Deck 10: Intelligence and School Achievement

Question 1

Which of the following is not one of related sets of the hierarchical model of cognitive abilities?

A)verbal abilities
B)spatial abilities
C)speed of processing
D)spatial reasoning

Answer 1

D

Question 2

Research has shown that IQ predicts reasonably well individual differences in all of the following except

A)social acceptance.
B)academic performance.
C)occupational status.
D)longevity.

Answer 2

A

Question 3

Evidence that the average IQ of people in the developed world showed steady increases over the decades of the 20th century is called

A)the cumulative deficit effect.
B)the Flynn effect.
C)the Pygmalion effect.
D)the positive manifold.

Answer 3

B

Question 4

A form of self-fulfilling prophecy, in which a person internalizes the expectations of an authority figure is called

A)the cumulative deficit effect.
B)the Flynn effect.
C)the Pygmalion effect.
D)the positive manifold.

Question 5

Which of the following is not evidence indicating that the relationship between school achievement and IQ may be a two-way street?

A)There is a small but significant drop in children's IQs over summer vacation.
B)Children who start school late have lower IQs than children who start school on schedule.
C)Average IQ scores get higher with age.
D)There is a strong, positive correlation between years of education and IQ.

Question 6

At 1 year of age, the correlations between infant and adult IQ are

A)negative.
B)stable.
C)low.
D)high.

Question 7

IQ tests are constructed so that scores are normally distributed, with the average score at any age being 100, with a standard deviation of

A)-5
B)-15
C)15
D)30

Question 8

Which of the following is not a suggestion made by psychologist Miller-Jones to improve assessment of minority children with IQ and other standardized tests?

A)The cognitive processes that might be involved in the task should not be specified.
B)Multiple tasks with different materials should be used with the same individual.
C)Procedures are needed so that an examiner can probe for the reasoning of a child's answers.
D)Tests must be appropriate for the culture from which the child comes.

Question 9

A person with an IQ of 115 has a score equal to or greater than about what percent of the population?

A)63%
B)72%
C)84%
D)98%

Question 10

Essentially, the logic behind the construction of IQ tests is that test makers look for items that

A)measure intelligence as a factor of age.
B)differentiate between people.
C)show similarities between people.
D)are too difficult for most people.

Question 11

IQ and other tests of intellectual abilities are the product of the testing, called the

A)theory of multiple intelligences.
B)triarchic theory of intelligence
C)psychometric approach.
D)whole-language approach.

Question 12

Which of the following are biologically determined and reflected by tests of memory span, speed of processing, and spatial thinking?

A)learning abilities
B)innate abilities
C)crystallized abilities
D)fluid abilities

Question 13

Which one of the following is not meant by the question, "Is intelligence as measured by IQ stable"?

A)"Do children maintain their same rank order with respect to other children at different times?"
B)"Will the average 5-year-old become the average 10- or 18-year-old?"
C)"Will the above-average preschooler become the high-IQ 12-year-old?"
D)"Are the average 5-year-old and the average 10-year-old with identical IQs of 100 equally smart?"

Question 14

The fact that people who performed well (or poorly) on individual tests that purported to assess intelligence tended to perform similarly on other tests, even if their content was seemingly unrelated was named

A)general intelligence.
B)the positive manifold.
C)the Pygmalion effect.
D)the Flynn effect.

Question 15

Which of the following is not one of the indexes of the Wechsler Scale of Intelligence?

A)Verbal Comprehension
B)Mathematical Reasoning
C)Perceptual Reasoning
D)Processing Speed

Question 16

Tests to assess intelligence for children under 2 years of age use which of the following?

A)an intelligence quotient score
B)a developmental quotient score
C)a reflex ability score
D)a responsive score

Question 17

Spearman and others proposed that that there is a single, domain-general cognitive process that underlies intelligence, called

A)general intelligence.
B)the positive manifold.
C)the Pygmalion effect.
D)the Flynn effect.

