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?

285. Agatha and Chloe attended preschool together. Next year Agatha will just be old enough to begin school, however, Chloe will miss the cut-off date by one week making it necessary for her to wait a year before she can attend. If both girls’ intelligence is measured at age 15, what will be the likely finding?

a) There will be no difference between the two girls IQ scores.

b) Chloe will have a higher IQ score than Agatha.

c) Agatha will have a higher IQ score than Chloe.

d) Agatha will have a slightly higher IQ score than Chloe, but the difference will diminish by the time they graduate.

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?

286. Based on the research findings presented in your textbook, which of the following reflects a difference in cultural differences toward intelligence between Westerners and Taiwanese-Chinese?

a) Westerners value a general cognitive factor; Taiwanese-Chinese value a specific cognitive factor.

b) Westerners believe that intelligence involves verbal skills; Taiwanese-Chinese do not include this in their definition of intelligence.

c) Westerners include interpersonal intelligence; Taiwanese-Chinese focus more on intrapersonal intelligence.

d) Westerners include intrapersonal intelligence; Taiwanese-Chinese focus more on interpersonal intelligence.

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?

287. Based on the research findings presented in your text, compared to Western cultures, Taiwanese-Chinese cultures are more likely to consider ___ to be an important intellectual ability.

a) general cognitive factor

b) intellectual self-assertion

c) interpersonal intelligence

d) intrapersonal intelligence

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?

288. Min, an exchange student from China, is discussing intelligence with his Canadian roommate, John. John feels he is intelligent because he has a high GPA. Min, on the other hand believes he is intelligent because he has many friends and is active in his community. Which student is correct?

a) John, is correct as academic success is highly correlated with intelligence.

b) Min is correct if he is referring to social intelligence.

c) Neither is correct. Intelligence is much broader than either student is claiming.

d) Both are correct. The two students have different definitions of intelligence based on their cultures.

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?

289. Which of the following is true about race and IQ scores?

a) Differences in IQ scores may be due to genetic differences between the groups.

b) Aboriginal Canadians have traditionally scored about 15 points lower than non-Aboriginal Canadians on IQ tests.

c) An individual who grows up in a poor environment will score worse than the average of individuals who grow up in an enriched environment.

d) Differences in environment progressively widen the gap between groups starting in high school, and this difference accelerates at the university level.

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?

290. Research results from Cherubini & Hodson (2012) assessing the situation of Indigenous education policy and practice in Ontario suggest that

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 used to predict individual performance for members of those groups.

d) differences in intelligence test scores between Indigenous and non-Indigenous Canadians can occur at the level of the individual but do not differ at the group level.

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?

291. Gillian is an Indigenous child attending a public school in Toronto. Which of the following could most help her achieve her educational goals?

a) making more funds available to the school

b) if her school acknowledges and celebrates indigenous values and heritage

c) if she is provided with additional educational support

d) if she has an indigenous teacher

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?

292. Your textbook speculates that public policy aimed at making more equitable resources available throughout society would have what effect?

a) lead to little change as the genetic component of intelligence would prevent long lasting change

b) cause intelligence to improve

c) lead to more similar intelligence scores across groups

d) create individual but not group differences

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?

293. Which of the following statements is true?

a) Early intervention programs improve the intellectual functioning of children from both impoverished and enriched environments.

b) Head Start programs have a strong effect on children in their early school years, and may continue to provide moderate advantages throughout the school years.

c) Early intervention programs that take place in a school setting are more effective than those that take place in a home setting.

d) Head Start programs are beginning to see a decrease in political and community support.

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?

294. The goal of programs such as Project Head Start, and Healthy Families is to

a) reduce the group differences in IQ scores.

b) explain the group differences in IQ scores.

c) reduce the involvement of child welfare and improve child and parental functioning.

d) improve child attendance at school, thereby increasing IQ scores.

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?

295. Lewontin’s plant analogy of intelligence is intended to explain

a) why two people who are raised in the same environment can have different IQ scores.

b) why the IQ scores of adopted children are more similar to their adoptive parents than their biological parents.

c) individual differences in IQ scores.

d) 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?

296. In Lewontin’s plant analogy of intelligence, how is the fact that the environment contributes to the variation between groups evident?

a) The plants in poor soil tend to be shorter than the plants in the fertile soil.

b) The plants from high quality seeds tend to be taller than the plants from low quality seeds.

c) Within a soil type, there is variation in the height of the plants.

d) Averages within a soil type cannot be applied to any individual in that soil type.

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?

297. In Lewontin’s plant analogy of intelligence, how is the fact that genetics contributes to the variation between groups evident?

a) The plants in poor soil tend to be shorter than the plants in the fertile soil.

b) The plants from high quality seeds in fertile soil tend to be taller than the plants from low quality seeds in poor soil.

c) Within a soil type, there is variation in the height of the plants.

d) Averages within a soil type cannot be applied to any individual in that soil type.

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?

298. A plant analogy of intelligence was discussed in your text; based on this analogy, which of the following statements is true?

a) All plants from the fertile soil group will be taller than the average height of the plants from the poor soil group.

b) All plants from the poor soil group will be shorter than the average height of the plants from the fertile soil group.

c) The tallest plant from the fertile soil group will be taller than the tallest plant from the poor soil group.

d) Plants from the fertile soil group will be taller, on average, than plants from the poor soil group.

