Question 1

Which of the following is evidence that is most consistent with Howard Gardner's theory of multiple intelligences?

Accepted Answer

A) Some people with very low IQ scores nevertheless have specific,extreme talents. 
B) IQ scores can be influenced by environmental factors (e.g. ,where someone grew up). 
C) People who score high on IQ tests also seem to be more emotionally intelligent. 
D) IQ scores can be influenced by personal beliefs (e.g. ,endorsement of stereotypes). 
A) Some people with very low IQ scores nevertheless have specific,extreme talents. 
B) IQ scores can be influenced by environmental factors (e.g. ,where someone grew up). 
C) People who score high on IQ tests also seem to be more emotionally intelligent. 
D) IQ scores can be influenced by personal beliefs (e.g. ,endorsement of stereotypes).

Question 2

Which of the following is NOT a benefit received from using a means-end analysis to solve a problem?

Accepted Answer

A) It highlights the differences between the current state and the goal state. 
B) It often leads a person to break a problem into subproblems. 
C) It can highlight what the next step in the problem solution should be. 
D) It encourages the person to move away from the goal initially,so as to get to the goal faster. 
A) It highlights the differences between the current state and the goal state. 
B) It often leads a person to break a problem into subproblems. 
C) It can highlight what the next step in the problem solution should be. 
D) It encourages the person to move away from the goal initially,so as to get to the goal faster.

Question 3

Which of the following is one reason why a creative person might be better able to problem-solve than a less creative person?

Accepted Answer

A) Creative people almost always "think outside of the box." 
B) Creative people are more likely to step away from the problem and let their mind wander. 
C) Creative people experience "Aha!" moments more often than less creative people. 
D) Creative people tend to be experts in their respective domains. 
A) Creative people almost always "think outside of the box." 
B) Creative people are more likely to step away from the problem and let their mind wander. 
C) Creative people experience "Aha!" moments more often than less creative people. 
D) Creative people tend to be experts in their respective domains.

Question 4

Which of the following statements does NOT support the notion that the environment influences intelligence scores?

Accepted Answer

A) Thinking about a stereotype pertaining to one's group (e.g. ,gender,race)can influence how well someone does on an IQ test. 
B) IQs are more similar among monozygotic twins than among dizygotic twins. 
C) IQs are lower overall among children who come from impoverished environments. 
D) Changing the environment can lead to an improvement in IQ score. 
A) Thinking about a stereotype pertaining to one's group (e.g. ,gender,race)can influence how well someone does on an IQ test. 
B) IQs are more similar among monozygotic twins than among dizygotic twins. 
C) IQs are lower overall among children who come from impoverished environments. 
D) Changing the environment can lead to an improvement in IQ score.

Question 5

According to Wallas's theory of creativity,the initial period in which a problem solver gathers information is known as

Accepted Answer

A) verification. 
B) incubation. 
C) preparation. 
D) initialization. 
A) verification. 
B) incubation. 
C) preparation. 
D) initialization.

Question 6

In order to teach students to be better problem solvers,we should do all of the following EXCEPT

Accepted Answer

A) teach some of the general-purpose heuristics such as means-end analysis. 
B) teach students that it is better to memorize related problems rather than understand them. 
C) provide students with experience in the relevant domains so that they will have a basis from which to draw analogies. 
D) encourage students to approach their training with attention to deep structure rather than to surface details. 
A) teach some of the general-purpose heuristics such as means-end analysis. 
B) teach students that it is better to memorize related problems rather than understand them. 
C) provide students with experience in the relevant domains so that they will have a basis from which to draw analogies. 
D) encourage students to approach their training with attention to deep structure rather than to surface details.

Question 7

Dr.Jean Yuss has created a new test that she claims can measure intelligence with only 15 questions.Dr.Yuss administers this test to Alex three times,and each time Alex scores only 35% on the test.Other tests of intelligence,however,suggest that Alex is quite intelligent.Which of the following is most likely true of this new test?

Accepted Answer

A) The test is not a reliable measure of intelligence,but it is a valid measure. 
B) The test may be a reliable measure of intelligence,but seems not to be a valid measure. 
C) The test is both a reliable measure of intelligence and a valid measure. 
D) The test is neither a reliable measure of intelligence nor a valid measure. 
A) The test is not a reliable measure of intelligence,but it is a valid measure. 
B) The test may be a reliable measure of intelligence,but seems not to be a valid measure. 
C) The test is both a reliable measure of intelligence and a valid measure. 
D) The test is neither a reliable measure of intelligence nor a valid measure.

Question 8

A problem-solving set

Accepted Answer

A) is generally a deterrent to problem solving,so one should seek to approach a problem without a set. 
B) is an obstacle for novice problem solvers but not for experts. 
C) is crucial for well-defined problems but cannot help with ill-defined problems. 
D) often helps because the set leads us to ignore a number of options that obviously will not lead to the goal. 
A) is generally a deterrent to problem solving,so one should seek to approach a problem without a set. 
B) is an obstacle for novice problem solvers but not for experts. 
C) is crucial for well-defined problems but cannot help with ill-defined problems. 
D) often helps because the set leads us to ignore a number of options that obviously will not lead to the goal.

Which of the following is evidence that is most consistent with Howard Gardner's theory of multiple intelligences?

Which of the following is NOT a benefit received from using a means-end analysis to solve a problem?

Which of the following is one reason why a creative person might be better able to problem-solve than a less creative person?

Which of the following statements does NOT support the notion that the environment influences intelligence scores?

According to Wallas's theory of creativity,the initial period in which a problem solver gathers information is known as

In order to teach students to be better problem solvers,we should do all of the following EXCEPT

A problem-solving set

The Science of the Mind

The Neural Basis for Cognition

Visual Perception

Recognizing Objects

Paying Attention

The Acquisition of Memories and the Work-Ing-Memory System

Interconnections Between Acquisi-Tion and Retrieval

Remembering Complex Events

Concepts and Generic Knowledge

Languag

Visual Knowledg

Judgment and Reasoning

Conscious Thought,Unconscious Thought

Filters

Exam 13: Problem Solving and Intelligence

Which of the following is evidence that is most consistent with Howard Gardner's theory of multiple intelligences?

Which of the following is NOT a benefit received from using a means-end analysis to solve a problem?

Which of the following is one reason why a creative person might be better able to problem-solve than a less creative person?

Which of the following statements does NOT support the notion that the environment influences intelligence scores?

According to Wallas's theory of creativity,the initial period in which a problem solver gathers information is known as

In order to teach students to be better problem solvers,we should do all of the following EXCEPT

A problem-solving set

The Science of the Mind

The Neural Basis for Cognition

Visual Perception

Recognizing Objects

Paying Attention

The Acquisition of Memories and the Work-Ing-Memory System

Interconnections Between Acquisi-Tion and Retrieval

Remembering Complex Events

Concepts and Generic Knowledge

Languag

Visual Knowledg

Judgment and Reasoning

Conscious Thought,Unconscious Thought

Filters