Question 1

What percentage of people would we expect to score more than two standard deviations below the mean on an IQ test?

Accepted Answer

A)  2% 
B)  20-25% 
C)  50% 
D)  65% 
A)  2% 
B)  20-25% 
C)  50% 
D)  65%

Question 2

Sternberg has identified three types of intelligence: practical, creative, and __________.

Accepted Answer

A)  physical 
B)  fluid 
C)  analytical 
D)  scientific 
A)  physical 
B)  fluid 
C)  analytical 
D)  scientific

Question 3

Adopted children generally have IQ scores __________ similar to those of their biological parents than to those of their adoptive parents; the similarity in IQ to the biological parents __________ as these adopted children grow older.

Accepted Answer

A)  more...decreases 
B)  more...increases 
C)  less...decreases 
D)  less...increases 
A)  more...decreases 
B)  more...increases 
C)  less...decreases 
D)  less...increases

Question 4

In contrast to the Stanford-Binet and Wechsler IQ tests (WAIS and WISC), the advantage of the Raven's Progressive Matrices test is that it

Accepted Answer

A)  provides subscores representing different abilities. 
B)  is more appropriate for use with blind people. 
C)  has been revised more frequently. 
D)  is equally fair to people who speak different languages. 
A)  provides subscores representing different abilities. 
B)  is more appropriate for use with blind people. 
C)  has been revised more frequently. 
D)  is equally fair to people who speak different languages.

Question 5

Some African American students may perform poorly on standardized tests because they fear their performance may reflect badly on their group. One explanation for this is

Accepted Answer

A)  test anxiety. 
B)  stereotype threat. 
C)  test discrimination. 
D)  stereotype prophecy. 
A)  test anxiety. 
B)  stereotype threat. 
C)  test discrimination. 
D)  stereotype prophecy.

Question 6

What does it mean to say that Raven's Progressive Matrices is a "culture-reduced" test?

Accepted Answer

A)  Performance on this test has been declining over the years in our culture. 
B)  It measures abilities that are taught in some cultures and not in others. 
C)  It calls for little factual information or use of language. 
D)  It was prepared by representatives of all the world's major cultures. 
A)  Performance on this test has been declining over the years in our culture. 
B)  It measures abilities that are taught in some cultures and not in others. 
C)  It calls for little factual information or use of language. 
D)  It was prepared by representatives of all the world's major cultures.

Question 7

If a test is valid, the scores predict other kinds of performance that we care about. For example,

Accepted Answer

A)  scores on an IQ test should predict success in relationships. 
B)  scores on a personality inventory should predict grades in school. 
C)  scores on an IQ test should predict success in school. 
D)  scores on a personality test should predict success in different job tasks. 
A)  scores on an IQ test should predict success in relationships. 
B)  scores on a personality inventory should predict grades in school. 
C)  scores on an IQ test should predict success in school. 
D)  scores on a personality test should predict success in different job tasks.

Question 8

What would be one way to determine the predictive validity of an IQ test?

Accepted Answer

A)  Find out whether or not the content of the test corresponds to theories of intelligence. 
B)  Calculate the mean and the standard deviation for a large number of people who take the test. 
C)  Find out whether people who get high scores the first time they take the test also get high scores when they take it a second time. 
D)  Measure the correlation between performance on the test and performance in school. 
A)  Find out whether or not the content of the test corresponds to theories of intelligence. 
B)  Calculate the mean and the standard deviation for a large number of people who take the test. 
C)  Find out whether people who get high scores the first time they take the test also get high scores when they take it a second time. 
D)  Measure the correlation between performance on the test and performance in school.

Question 9

When does a psychologist who is administering the Stanford-Binet end the test for an 8-year-old child?