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?

299. Enrolling in preschool and having involved parents has been shown to ________ intelligence levels.

a) increase

b) decrease

c) maintain

d) have no effect on

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?

300. Students from low-income neighbourhoods were less able to identify a yacht on an intelligence exam than students from the high-income areas. While a researcher may claim that one group of students has lower intelligence, the BEST explanation for the varied response is

a) genetics.

b) environmental enrichment.

c) the Flynn Effect.

d) cultural bias.

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?

301. Which of the following is a criticism of earlier versions of intelligence tests?

a) They did not reflect cultural differences in how intelligence was defined.

b) Problem-solving questions reflected experiences encountered only in higher socio-economic classes.

c) They focused on questions that were traditionally male-oriented.

d) Many of the questions were at such a high a level, minorities could not perform well.

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?

302. Jasmine is a single mother living in a low socio-economic neighbourhood. At least once a week, she takes her young son to the library to borrow books so they can read together every night. She has joined a toy library so that he can be exposed to a variety of stimulating toys. She has met with her son’s school to make sure her son takes advantage of any additional activities that might stimulate his cognitive development. This is an example of

a) educational intervention.

b) intellectual enrichment.

c) environmental intervention.

d) environmental enrichment.

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?

303. Which of the following is the best way to encourage intellectual development in children?

a) letting them play with many other children

b) sending them to preschool

c) exposing them to classical music

d) adding stimulating toys and books to their environment

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?

304. Which of the following is true about brain size and intelligence?

a) People with larger brains tend to be more intelligent.

b) More neurons throughout the brain are associated with higher levels of intelligence.

c) More intelligent people tend to have brains that work harder.

d) People with extremely large or small brains are more likely to exhibit mental deficiencies than are people with normal sized brains.

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

305. Martina overhears someone at a party saying that studies have shown that people with larger brains are more intelligent. Furthermore, this person claims that doctors have told him that he has an extraordinarily large brain, and thus, claim to also have superior intelligence. Martina decides to avoid that conversation because she knows from her psychology class that

a) people with extraordinarily large brains tend to score low on intelligence tests.

b) this person is likely exceptionally brilliant.

c) people with more neurons in their parietal lobe are more intelligent.

d) the size of individual neurons is more important for intelligence than the number of neurons.

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

306. Which of the statements regarding brain size are supported by evidence?

a) slower nerve conduction velocity is indicative of processing and is therefore associated with higher intelligence

b) males have 16% more neurons in their brains, and this accounts for their spatial superiority over females

c) people with more neurons in their frontal lobe perform better on intelligence tests

d) for those in the normal range of brain size, the overall size of the brain predicts intelligence

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

307. Studies suggest that highly intelligent brains process judgments

a) slowly.

b) correctly.

c) quickly.

d) unfairly.

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

308. The overall conclusion of nerve conduction velocity and electroencephalogram studies is that

a) highly intelligent people have larger than average brains.

b) highly intelligent people are, on average, able to make decisions more quickly.

c) highly intelligent people have a greater number of neurons in their brains than people of average intelligence.

d) highly intelligent people have a thicker cortex than those of average intelligence.

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

309. According to research using PET scans, what is a fundamental difference between intelligent brains and less-intelligent brains?

a) Intelligent brains function more efficiently than less-intelligent brains.

b) Intelligent brains are more impacted by genetics than less-intelligent brains.

c) Intelligent brains are shaped more by environment than less-intelligent brains.

d) Intelligent brains are more likely to induce impulsive behaviors than less-intelligent brains.

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

310. Cory tends to process mathematical information quickly and responds decisively to equation questions. Joe tends to process mathematical information less rapidly and answer with more hesitation. What can be concluded from this information?

a) Cory’s brain functions more efficiently than Joe’s brain, displaying a higher level of intelligence.

b) Cory is more of a daredevil than Joe, displaying an immature emotional intelligence.

c) Cory is more intelligent than Joe, revealing that his brain is bigger.

d) Cory’s brain induces impulsive behavior more often than Joe’s brain.

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

311. Which of the following most accurately summarizes the research on the relationship between brain size and mental functioning?

a) Neuroimaging studies suggest that larger brain size equates to better mental functioning.

b) Neuroimaging studies suggest that people with larger brains possess a larger number of neurons which facilitates mental functioning.

c) Although some neuroimaging findings support a correlation between brain size and mental functioning, most studies fail to find support for the relationship.

d) There is no support for a correlation between brain size and mental functioning.

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

312. Which of the following research questions could you answer using neuroimaging?

a) The relationship between brain size and brain activity.

b) The relationship between intelligence and brain speed.

c) The relationship between intelligence and the speed with which electrical impulses are transmitted along nerve fibres.

d) Gender differences in intelligence.

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

313. Which of the following properties has NOT been found to be different between the brains of high and low intelligent individuals?

a) brain size

b) number of neurons in the frontal lobe

c) neural efficiency

d) speed of neural communication

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

314. Research has found that the brains of people who score high and low on intelligence tests are different. Which of the following is NOT one of these differences?

a) Intelligent people have larger brains.

b) Intelligent people have more neurons in the frontal lobe.

c) Intelligent people have greater neural efficiency.

d) Intelligent people have faster neural communication.

