Exam 8: A: Intelligence and Individual Differences in Cognition

Gardner believes that schools should foster all intelligences.

Gifted children need like-minded peers who stimulate their interests.

According to Gardner, each intelligence is regulated by distinct regions of the brain.

Dynamic testing measures what a child has learned in the past.

Research has shown that gifted children tend to be emotionally troubled and unable to get along with their peers.

Scores from infant intelligence tests are not highly related to later IQ scores because infant tests measure different abilities than tests administered to children and adolescents.

There are two types of factors that may put individuals at risk for intellectual disabilities: biomedical and social.

The Stanford-Binet and the WISC-IV employ dynamic testing.

Intelligence test scores are effective in predicting success in the workplace, particularly for more complex jobs.

Creativity is associated with convergent thinking.

In terms of IQ scores, fraternal twins develop more similarly than identical twins.

Most gifted children's talent will flourish even if it is not nourished by parents or mentors.

IQ scores are poor predictors of school performance.

Group intelligence tests provide information about many people quickly and inexpensively.

The Stanford-Binet provides a verbal IQ, a performance IQ, and an overall IQ.

Modern definitions of giftedness are associated exclusively with scholastic skills.

All of Gardner's intelligences are included in psychometric theories of intelligence.

Encouraging children to think of alternatives to conventional wisdom fosters creativity.

Intelligence includes analytic, creative, and practical abilities, but these may not be as completely independent as Sternberg proposed initially.

Limited intellectual skill often is defined as a score of 100 or less on an intelligence test.