Deck 13: The Developing Mind: Binet,Piaget,and the Study of Intelligence

Question 1

Charles Spearman theorized that all intellectual tasks must entail two kinds of factors,a single common factor which he called ___________and a second kind that focused on__________.

A) comprehensive intelligence; specific abilities
B) abstract intelligence; practical intelligence
C) general intelligence; functional intelligence
D) general intelligence; specific abilities

Answer 1

general intelligence; specific abilities

Question 2

As he was beginning his self-instruction in psychology,Binet became particularly enthusiastic about which approach?

A) associationism
B) behaviorism
C) structuralism
D) functionalism

Answer 2

associationism

Question 3

In Piaget's terminology,the knowledge lacked by an infant,to the effect that things have continuing existences even when they are outside of immediate sensory awareness,is called the sense of:

A) conservation of existence.
B) self.
C) environmental stability.
D) object constancy.

Answer 3

object constancy.

Question 4

The first test of intelligence with substantial validity was developed in 1905 by:

A) Alfred Binet and Theodore Simon.
B) Alfred Binet and Victor Henri.
C) Frances Galton and J. M. Cattell.
D) William Stern and Lewis Terman.

Question 5

When Binet measured the reaction times of his young daughters he found:

A) their responses were slower than those of adults.
B) their responses were quicker than those of retarded children.
C) their responses were quicker than those of adults.
D) their responses were variable, depending on how well they paid attention to the task.

Question 6

"Mental orthopedics" was a program developed by Binet,intended to improve children's:

A) concentration, emotional intelligence and IQ.
B) concentration, attention and intellectual levels.
C) abstract reasoning, memory, and vocabulary.
D) reading, writing, and arithmetic.

Question 7

A crucial,innovative idea of Jean Piaget's was that:

A) intelligence varies quantitatively with age.
B) intelligence varies qualitatively with age.
C) learning can be greatly accelerated through the use of creating teaching technologies.
D) all of the above

Question 8

As a teenager and university student,Jean Piaget's formal training was primarily in the fields of:

A) philosophy and mathematics.
B) natural science and malacology.
C) psychology and history.
D) politics and law.

Question 9

Binet came to regard _________ as the "cholera" of psychology.

A) deception by the subjects in experiments
B) insufficient quantification of experimental results
C) insufficiently large samples of subjects
D) unintentional suggestion

Question 10

Binet and Simon discovered that normal children differed intellectually from retarded children primarily by being able to solve problems:

A) involving relations, such as left and right.
B) of arithmetic.
C) in general at a younger age.
D) all of the above

Question 11

The idea of summarizing the result of children's intelligence test results by a "quotient," the ratio of mental age to chronological age,was first proposed by:

A) William Stern.
B) Lewis Terman.
C) Theodore Simon.
D) Charles Spearman.

Question 12

Binet would probably have been skeptical about all of the following developments in intelligence testing except:

A) Piaget's discovery of the cognitive stages.
B) the invention of "IQ" to summarize the results of a test.
C) the concept of general intelligence.
D) the use of his test for measuring superior levels of intelligence.

Question 13

Piaget's original interest the subject of children's intelligence was aroused by:

A) his observation of the differences in intellectual "style" between his two equally intelligent daughters.
B) his personal experience as a precocious child.
C) his fascination with the question as to why children often gave incorrect answers to intelligence test items.
D) his desire to understand his own, relatively mediocre academic record as a child.

Question 14

After observing and comparing the behavior and test responses of his two daughters he characterized them as:

A) the "observer" and the "imaginer."
B) the "scientist" and the "artist."
C) the "introvert" and the "extrovert."
D) the "thinker" and the "feeler."

Question 15

Binet's case studies of creative and extraordinarily talented individuals led him to conclude that:

A) hard and systematic work was essential for their success.
B) there was great variability in the specific ways they went about their tasks.
C) most of them showed strong powers of imagery.
D) all of the above

Question 16

What did Catherine Cox's biographical study of historical geniuses suggest?

A) Many of them were "late bloomers" with relatively undistinguished childhoods.
B) Most of them came from privileged backgrounds.
C) If tests had been available, all would have achieved high IQs in childhood.
D) both b and c above

Question 17

The general term favored by Binet to summarize the main result of his intelligence tests was the:

A) IQ.
B) mental age.
C) general intelligence level.
D) intellectual level.

Question 18

Binet's major purpose in developing his intelligence tests was to:

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

Question 19

Lewis M.Terman became well known for:

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 20

Binet's work on "Individual Psychology" with Victor Henri finally led him to conclude that:

A) "projective tests" showed great promise for personality research.
B) the main components of someone's personality could be captured with five or six basic measures.
C) there is no substitute for extended and detailed case studies in understanding individuality.
D) both a and b above

Question 21

In Bruner's theory,the earliest mode of representation,in which a child begins by doing something with a new stimulus object,is called the:

A) sensory-motor mode.
B) iconic mode.
C) activity mode.
D) enactive mode.

Question 22

According to Jerome Bruner's theory,the three "modes" in which people learn about objects are in terms of A)their perceptual quality,B)doing things with them,and C)the symbols for representing them.What is the normal sequence in which these occur,and which of these sequences should be followed in ideal teaching methods?

A) A, then B, then C
B) B, then A, then C
C) B, then C, then A
D) C, then A, then B

Question 23

What philosophical approach profoundly affected young Piaget?

A) Mill's associationism
B) Spinoza's pantheism
C) Bergson's creative evolution
D) Kant's idealism

Question 24

According to Piaget's theory,___________________is an important procedure a child must learn to perform in the course of attaining both object constancy and the conservation of quantity.

A) logical deduction
B) symbolic thinking
C) reversal of operations
D) abstraction

Question 25

According to Piaget's theory,a child in the ___________ stage of intelligence lacks the ability to solve problems involving ___________.

A) concretely operational; conservation of volume
B) preoperational; object constancy
C) formally operational chemical combination
D) sensory-motor; conservation of quantity

Question 26

Piaget's favored term for his general theory and approach was:

A) genetic epistemology.
B) cognitive developmental psychology.
C) qualitative stage psychology.
D) individual psychology.

Question 27

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

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

Question 28

Piaget believed all of the following except:

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 29

Bärbel Inhelder was important to Piaget as:

A) the person who introduced him to intelligence testing.
B) a student of his who went on to collaborate with him in studying cognitive development.
C) a student of his who went on to collaborate with him in studying the development of artistic ability.
D) one of his first subjects when she was a child, who went on to collaborate with him in the study of moral development.

Question 30

Piaget's work and theories had major impact on the development of all of the following areas except:

A) Cognitive psychology.
B) Educational psychology.
C) Developmental psychology.
D) Personality psychology.