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

315. Intelligence may be related to the number of neurons in the brain’s ___ lobes.

a) temporal

b) frontal

c) parietal

d) occipital

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

316. Individuals who score high on intelligence tests show some neuroanatomical differences compared to individuals who score low on intelligence tests. Which of the following is TRUE about these differences?

a) People who score high on intelligence tests tend to have brains that weigh more.

b) People who score high on intelligence tests have more neurons in their frontal lobes.

c) People who score high on intelligence tests tend to have more neurons throughout their brain.

d) People who score high on intelligence tests tend to have larger neurons.

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

317. Which of the following correctly identifies the relationship between the number of neurons in the brain and intelligence?

a) The number of neurons in the frontal lobe of the brain is related to general intelligence.

b) The total number of neurons in the brain predicts intellectual functioning.

c) The total number of neurons in the occipital lobe predicts intellectual functioning.

d) The total number of neurons in the brain only predicts intellectual functioning in males.

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

318. Which of the following persons would likely have higher intelligence?

a) Eitan, a male, whose brain is larger than average

b) Jie, a male, whose has a greater number of neurons in the parietal lobe

c) Iris, a female, who has a 15% smaller brain than Jie and Omar

d) Omar, 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

319. There are some differences in the brains of people who score high and low on intelligence tests. Which of the following is TRUE 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 slower speed of neural communication.

d) People who score high on intelligence tests tend to have an exceptionally thick cortex early in development.

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

320. Individuals who perform highly on cognitive tasks display some differences in brain activity as revealed by PET scan compared to individuals who perform poorly on these same tasks. Which of the following is TRUE about these differences?

a) People who perform highly on cognitive tasks tend to show more distributed activity in their brain.

b) People who perform highly on cognitive tasks tend to show higher overall activity in their brain.

c) People who perform highly on cognitive tasks tend to show lower overall activity in their brain.

d) People who perform highly on cognitive tasks tend to show more concentrated areas of activity in their brain.

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

321. Yosef is having a PET scan while he is doing a cognitive task. The PET scan shows a lower activity in Yosef’s brain while he is doing the task than for many of the other participants. What does this mean about Yosef’s performance on the task?

a) Yosef is likely doing very well on the task; his brain is working hard.

b) Yosef is likely not performing well on the task; his brain is not very efficient.

c) Yosef has likely given up on the task; his brain is shutting down.

d) Yosef has likely confused by the stimuli in the task; his working memory is disrupted.

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

322. Kelly is participating in a PET scan study on intelligence. When she does a verbal task, brain activity is greater in ___ prefrontal cortex, and when she does a spatial task, brain activity is greater in ___ prefrontal cortex.

a) the right; the left and right

b) the left and right; the left

c) the left and right; the right

d) the left; the left and right

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

323. Sam is taking an intelligence test while undergoing a PET scan. Which of the following most accurately describes what the PET scan will indicate?

a) The left lateral prefrontal cortex will be active when Sam is performing verbal tasks on the test, and the right lateral prefrontal cortex will be active when Sam is performing spatial tasks on the test.

b) The right lateral prefrontal cortex will be active when Sam is performing verbal tasks on the test, and the left lateral prefrontal cortex will be active when Sam is performing spatial tasks on the test.

c) The right inferior temporal cortex will be active when Sam is performing verbal tasks on the test, and the left inferior temporal cortex will be active when Sam is performing spatial tasks on the test.

d) The left inferior temporal cortex will be active when Sam is performing verbal tasks on the test, and the right inferior temporal cortex will be active when Sam is performing spatial tasks on the test.

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

324. Which of the following is true about brain activity and intelligence, as revealed by PET scans?

a) Brain activity and sugar processing are greater in people who are performing poorly on intellectual tasks.

b) Brain activity and sugar processing are greater in people who are performing well on intellectual tasks.

c) Elevated levels of activity show up as green or blue on a PET scan.

d) When test-takers are performing a verbal task, the right prefrontal cortex is more active on the PET scan.

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

325. During a PET scan, active areas of the brain that are breaking down glucose are represented by which colour?

a) orange

b) green

c) blue

d) grey

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

326. An electroencephalogram is used to

a) assess how actively the brain is metabolizing glucose at any given moment.

b) examine structures of the brain.

c) to record brain waves.

d) measure the speed with which electrical impulses are transmitted along nerve fibres.

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

327. If a researcher is interested in examining the relationship between intelligence and speed of decision making, which technology would provide the BEST measurement?

a) electroencephalogram

b) positron emission tomography

c) functional magnetic resonance imaging

d) cortical thickness imaging

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

328. Jenya is conducting a research study. She flashes an incomplete stimulus on one side of a computer screen and then quickly flashes a more complete stimulus on the other side. The participants are asked to indicate on which side the complete image appeared. If Jenya wants to measure the speed at which the brain processes the images, which of the following methods would she use?

a) nerve conduction velocity

b) electroencephalogram

c) positron emission tomography

d) fMRI

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

329. Chad is planning to do a research study on facial expressions using an electroencephalogram. Which of the following research questions would be BEST explored using this type of technology?

a) What structure in the brain is involved in the processing of facial expressions?

b) Which areas of the brain are most active during the processing of facial expressions?

c) Does the brain respond faster to happy faces than to angry faces?

d) Do people with larger brains process facial expressions faster?