Question 18

The psychometric approach holds that intelligence can be described in terms of underlying

A)mental factors.
B)primary abilities.
C)secondary abilities.
D)types of intelligences

Question 19

All of the following are possible reasons for the differences in IQ between European American and minority children except

A)minority children are more likely than European American children to live in low-socioeconomic status homes.
B)the cultures of minorities are typically less sophisticated than those of European Americans.
C)minorities are aware of stereotypes for their particular social group and tend to confirm the negative stereotype when it is activated.
D)the tests are biased and based on skills and knowledge that are deemed important by the majority culture.

Question 20

On average, what is the tendency for IQ scores of African American children compared with European American children?

A)They are about the same.
B)They are 1 or 2 points lower, which is statistically insignificant.
C)They are about 10 to 15 points lower.
D)They are about 10 to 15 points higher.

Question 21

In the triarchic theory of intelligence, which of the following describes the information-processing components of intelligence?

A)the componential subtheory
B)the experiential subtheory
C)the procedural subtheory
D)the contextual subtheory

Question 22

Which of the following is not an area in which people with savant syndrome are typically gifted?

A)music
B)math
C)memory
D)language

Question 23

The only psychological measures that have been found to predict school performance better than IQ are those reflecting

A)reasoning.
B)strategies.
C)executive function.
D)attention span.

Question 24

By far, the greatest change in IQ over the 20th century occurred in

A)fluid intelligence.
B)crystallized intelligence.
C)spatial intelligence.
D)bodily-kinesthetic intelligence.

Question 25

According to Sternberg's theory, what causes people to get smarter with age?

A)knowledge
B)experience
C)increased IQ
D)instruction/education

Question 26

All of the following are criticisms of Gardner's theory of multiple intelligences except

A)athletic ability is not typically considered to be a mental operation.
B)it includes abilities that most have not typically considered to be in the realm of intelligence.
C)it is not possible to incorporate many of its main principles in regular classrooms.
D)it is questionable whether or not it is testable.

Question 27

In the triarchic theory of intelligence, which of the following describes how well children deal with new information and integrate it with what they already know?

A)the componential subtheory
B)the experiential subtheory
C)the procedural subtheory
D)the contextual subtheory

Question 28

One of the most popular alternative theories to the psychometric approach of intelligence today is Sternberg's ___ , which considers the context in which intelligence is assessed and how people deal with knowledge, particularly new information.

A)Stanford-Binet test
B)Wechsler scales
C)theory of multiple intelligences
D)triarchic theory of intelligence

Question 29

People with practical intelligence may also excel in

A)linguistic intelligence.
B)spatial intelligence.
C)social intelligence.
D)logical-mathematical intelligence.

Question 30

Which of the following aspects of the experiential subtheory is associated with a high level of intelligence?

A)selection
B)shaping
C)adaptation
D)automatization

Question 31

Which of the following has been the most widely applied to education since the advent of the psychometric approach more than 100 years ago?

A)Sternberg's triarchic theory of intelligence
B)Gardner's theory of multiple intelligences
C)the Wechsler scales
D)the Stanford-Binet test

Question 32

According to Gardner's theory, which of the following types of intelligences was most apparent in the careers of former U.S. Presidents Bill Clinton and Ronald Reagan?

A)linguistic intelligence
B)bodily-kinesthetic intelligence
C)interpersonal intelligence
D)intrapersonal intelligence

Question 33

The ability to perceive the physical environment accurately and to re-create or transform aspects of that environment is what type of intelligence, according to Gardner?

A)spatial intelligence
B)naturalist intelligence
C)logical-mathematical intelligence
D)spiritual-existential intelligence

Question 34

All of the following are typical of prodigies except

A)they are usually males.
B)they are usually gifted in music.
C)they have exceptionally high IQs.
D)they have unusual levels of self-confidence.

Question 35

Children who decide they would be better off selecting an environment to interact in that is different from one they find themselves in is an example of

A)adaptation.
B)social relativism.
C)shaping.
D)selection.

Question 36

Which of the following would not likely be a part of a classroom based on multiple intelligences?

A)The classroom has a philosophy of "Who you are is more important than what you know."
B)Teachers create assessment tools such as projects, exhibitions, and presentations.
C)Teachers create the curriculum: lessons, units, themes.
D)The classroom is curriculum centered.

Question 37

People gifted in which of the following have "street smarts"?