Accepted Answer

A)  when the child misses his or her first item 
B)  when the test reaches the items designated as "age 8" 
C)  when the child begins to consistently miss items 
D)  when all of the items have been presented 
A)  when the child misses his or her first item 
B)  when the test reaches the items designated as "age 8" 
C)  when the child begins to consistently miss items 
D)  when all of the items have been presented

Question 10

The researcher associated with developing the triarchic theory is

Accepted Answer

A)  Raymond Cattell 
B)  Francis Crick 
C)  Alan Turing 
D)  Robert Sternberg 
A)  Raymond Cattell 
B)  Francis Crick 
C)  Alan Turing 
D)  Robert Sternberg

Question 11

Both reliability and validity are measured by

Accepted Answer

A)  factor analysis. 
B)  correlation coefficients. 
C)  imaginary numbers. 
D)  standard deviations. 
A)  factor analysis. 
B)  correlation coefficients. 
C)  imaginary numbers. 
D)  standard deviations.

Question 12

If a test has not yet been standardized, then

Accepted Answer

A)  scores fluctuate widely from one time to another. 
B)  scores on the test do not correlate with performance on another task. 
C)  the content of the test does not match the field it is supposed to cover. 
D)  we do not know the norms. 
A)  scores fluctuate widely from one time to another. 
B)  scores on the test do not correlate with performance on another task. 
C)  the content of the test does not match the field it is supposed to cover. 
D)  we do not know the norms.

Question 13

If genetics play no role in a trait, then

Accepted Answer

A)  identical twins reared in very different environments should be more similar than unrelated people. 
B)  fraternal twins reared together should be much more similar than identical twins reared together. 
C)  adopted children should look more like their biological parents than their adoptive parents. 
D)  identical twins reared apart should be less similar than fraternal twins reared together. 
A)  identical twins reared in very different environments should be more similar than unrelated people. 
B)  fraternal twins reared together should be much more similar than identical twins reared together. 
C)  adopted children should look more like their biological parents than their adoptive parents. 
D)  identical twins reared apart should be less similar than fraternal twins reared together.

Question 14

To determine the validity of an IQ test, we measure

Accepted Answer

A)  whether the people who score high one time also score high another time. 
B)  whether the mean score is the same for all groups. 
C)  whether the items at the start of the test are easier or harder than those at the end. 
D)  whether the scores correlate positively with grades in school. 
A)  whether the people who score high one time also score high another time. 
B)  whether the mean score is the same for all groups. 
C)  whether the items at the start of the test are easier or harder than those at the end. 
D)  whether the scores correlate positively with grades in school.

Question 15

Spearman inferred the existence of a "g" factor in intelligence because of his evidence that, on the average,

Accepted Answer

A)  people who live in prosperous countries do better on IQ tests than those in poorer and less educated countries. 
B)  each generation of people scores higher on IQ tests than the last generation. 
C)  people who do well on a test of one ability also do well on tests of other abilities. 
D)  high-IQ parents tend to have high-IQ children. 
A)  people who live in prosperous countries do better on IQ tests than those in poorer and less educated countries. 
B)  each generation of people scores higher on IQ tests than the last generation. 
C)  people who do well on a test of one ability also do well on tests of other abilities. 
D)  high-IQ parents tend to have high-IQ children.

Question 16

The disagreement between Spearman (who proposed the "g" factor) and Raymond Cattell had to do with

Accepted Answer

A)  whether all IQ tests measure the "g" factor or whether only some tests measure it. 
B)  whether differences in intelligence depend mostly on genetics or mostly on environment. 
C)  whether the "g" factor is present in all people or just in some. 
D)  whether the "g" factor has just one major component or two. 
A)  whether all IQ tests measure the "g" factor or whether only some tests measure it. 
B)  whether differences in intelligence depend mostly on genetics or mostly on environment. 
C)  whether the "g" factor is present in all people or just in some. 
D)  whether the "g" factor has just one major component or two.

Question 17

According to Raymond Cattell, the "g" factor in intelligence has two major components:

Accepted Answer

A)  inherited and acquired. 
B)  fluid and crystallized. 
C)  verbal and performance. 
D)  slow and fast. 
A)  inherited and acquired. 
B)  fluid and crystallized. 
C)  verbal and performance. 
D)  slow and fast.