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

330. The students in your introductory psychology class have agreed to participate in a research study using an EEG technique. Once the EEG is hooked up, the researcher flashes an incomplete stimulus on one side of the computer screen, and then a more complete stimulus on the other side of the screen. You are then asked to identify on which side of the screen the complete stimulus appeared. After the EEG portion of the study is complete, you are given an IQ test. What is the researcher most likely to find?

a) Those who are slower to identify the complete stimulus will score higher on the intelligence test as they process information more completely.

b) Those who are faster to identify the complete stimulus will score higher on the intelligence test as they use information more quickly than others.

c) Those who are faster to identify where they thought they saw the complete stimulus make more errors and tend to score lower on the intelligence test.

d) Those who are either very slow or very fast to identify the complete stimulus will have lower scores on the intelligence test.

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

331. Brian and Tahlia are both writing the same psychology exam. Tahlia is going through the questions very quickly and is confident that her answers are correct. Brian, on the other hand, is struggling to remember the material he studied. If both Brian and Tahlia were undergoing a PET scan while writing the exam, what would it show?

a) Brian would have higher levels of brain activity overall than Tahlia.

b) Tahlia would have higher levels of brain activity overall than Brian.

c) Brian would have higher levels of activity in both the frontal and occipital lobes than Tahlia.

d) Tahlia would have higher levels of activity in both the frontal and occipital lobes than Brian.

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

332. Which of the following statements about brain speed, brain activity, and intelligence is incorrect?

a) Highly intelligent people make decisions faster than less intelligent people.

b) EEG data indicates that more intelligent people are physiologically wired to acquire and use information more quickly than others.

c) Researchers have found significant correlations between nerve conduction velocity and IQ.

d) PET scans indicate that those doing well on an intellectual task show lower brain activity than those doing poorly.

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

333. Nerve conduction velocity (NCV) measures

a) levels of brain wave activity.

b) activity in specific brain structures.

c) how actively the brain is metabolizing glucose.

d) the speed with which electrical impulses are transmitted along nerve fibres and across synapses.

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

334. Kendall consistently scores very high on intelligence tests. What would you expect to find if you measured her nerve conduction velocity?

a) It will be very low.

b) It will be high for perceptual tasks and low for motor tasks.

c) It will be very high.

d) It will be high in the parietal lobe and low 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

335. Noa is the president of a large financial institution. When interviewed about her success, she reports that her ability to make quick decisions makes her an effective leader. What biological factor might contribute to Noa’s quick decision making?

a) Noa probably has a larger than average brain.

b) Noa probably has a thicker cortex that the average person.

c) Noa probably has a greater number of neurons in her brain than the average person.

d) Noa probably has a higher nerve conduction velocity than the average person.

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

336. Which of the following reflects the findings of the longitudinal study by Shaw et al. (2008) regarding changes in the brain during childhood and adolescence?

a) The brain becomes larger.

b) The frontal lobe becomes larger.

c) The brain becomes smaller as synaptic pruning occurs.

d) Changes in the thickness of the cortex occur.

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

337. Which of the following statements is true about the development of the cortex across the life span?

a) The cortex starts to thicken in childhood and adolescence and continues to thicken as we age.

b) People with dementias lose intellectual functioning because of a process called “pruning.”

c) Teenagers typically have more neural connections than elementary school children.

d) Changes in cortical thickness are most pronounced in the prefrontal cortex.

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

338. The thick cortex seen in late childhood may reflect a ________ number of neural connections; a thin cortex may reflect a _______ number of neurons.

a) higher; higher

b) higher; lower

c) lower; higher

d) lower; lower

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

339. Who is likely to have the thickest cortex?

a) Samuel, who suffers from Alzheimer’s disease

b) Joanne, who is a healthy 40 year old

c) Mirella, who is in Grade 11

d) Tyrone, who has just started kindergarten

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

340. Of the individuals below who is likely to be the most intelligent?

a) Natália, who had a thin cortex in early childhood that gradually thickened until around age 11 and then thinned into her late teen years

b) Enrique, who had a thick cortex in early childhood that continued to thicken until around age 11 and then thinned into his early teen years

c) Rosalie, who had a thick cortex in early childhood that continued to thicken until age 8 and then thinned and stopped at puberty

d) Maverick, who had a thin cortex in early childhood that continued to thin until around age 11 and then thickened into his teen years

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

341. When Rodolfo was born, he had a very thin cortex. Although it became much thicker, at the age of 11 or 12, it began to thin again. Based on patterns of brain growth as identified in your text, what could be predicted about Rodolfo’s intelligence?

a) Rodolfo is highly intelligent.

b) Rodolfo is of average intelligence.

c) Rodolfo is below average intelligence.

d) Rodolfo’s intelligence level is changing over time.

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

342. Qualia is participating in a research study that is investigating the changes in cortical thickness across development. As such, Qualia’s cortical thickness is measured every year from age 1 to 20 years using an MRI. The researchers discover that Qualia started out with a thick cortex that thickened some more until she was 8 years old, and then it gradually thinned into adolescence. If they tested Qualia’s intelligence after her last MRI scan, how would she likely score?

a) below average

b) average

c) above average

d) It is impossible to predict based on this information.