A)the componential subtheory
B)the experiential subtheory
C)the procedural subtheory
D)the contextual subtheory

Question 38

The description of persons having "islands of genius" best describes which of the following?

A)geniuses
B)savants
C)masterminds
D)whizzes

Question 39

According to Sternberg, assessments of a person's of analytic, creative, and practical intelligence

A)have fairly low correlations to one another.
B)have fairly high correlations to one another.
C)are part of a general intelligence factor.
D)cannot be assessed without the others.

Question 40

Sternberg proposed that all of the following determine children's success in their culture, so that children can be evaluated by how well they function with respect to each process, except for

A)adaptation.
B)social relativism.
C)shaping.
D)selection.

Question 41

Most researchers and educators classify a child as being intellectually disabled if his or her IQ is

A)70 or below.
B)80 or below.
C)90 or below.
D)100 or below.

Question 42

Which of the following is true of biologically secondary abilities?

A)They have an evolutionary history.
B)They are universal.
C)They must be taught.
D)Children spontaneously engage in them.

Question 43

Why is it difficult to evaluate the long-term benefits of the Head Start program in a scientific way?

A)because it is not representative of the entire American population
B)because it is funded at public expense
C)because it is difficult to keep track of the children who were involved with it
D)because it was not set up as an experiment

Question 44

The occurrence in which multiple risks persisting over many years add up, resulting in children who display deficits in social, emotional, and cognitive functioning is called

A)the cumulative deficit effect.
B)the Flynn effect.
C)the Pygmalion effect.
D)the Matthew effect.

Question 45

Which of the following is likely to be true of children who live in overcrowded, understaffed institutions and who receive little individual attention?

A)They have slightly lower IQs than those of other children their age.
B)They have about the same IQs of other children their age.
C)They have higher IQs than other children of the same age.
D)Their IQs are often within the intellectually disabled range.

Question 46

Children living in overcrowded, understaffed institutions show significant cognitive impairment, especially if they are not removed and placed in more supportive environments before the age of

A)1 year.
B)2 years.
C)4 years.
D)6 years.

Question 47

The Abecedarian Program was more successful than other preschool compensatory programs in fostering long-term success most likely because of all of the following except

A)it began at age 2 and continued through age 5.
B)children attended all year long, not just during the school year.
C)it had a low student-to-teacher ratio that allowed the staff to individualize instruction.
D)about half the participants received school-age intervention from kindergarten through grade 3.

Question 48

Nelson proposed that children in the most deprived institutionalized environments are cognitively impaired for all of the following reasons except

A)they do not have species-typical experiences.
B)their brain have elevated levels of glucose metabolism.c their brains may lose too many neurons and synapses.
C)they have a reduction in cortical brain activity.

Question 49

In considering experience and intelligence, it is most useful to distinguish among all of the following except

A)heredity.
B)establishment.
C)maintenance.
D)modification.

Question 50

In the study of very-low-birth-weight infants born into homes of low socioeconomic status, which of the following aspects of the mothers' behaviors did not predict their children's level of intellectual development at 12 months of age?

A)Mothers who tried to maintain their children's interest in some ongoing activity had children with higher cognitive and language scores than did less-engaging mothers.
B)Mothers who attempted to stop what their children were doing or saying had children with lower cognitive scores.
C)Mothers who attempted to stop what their children were doing or saying had children with lower language scores.
D)Mothers who were restrictive has children with higher cognitive and language scores.

Question 51

People whose intellectual impairments show no identifiable biological reason are described as being

A)cumulative.
B)organic.
C)cultural familial.
D)inherited.

Question 52

In the study of children from Romanian orphanages, children who were placed in foster care between 6 and 24 months of age had IQs

A)significantly higher than children who were placed in foster care after age 2.
B)similar to those of children in the institutionalized group.
C)significantly higher than children who had never been institutionalized.
D)similar to those who had never been institutionalized.

Question 53

The long-term effects of preschool compensatory education programs have been found to ___ when no booster programs following these programs were used.

A)strongly persist
B)essentially be insignificant
C)gradually be lost
D)immediately be lost

Question 54

Usually, children who are considered gifted have IQs that are

A)100 or higher.
B)120 or higher.
C)130 or higher.
D)one deviation above the mean.

