Question 1

Match the definition to the term.
-IQ

Accepted Answer

A) a mathematical formula developed by Stern to summarize the results of a Binet-type intelligence test and consisting of the ratio of mental age to chronological age 
B) Spearman's concept of a single common factor of generalized mental "power," applicable in some degree to all intellectual tasks 
C) term for the single score result children received on Binet and Simon's intelli-gence tests 
D) Terman's revision to Stern's intelligence quotient,which multiplied the fraction by 100 to eliminate decimals 
E) the calculation of intelligence quotients so that they are indications of where sub-jects stand on normal distributions of previous results from people of their own age 
A) a mathematical formula developed by Stern to summarize the results of a Binet-type intelligence test and consisting of the ratio of mental age to chronological age 
B) Spearman's concept of a single common factor of generalized mental "power," applicable in some degree to all intellectual tasks 
C) term for the single score result children received on Binet and Simon's intelli-gence tests 
D) Terman's revision to Stern's intelligence quotient,which multiplied the fraction by 100 to eliminate decimals 
E) the calculation of intelligence quotients so that they are indications of where sub-jects stand on normal distributions of previous results from people of their own age

Question 2

Piaget believed all of the following EXCEPT

Accepted Answer

A)  that intellectual, biological, and social development were integrated. 
B)  that knowing about the sequence of developmental stages would potentially allow learning to be accelerated in children almost beyond limits. 
C)  that children should have a balance of direction and freedom in their development and learning. 
D)  that development cannot be accelerated beyond certain natural and biologically given limits. 
A)  that intellectual, biological, and social development were integrated. 
B)  that knowing about the sequence of developmental stages would potentially allow learning to be accelerated in children almost beyond limits. 
C)  that children should have a balance of direction and freedom in their development and learning. 
D)  that development cannot be accelerated beyond certain natural and biologically given limits.

Question 3

Match the idea with the individual.
-Jerome Bruner

Accepted Answer

A) genetic epistemology 
B) mental orthopedics 
C) modes of representation 
D) two-factor theory of intelligence 
E) zone of proximal development (ZP
D)  
A) genetic epistemology 
B) mental orthopedics 
C) modes of representation 
D) two-factor theory of intelligence 
E) zone of proximal development (ZP
D)

Question 4

In developing his intelligence tests,David Wechsler was particularly influenced by which aspect(s)of the World War I Army testing program?

Accepted Answer

A)  that the army tests were administered to groups rather than individuals 
B)  that the army tests were very successful in identifying excellent officer candidates 
C)  that there was a version of the army test designed for groups of illiterate subjects 
D)  that the army tests heavily emphasized vocabulary and abstract reasoning 
A)  that the army tests were administered to groups rather than individuals 
B)  that the army tests were very successful in identifying excellent officer candidates 
C)  that there was a version of the army test designed for groups of illiterate subjects 
D)  that the army tests heavily emphasized vocabulary and abstract reasoning

Question 5

What was Binet's major purpose in developing his intelligence tests?

Accepted Answer

A)  to accurately diagnose subnormal children 
B)  to identify the best breeding stock for eugenic purposes 
C)  to learn how people think about complicated problems 
D)  to test for the effect of suggestibility on academic performance 
A)  to accurately diagnose subnormal children 
B)  to identify the best breeding stock for eugenic purposes 
C)  to learn how people think about complicated problems 
D)  to test for the effect of suggestibility on academic performance

Question 6

Lewis M.Terman became well known for which of the following?

Accepted Answer

A)  revising the Binet-Simon Intelligence scale and researching children who were mentally retarded 
B)  revising the Binet-Simon Intelligence scale and researching children who were mentally advanced 
C)  revising Stern's IQ formula and researching children who were mentally retarded 
D)  revising Stern's IQ formula and promoting the concept of "general intelligence" 
A)  revising the Binet-Simon Intelligence scale and researching children who were mentally retarded 
B)  revising the Binet-Simon Intelligence scale and researching children who were mentally advanced 
C)  revising Stern's IQ formula and researching children who were mentally retarded 
D)  revising Stern's IQ formula and promoting the concept of "general intelligence"

Question 7

In the latter part of his life Binet collaborated in the writing of a series of __________.

Accepted Answer

A)  books for young children 
B)  macabre plays with violent and ghoulish themes 
C)  musical plays including songs of his own composition 
D)  philosophically themed novels 
A)  books for young children 
B)  macabre plays with violent and ghoulish themes 
C)  musical plays including songs of his own composition 
D)  philosophically themed novels

Question 8

Which of the following best defines the Flynn effect?

Accepted Answer

A)  the fact that people's scores on vocabulary tests decline with advancing age 
B)  the fact that people's scores on "performance" tests decline with advancing age 
C)  the fact that people's scores on recently standardized IQ tests tend to be higher than on older ones 
D)  the fact that people's scores on recently standardized IQ tests tend to be lower than on older ones 
A)  the fact that people's scores on vocabulary tests decline with advancing age 
B)  the fact that people's scores on "performance" tests decline with advancing age 
C)  the fact that people's scores on recently standardized IQ tests tend to be higher than on older ones 
D)  the fact that people's scores on recently standardized IQ tests tend to be lower than on older ones

Question 9

Match the publication with its author.
-Alfred Binet

Accepted Answer

A) Genetic Studies of Genius 
B) L'Étude Experimentale de l'Intelligence (The Experimental Study of Intelligence) 
C) The Child's Construction of Quantities: Conservation and Atomism 
D) The Kallikak Family 
A) Genetic Studies of Genius 
B) L'Étude Experimentale de l'Intelligence (The Experimental Study of Intelligence) 
C) The Child's Construction of Quantities: Conservation and Atomism 
D) The Kallikak Family