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

343. Which of the following accurately describes the relationship between cortical changes and the development of intelligence?

a) Those with higher intelligence begin with a thick cortex, it becomes thicker until age 11 or 12 and then thins. Those with lower intelligence begin with a thin cortex, it becomes thicker and then thins.

b) Those with higher intelligence begin with a thin cortex, it gets slightly thinner, and then thickens. Those with lower intelligence begin with a thick cortex, and it gradually becomes thinner across late childhood and adolescence.

c) Those with higher intelligence begin with a thin cortex, it thickens until age 11 or 12, and then thins during adolescence. Those with lower intelligence begin with a thicker cortex which thickens until age 8 and then thins.

d) Those with higher and lower intelligence begin with a thin cortex which thickens until late childhood, and then thinning begins.

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

344. Charlotte was raised in a rich social and learning environment. Thea was raised in a deprived environment. Which of the following may be an outcome of the girls’ different upbringings?

a) Charlotte’s brain will be slightly larger than Thea leading her to be more intelligent.

b) Charlotte’s brain will grow faster than Thea’s leading her to be more intelligent.

c) Charlotte’s prefrontal cortex will undergo a process of thickening and thinning that will unfold over a longer developmental span than Thea’s cortex. Charlotte will have a higher intelligence level than Thea.

d) Charlotte’s brain will have more neurons than Thea’s leading her to have a higher level of intelligence.

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

345. Which of the following is believed to be true about more intelligent people, compared to less intelligent people?

a) The process of cortical growth and pruning occurs over a long developmental span.

b) The process of cortical growth and pruning occurs over a short developmental span.

c) More intelligent people start off with a thicker cortex.

d) Pruning begins at an earlier age.

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

346. Someone who has an intellectual disability would display

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

347. An individual who displays general intellectual functioning that is well below average, and, at the same time, poor adaptive behaviour is described as having a(n)

a) developmental disorder.

b) intellectual deficit.

c) intellectual disability.

d) developmental challenge.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

348. Tabitha has an intelligence level that is well below average and is unable to live independently or support herself. Tabitha would be described as having a(n)

a) developmental disorder.

b) intellectual disability.

c) developmental challenge.

d) intellectual deficit.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

349. Which of the following is the MOST consistent sign of intellectual disability?

a) very slow reaction times

b) speech deficits

c) very slow learning

d) poor memory recall

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

350. Most people who have an intellectual disability would be categorized as

a) mild.

b) moderate.

c) severe.

d) profound.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

351. Approximately 80 – 85% of all persons with an intellectual disability fall into the category of ________ disability.

a) mild

b) moderate

c) severe

d) profound

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

352. Ava’s mother never wanted to get pregnant, and she did not take care of herself properly throughout the pregnancy. Furthermore, after Ava was born, her mother pretty much left her alone except for feedings and a new diaper. Ava had very few toys, no books, and did not get out of the house very much. What effect might this have on Ava’s development?

a) Ava may be diagnosed with a mild intellectual disability.

b) Ava may be diagnosed with Down’s syndrome.

c) Ava may be diagnosed with a moderate intellectual disability.

d) Ava may be diagnosed with a severe intellectual disability.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

Difficulty: Medium

Bloomcode: Application

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

353. Noland is 34 years old. He lives independently, supporting himself by working as a dishwasher in a restaurant. When he was younger, he had difficulty keeping up to the other students in school and, when he was under stress, he became very agitated and upset. He eventually dropped out of school because the other students teased him. Which of the following is Noland MOST likely to have?

a) Down syndrome.

b) Mild intellectual disability.

c) Moderate intellectual disability.

d) A personality disorder.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

354. Which of the following statements regarding mild intellectual disability is true?

a) The majority of individuals with this diagnosis have also been diagnosed with Down syndrome.

b) This diagnosis is linked primarily to familial factors.

c) Approximately 10 percent of all individuals diagnosed with an intellectual disability are in this category.

d) Mild intellectual disability is diagnosed at birth or in early infancy

Difficulty: Medium

Bloomcode: Analysis

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

355. What percentage of people with an intellectual disability would be considered to belong in the category of ‘moderate’?

a) 80 to 85

b) 1 to 2

c) 10

d) 3 to 4

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

356. ___% of the population scores between 85 and 115 on IQ tests.

a) 50

b) 68

c) 95

d) 99

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

357. People are categorized as intellectually disabled if their IQ score is below ___ and they have poor adaptive behaviour.

a) 85

b) 70

c) 68

d) 55

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

358. Joey has been classified as moderately to profoundly intellectually disabled. His IQ score is lower than ___% of the population.

a) 97.7

b) 95.0

c) 13.6

d) 2.3

Difficulty: Medium

Bloomcode: Application

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

359. Which of the following individuals, all in late elementary school, would be assessed with a moderate intellectual disability?

a) Stefen – was identified at birth and has trouble walking, and with language; he requires close supervision in his day-to-day life

b) Yasmin – was identified when she entered school and requires support with academic and social demands, especially when under stress

c) Chad – was identified in preschool and had trouble acquiring reading and number skills; he also has trouble with adaptive skills

d) Both Yasmin and Chad would be identified as moderate

Difficulty: Medium

Bloomcode: Application

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

360. Approximately ___% of people who are classified as intellectually disabled can benefit from schooling and support themselves as adults.