Question 18

Suppose someone demonstrated that there are several kinds of intellectual abilities that correlate poorly or negatively with one another. That demonstration would be evidence against

Accepted Answer

A)  Sternberg's triarchic theory of intelligence. 
B)  Gardner's theory of multiple intelligences. 
C)  Spearman's "g" factor. 
D)  the theory that heredity contributes to intelligence. 
A)  Sternberg's triarchic theory of intelligence. 
B)  Gardner's theory of multiple intelligences. 
C)  Spearman's "g" factor. 
D)  the theory that heredity contributes to intelligence.

Question 19

When Spearman described the "g" factor in intelligence, what did the "g" stand for?

Accepted Answer

A)  general 
B)  gifted 
C)  genetic 
D)  group 
A)  general 
B)  gifted 
C)  genetic 
D)  group

Question 20

Suppose someone devises a new IQ test and we discover that tall people get higher test scores than short people do. What, if anything, should we do to determine whether or not this test is biased against short people?

Accepted Answer

A)  Interview short people who took the test to see if they felt the test was biased against them. 
B)  Statistically analyze the results to see if, in fact, the two groups did get different scores. 
C)  Look at school performances to see if the test accurately predicts performances of both short and tall people. 
D)  Nothing else needs to be done: The mere fact that the test reports a difference between short and tall people is evidence of test bias. 
A)  Interview short people who took the test to see if they felt the test was biased against them. 
B)  Statistically analyze the results to see if, in fact, the two groups did get different scores. 
C)  Look at school performances to see if the test accurately predicts performances of both short and tall people. 
D)  Nothing else needs to be done: The mere fact that the test reports a difference between short and tall people is evidence of test bias.

Exam 9: Intelligence

What percentage of people would we expect to score more than two standard deviations below the mean on an IQ test?

Sternberg has identified three types of intelligence: practical, creative, and __________.

Adopted children generally have IQ scores __________ similar to those of their biological parents than to those of their adoptive parents; the similarity in IQ to the biological parents __________ as these adopted children grow older.

In contrast to the Stanford-Binet and Wechsler IQ tests (WAIS and WISC), the advantage of the Raven's Progressive Matrices test is that it

Some African American students may perform poorly on standardized tests because they fear their performance may reflect badly on their group. One explanation for this is

What does it mean to say that Raven's Progressive Matrices is a "culture-reduced" test?

If a test is valid, the scores predict other kinds of performance that we care about. For example,

What would be one way to determine the predictive validity of an IQ test?

When does a psychologist who is administering the Stanford-Binet end the test for an 8-year-old child?

The researcher associated with developing the triarchic theory is

Both reliability and validity are measured by

If a test has not yet been standardized, then

If genetics play no role in a trait, then

To determine the validity of an IQ test, we measure

Spearman inferred the existence of a "g" factor in intelligence because of his evidence that, on the average,

The disagreement between Spearman (who proposed the "g" factor) and Raymond Cattell had to do with

According to Raymond Cattell, the "g" factor in intelligence has two major components:

Suppose someone demonstrated that there are several kinds of intellectual abilities that correlate poorly or negatively with one another. That demonstration would be evidence against

When Spearman described the "g" factor in intelligence, what did the "g" stand for?

Suppose someone devises a new IQ test and we discover that tall people get higher test scores than short people do. What, if anything, should we do to determine whether or not this test is biased against short people?

What Is Psychology

A --What Is Psychology

Scientific Methods in Psychology

A--Scientific Methods in Psychology

Biological Psychology

A--Biological Psychology

Sensation and Perception

A--Sensation and Perception

Nature, Nurture, and Human Development

A--Nature, Nurture, and Human Development

Learning

A--Learning

Memory

A--Memory

Cognition and Language

A--Cognition and Language

A--Intelligence

Consciousness

A--Consciousness

Motivated Behaviors

A--Motivated Behaviors

Emotional Behaviors, Stress, and Health

A--Emotional Behaviors, Stress, and Health

Social Psychology

A--Social Psychology

Personality

A--Personality

Abnormality, Therapy, and Social Issues

A--Abnormality, Therapy, and Social Issues

Specific Disorders and Treatments

A--Specific Disorders and Treatments

Exam Extenssion: S 1-16--Final Examination

Filters

Adopted children generally have IQ scores similar to those of their biological parents than to those of their adoptive parents; the similarity in IQ to the biological parents as these adopted children grow older.