Question 10

Match the definition to the term.
-concrete operations stage

Accepted Answer

A) Piaget's earliest stage of development,from birth to 2 years of age,in which a child's intelligence involves sensory and motor activities and has nothing to do with abstract thought in the adult sense 
B) Piaget's fourth stage of development,typically beginning around age 11 or 12 and characterized by the emergence of experimental or inductive reasoning,and analyzing problems systematically 
C) Piaget's second stage of development,between ages 2 and 7,in which children have developed an appreciation of object constancy but are still unable to under-stand the fact that certain properties of objects remain the same regardless of their appearance 
D) Piaget's third stage of development,in which children around the age of 7 gain an appreciation of abstract concepts such as quantity and volume,which are con-served even as substances undergo changes in appearance 
A) Piaget's earliest stage of development,from birth to 2 years of age,in which a child's intelligence involves sensory and motor activities and has nothing to do with abstract thought in the adult sense 
B) Piaget's fourth stage of development,typically beginning around age 11 or 12 and characterized by the emergence of experimental or inductive reasoning,and analyzing problems systematically 
C) Piaget's second stage of development,between ages 2 and 7,in which children have developed an appreciation of object constancy but are still unable to under-stand the fact that certain properties of objects remain the same regardless of their appearance 
D) Piaget's third stage of development,in which children around the age of 7 gain an appreciation of abstract concepts such as quantity and volume,which are con-served even as substances undergo changes in appearance

Question 11

A child who thinks he or she gets more meat by cutting up one large piece into several smaller ones illustrates the particular inability that is characteristic of Piaget's __________ stage.

Accepted Answer

A)  concretely operational 
B)  formally operational 
C)  preoperational 
D)  preverbal 
A)  concretely operational 
B)  formally operational 
C)  preoperational 
D)  preverbal

Match the definition to the term. -IQ

Piaget believed all of the following EXCEPT

Match the idea with the individual. -Jerome Bruner

In developing his intelligence tests,David Wechsler was particularly influenced by which aspect(s)of the World War I Army testing program?

What was Binet's major purpose in developing his intelligence tests?

Lewis M.Terman became well known for which of the following?

In the latter part of his life Binet collaborated in the writing of a series of __________.

Which of the following best defines the Flynn effect?

Match the publication with its author. -Alfred Binet

Match the definition to the term. -concrete operations stage

A child who thinks he or she gets more meat by cutting up one large piece into several smaller ones illustrates the particular inability that is characteristic of Piaget's __________ stage.

Introduction: Studying the History of Psychology

Foundational Ideas from Antiquity

Pioneering Philosophers of Mind: Descartes, Locke, and Leibniz

Physiologists of Mind: Brain Scientists from Gall to Penfield

The Sensing and Perceiving Mind: From Kant through the Gestalt Psychologists

Wundt and the Establishment of Experimental Psychology

The Evolving Mind: Darwin and His Psychological Legacy

Measuring the Mind: Galton and Individual Differences

American Pioneers: James, Hall, Calkins, and Thorndike

Psychology as the Science of Behavior: Pavlov, Watson, and Skinner

Social Influence and Social Psychology: From Mesmer to Milgram and Beyond

Mind in Conflict: Freudian Psychoanalysis and Its Successors

Psychology Gets “Personality”: Allport, Maslow, and the Broadening Field

Minds, Machines, and Cognitive Psychology

Applying Psychology: From the Witness Stand to the Workplace

The Art and Science of Clinical Psychology

Filters

Exam 14: The Developing Mind: Binet, Piaget, and the Study of Intelligence

Match the definition to the term. -IQ

Piaget believed all of the following EXCEPT

Match the idea with the individual. -Jerome Bruner

In developing his intelligence tests,David Wechsler was particularly influenced by which aspect(s)of the World War I Army testing program?

What was Binet's major purpose in developing his intelligence tests?

Lewis M.Terman became well known for which of the following?

In the latter part of his life Binet collaborated in the writing of a series of __________.

Which of the following best defines the Flynn effect?

Match the publication with its author. -Alfred Binet

Match the definition to the term. -concrete operations stage

A child who thinks he or she gets more meat by cutting up one large piece into several smaller ones illustrates the particular inability that is characteristic of Piaget's __________ stage.

Introduction: Studying the History of Psychology

Foundational Ideas from Antiquity

Pioneering Philosophers of Mind: Descartes, Locke, and Leibniz

Physiologists of Mind: Brain Scientists from Gall to Penfield

The Sensing and Perceiving Mind: From Kant through the Gestalt Psychologists

Wundt and the Establishment of Experimental Psychology

The Evolving Mind: Darwin and His Psychological Legacy

Measuring the Mind: Galton and Individual Differences

American Pioneers: James, Hall, Calkins, and Thorndike

Psychology as the Science of Behavior: Pavlov, Watson, and Skinner

Social Influence and Social Psychology: From Mesmer to Milgram and Beyond

Mind in Conflict: Freudian Psychoanalysis and Its Successors

Psychology Gets “Personality”: Allport, Maslow, and the Broadening Field

Minds, Machines, and Cognitive Psychology

Applying Psychology: From the Witness Stand to the Workplace

The Art and Science of Clinical Psychology

Filters