a) 90–95

b) 80–85

c) 50–-60

d) 30–40

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

361. Thirty-year-old Alex has an IQ of 67, has normal language skills, works packing groceries in a grocery store, and lives independently in his own apartment. Which of the following statements best describes Alex’s intellectual ability?

a) Alex does not meet the criteria of having an intellectual disability because he does not exhibit poor adaptive behaviour.

b) Alex has a mild intellectual disability.

c) Alex has a moderate intellectual disability.

d) Alex probably has a normal IQ and should be retested.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

362. In what category of intellectual disability do most affected people fall?

a) moderate

b) mild

c) severe

d) profound

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

363. Down syndrome is usually caused by

a) prenatal exposure to a teratogen such as measles.

b) the presence of extra chromosomal material on the twenty first chromosome.

c) missing chromosomal material on the twenty sixth chromosome.

d) heredity, as it is a genetic condition passed on by the mother.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

364. Leland has an IQ score of 65. In addition, he has a small head, flat face, slanted eyes, and high cheekbones. Based on Leland’s description and on statistics we can conclude that Leland’s mother probably ___.

a) drank alcohol during pregnancy

b) was exposed to rubella during pregnancy

c) was over the age of 35 when she became pregnant

d) had complications during the delivery of Leland

Difficulty: Hard

Bloomcode: Evaluation

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

365. Lina was born with Down syndrome. What label of intellectual disability would she most likely be given?

a) mild

b) profound

c) moderate

d) severe

Difficulty: Medium

Bloomcode: Application

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

366. Familial is to genetic as _____ is to _____.

a) moderate intellectual disability; Down syndrome

b) mild intellectual disability; Down syndrome

c) severe intellectual disability; FAS

d) mild intellectual disability; FAS

Difficulty: Medium

Bloomcode: Application

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

367. Which of the following is FALSE about Down’s syndrome?

a) Many people with mild intellectual disability have Down’s syndrome.

b) Down’s syndrome occurs in fewer than one in every 1,000 births.

c) The chances of having a Down’s syndrome child increase among women who are over 35 when they become pregnant.

d) Down’s syndrome is caused by a problem in the twenty-first pair of chromosomes.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

368. Which of the following people would most likely be given a label of having a mild intellectual disability?

a) Gavin - who lived in a disorganized and unstimulating home and has an unskilled job

b) Halim - who has motor and communication deficits and suffers from a seizure disorder

c) Farah- who was born with Down’s syndrome

d) Polly – cannot feed herself and is almost completely reliant on her caregiver

Difficulty: Medium

Bloomcode: Application

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

369. Which of the following individuals would be considered to have a moderate intellectual disability?

a) Len, who showed basic motor and language deficits in infancy, and currently lives in a group home with careful supervision

b) Shota, who did not show any deficits until he entered school, and now works in a low-stress, unskilled job

c) Preeta, who showed very noticeable limitations at birth, developed the ability to walk and feed herself very late but continues to require constant supervision

d) Devin, who showed clear deficits in language development in preschool, significant delays in reading and number skills in middle school, but as an adult can adequately communicate and care for himself

Difficulty: Medium

Bloomcode: Application

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

370. Which of the following individuals would be considered to have a severe intellectual disability?

a) Woo-jinn, who showed basic motor and language deficits in infancy, and currently lives in a group home with careful supervision

b) John, who did not show any deficits until he entered school, and he works in a low-stress, unskilled job

c) Shinto, who showed very noticeable limitations at birth, has developed the ability to walk and feed herself but requires constant supervision

d) Adriano, who showed clear deficits in language development in preschool, significant delays in reading and number skills in middle school, but as an adult he can adequately communicate and care for himself

Difficulty: Medium

Bloomcode: Application

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

371. Mina was identified with an intellectual disability as an infant when she first demonstrated basic motor and communication deficits. As an adolescent, she received some vocational training and now, as a young adult, works in a structured setting where she is carefully supervised. What diagnosis of intellectual disability would Mina be given?

a) severe

b) profound

c) extreme

d) moderate

Difficulty: Medium

Bloomcode: Application

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

372. Augustin was born with very noticeable limitations. Although he has learned to walk, has some communicative skills, and can feed himself, he requires considerable help in a supervised environment. What diagnosis of intellectual disability would Augustin be given?

a) severe

b) profound

c) extreme

d) moderate

Difficulty: Medium

Bloomcode: Application

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

373. What is the difference between a moderate intellectual disability and a severe intellectual disability?

a) A moderate intellectual disability can be overcome with extra stimulation, whereas a severe intellectual disability cannot.

b) A moderate intellectual disability is apparent in the preschool years, whereas a severe intellectual disability is apparent in infancy.

c) A moderate intellectual disability typically involves a disability in one facet of intelligence, whereas a severe intellectual disability involves a disability in multiple facets of intelligence.

d) A moderate intellectual disability is the diagnosis of most people with an intellectual disability, whereas a severe intellectual disability is the least common.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

374. Statistically, are there more people that fall at the extreme low end of the IQ range or more people in the high end of the IQ range?

a) there are more people at the extreme low end

b) there are more people at the extreme high end

c) there are equal numbers of people at the extreme low and high end

d) there used to be more people at the low end, but today there are far more people at the high end

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

375. If it were possible to test everyone in the world on the same intelligence test, would we find more people at the high end of the IQ range or the low end?

a) There are more people at the extreme low end.

b) There are more people at the extreme high end.

c) There are equal numbers of people at the extreme low and high end.

d) There used to be more people at the low end, but today there are far more people at the high end.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

376. Which of the following is NOT a common characteristic among gifted people?

a) They experience social and emotional difficulties, especially in adolescence.

b) They were raised in nurturing and stimulating environments.

c) They are intrinsically motivated.

d) They were pushed by their parents to succeed.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

377. Karim has been speaking in full sentences since he was a year old. He was completely conversational by 18 months of age. He is completing a degree in mathematics at the age of nine at Oxford University. Which of the following is probably true of Karim?

a) Karim’s parents are very hardworking and supported Karim’s giftedness.

b) Karim’s parents pushed Karim to study and to achieve.

c) Karim’s hard work, intrinsic motivation, and perseverance are entirely responsible for Karim’s success.

d) Karim experienced disproportionately more social and emotional difficulties than other children his age.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

378. Which of the following individuals shows the typical characteristics of someone who is gifted?

a) Liz, who had very demanding parents who expected a lot from her

b) Harry, who excels in social and emotional intelligence

c) Alec, who has deep intrinsic motivation

d) Mia, who came from a lower socio-economic family

Difficulty: Medium

Bloomcode: Application

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

379. Mei Ling started playing the violin at age two. Now, at age 14, she plays lead violin with the symphony orchestra in her city. Which of the following is MOST likely accurate about Mei Ling’s parents?

a) They have provided Mei Ling with high-level musical stimulation.

b) They monitor her very carefully to be sure she is not losing focus.

c) They make sure she practices regularly and push her to reach her full potential.

d) They do not model hard work for Mei Ling.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

380. Which of the following is NOT accurate about the social and emotional development of gifted children?

a) They often experience greater social and emotional difficulties than their peers, particularly in adolescence.

b) Gifted girls often try to hide their giftedness to fit in better with others.

c) Gifted boys are often role models and popular with their peers.

d) Gifted children are often socially isolated and introverted.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

381. Nadia and Darrinare are both 11-years old and gifted in different areas. Nadia is preparing to graduate from high school, and Darrin is a pianist who has just made his concerto debut. Which of the following would likely NOT be accurate about Nadia and Darrin?

a) They both have more social and emotional difficulties than their peers.

b) Darrin enjoys normal social and emotional interactions; however, Nadia has greater difficulties than his peers.

c) Nadia is more likely than Darrin to hide her giftedness from her peers.

d) Both Nadia and Darrin feel isolated and are introverted.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

382. Which of the following is NOT one of the characteristics of “giftedness”?

a) Many gifted people are raised in stimulating and nurturing environments.

b) Gifted people are often intrinsically motivated.

c) Excellent work ethic, intensive training, practice, and perseverance often lead to giftedness.

d) Some people who are academically gifted may not be equally gifted in social or emotional intelligence.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

383. One of the greatest problems in studying people who are gifted is that

a) there are too few of them to form a sample.

b) there are too many different areas of giftedness to study any one group.

c) psychologists do not agree on how to define giftedness.

d) it is difficult to determine who is gifted using standard intelligence tests.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

384. Children who are deemed ‘gifted’ share some common characteristics. Which of the following is one of these characteristics?

a) They will work harder for external rewards.

b) They have superior social and emotional intelligence along with academic intelligence.

c) They are pushed by parents who set high expectations for their children.

d) They are raised in stimulating environments.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

385. Children who are deemed ‘gifted’ share some common characteristics. Which of the following is NOT one of these characteristics?

a) They are intrinsically motivated.

b) They have difficulties with social and emotional intelligence.

c) They are pushed by parents who set high expectations for their children.

d) They are raised in stimulating environments.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

386. In what way is the label ‘intellectual disability’ like a label of ‘giftedness’?

a) Both labels are obvious early in infancy.

b) Both labels are solidified after adolescence.

c) Both labels depend on more than just IQ scores.

d) Both labels cover the same proportion of the population.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence.

MATCHING QUESTION

387. Match the appropriate terms in the left column to the definitions in the right column.

ANSWERS TO MATCHING QUESTION

1. E: Bioecological theory of intelligence

2. H: Learning disability

3. F: Standardization

4. Q: Intelligence quotient

5. L: Validity

6. D: Triarchic theory of intelligence

7. O: Mental age

8. B: s factor

9. J: Down’s syndrome

Difficulty: Easy

Bloomcode: Knowledge

FILL-IN-THE-BLANK

388. The ability to understand and control one’s mental activity is known as ___.

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?

389. Spearman developed a statistical technique called ___ for analyzing intelligence.

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?

390. Psychologist Howard Gardner is known for this theory of ___.

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?

391. Using Sternberg’s theory of intelligence, the ___ component is used when tasks are novel.

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?

392. Gardner’s theory that various intelligences emanate from different areas of the brain has caused it to be called a ___ of mental functioning.

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?

393. Individuals must be ___ motivated to fulfill their innate abilities and take advantage of their 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?

394. People with well-developed emotional intelligence tend to know how to comfort and encourage others. This element of emotional intelligence is referred to as ___.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

395. According to Sternberg, wisdom is primarily the product of ___ intelligence.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

396. Creative people often have a ___ personality, such that they are willing to tolerate risk, ambiguity, and initial failure.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

397. Intelligence test constructors typically assume a ___ view of test scores, where one person’s test score can be compared to another’s.

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?

398. The average score in a distribution is known as the ___.

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?

399. A correlation called a ___ coefficient correlates test scores with some related external criterion.

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?

400. Binet introduced the idea of ___ to illustrate how a child is intellectually functioning.

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?

401. Some argue that Western and Eastern intelligence test results CANNOT be compared because of ___ 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?

402. If genetic factors more clearly influence intelligence, ___ twins should have more similar IQ scores than fraternal twins.

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?

403. Investigations of financially poor schools have demonstrated that the ___ of the school environment affects intellectual performance.

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?

404. Researchers may investigate the bioelectrical activity of the brain by using a(n) ___.

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

405. Quade’s PET scan research suggests that verbal tests activate the left lateral ___ cortex.

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

406. Longitudinal research by Shaw suggests that changes in the thickness of the ___ have implications for the development of intelligence.

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

407. People with IQ scores between 50 and 70 are sometimes referred to as ___intellectually disabled because they can benefit from education and can support themselves as adults.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

408. Terman defined gifted individuals as those who scored above ___ on intelligence tests.

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

SHORT ANSWER ESSAY QUESTIONS

409. According to Spearman, what factor of intelligence underlies all distinct clusters of mental ability?

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?

410. What population did Gardner study to provide supportive evidence for his theory of multiple intelligences?

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?

411. On what construct does practical intelligence often rely?

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?

412. What is needed for a person with superior innate mental abilities to develop to their full potential?

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?

413. What learning theorist postulated about the existence of social intelligence?

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

414. Who developed the balance theory of wisdom to describe how wisdom is a special version of intelligence?

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

415. Which theorist believed that intelligence is a manifestation of personality?

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

416. What process is defined as obtaining meaningful test scores from a sample population using uniform procedures?

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?

417. What did the intelligence quotient (IQ) originally represent?

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?

418. What testing phenomenon may occur when people from a particular group perform poorly because they fear that their performance will conform to some negative belief about the group?

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?

419. What did Plomin and colleagues find the correlation of IQ scores between identical twins to be?

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?

420. The finding that rice farmers in Liberia are particularly adept at estimating quantities represents what type of influence on intelligence?

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?

421. What two trends in group differences in intelligence have been observed?

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?

422. What term describes the speed at which electrical impulses are transmitted along nerve fibres and across synapses?

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

423. What two areas of the brain may be activated by spatial tasks?

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

424. Changes in cortical thickness may be associated with what phenomenon?

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

425. What generally causes severe and profound levels of intellectual disability?

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

426. In Terman’s study, what name was given to participants with high intelligence scores who were studied longitudinally?

Difficulty: Easy

Bloomcode: Knowledge

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

ESSAY QUESTIONS

427. Describe the distinction between the g factor of intelligence and the s factor of intelligence as argued by Spearman.

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?

428. How does evidence from brain-damaged patients support Gardner’s theory of multiple intelligences?

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?

429. According to Sternberg, what type of intelligence is useful to possess in the workplace, and why is it important?

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?

430. Describe the prevailing theory of intelligence held by modern psychologists.

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?

431. Describe how Thorndike viewed social intelligence.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

432. Define creativity and provide an example of one creative solution you have used to address a problem in the past.

Difficulty: Medium

Bloomcode: Application

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

433. Describe 3 qualities of a “creative” environment.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Discuss several proposed types of intelligence that go beyond intellectual functioning.

Section Reference: Additional Types of Intelligence

434. Name and describe the statistical pattern intelligence test scores tend to follow?

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?

435. Explain 2 different methods that can be used to measure the reliability of scores obtained from a testing instrument.

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?

436. Describe Galton’s theory of psychophysical intelligence.

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?

437. Explain the Matthew Effect.

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?

438. Terman was an advocate of the eugenics movement. How did his work with intelligence tests address this philosophy?

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?

439. Define the Flynn effect and identify 2 factors that may contribute to changes in 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?

440. Describe the research methodology that Plomin and colleagues used to isolate the genetic component of IQ.

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?

441. Define the concept of reaction range.

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?

442. Describe how Taiwanese-Chinese intelligence theorists define intelligence.

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?

443. Discuss two ways in which a lack of finances in a family may contribute to less intellectual stimulation in children?

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?

444. Describe EEG findings that address intelligence.

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

445. Describe general findings from PET studies that indicate that glucose metabolism is associated with intelligence.

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

446. What pattern of cortical thickening was demonstrated by the most intelligent participants in Shaw’s study?

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

447. Explain the possible effect of crowdsourcing on brain size.

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

448. Describe 3 characteristics of Down’s syndrome?

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

449. Discuss 2 common characteristics of gifted individuals.

Difficulty: Easy

Bloomcode: Comprehension

Learning Objective: Discuss intellectual disability and giftedness.

Section Reference: Extremes in Intelligence

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