Question 55

One important reason for the stability of IQ over time is that children's ________ tend to stay relatively stable.

A)environments
B)interests
C)families
D)activities

Question 56

Which of the following is probably the most important intellectual tool for people in literate societies?

A)speech
B)listening
C)reading
D)writing

Question 57

One hypothesis for gifted children's greater use of strategies is that it is tied to their

A)greater knowledge base.
B)greater overall awareness.
C)greater level of creativity.
D)greater interest in intellectual challenges.

Question 58

Most compensatory education programs of the latter half of the 20^th century shared the following things in common except

A)they had low student-teacher ratios.
B)language was emphasized.
C)children were taught problem-solving skills and strategies that would be useful in school.
D)children were taught problem-solving skills and strategies that would be useful at home.

Question 59

One finding about people with intellectual impairment is that their cognitive skills tend to be

A)less similar to one another than those of higher-IQ people.
B)more similar to one another than those of higher-IQ people.
C)less integrated with one another than those of higher-IQ people.
D)less homogeneous than those of higher-IQ people.

Question 60

Children spontaneously labeling objects in their environment, counting small quantities of objects, and using objects as tools are examples of

A)biologically primary abilities.
B)biologically secondary abilities.
C)selection abilities.
D)adaptation abilities.

Question 61

The phenomenon in which the difference between good and poor readers increases over time is called

A)the cumulative deficit effect.
B)the Flynn effect.
C)the Pygmalion effect.
D)the Matthew effect.

Question 62

Which of the following is most important in young children producing good writing?

A)correct spelling
B)uniformly sized letters
C)punctuation
D)spaces between words

Question 63

Kindergarten and first-grade children's early attempts at writing are difficult to decipher, mainly because

A)they cannot read.
B)their fine-motor skills are not well enough developed.
C)they cannot spell correctly.
D)their attention spans are too short.

Question 64

All of the following are associated with gender differences in reading except

A)Boys are far more likely than girls to be identified as having reading disabilities.
B)Girls and women have higher levels of reading abilities than boys and men from an early age.
C)Girls' superiority in reading ability is greater for high-interest stories than low-interest stories.
D)Boys are not as motivated to read as girls are.

Question 65

Research has shown that children tell richer and lengthier narratives when they reach school age than their peers when their parents have

A)read to them by pointing out pictures and labeling them.
B)read to them and asked them questions for feedback.
C)read to them using elaborate conversational styles.
D)read to them on a routine basis.

Question 66

Given their constant exposure to exposure to written text, children as young as ____ can distinguish among drawings, numbers, and writing.

A)1 year
B)2 years
C)4 years
D)5 years

Question 67

Which of the following has been found to predict the later reading ability of preschoolers?

A)emergent literacy
B)phonemic awareness
C)phonological recoding
D)metacognitive awareness

Question 68

Vygotsky's term for becoming aware that written symbols represent oral language symbols that, in turn, represent real objects and people in the world is

A)first order symbolism.
B)second-order symbolism.
C)the whole language approach.
D)contextualism.

Question 69

The skills, knowledge, and attitudes that are the precursors of conventional reading and writing include all of the following except

A)understanding some of the conventions of print.
B)the ability to recognize and name letters.
C)the ability to recognize basic words, such as one's name.
D)emergent literacy.

Question 70

The most effective approach to teaching children to read is

A)the phonics method.
B)the whole-language approach.
C)a combination of phonics and the whole-language approach.
D)the sum strategy.

Question 71

Which of the following is associated with the transition from learning to read to reading to learn?

A)children learning the sounds of letters and recognizing individual words on sight.b Children learning the sounds of letters and recognizing individual words on sight.
B)Children mastering letter-to-sound correspondences.
C)Children recognizing most written words they encounter by sight, without having to sound them out.

Question 72

When preschoolers first begin to write, they do not seem to be aware that

A)writing represents symbols for real things.
B)every letter corresponds to a sound.
C)writing is different from drawing.
D)letters can be linked in writing but numbers must be separate.

Question 73

Among the cognitive abilities related to reading ability that develop over the course of childhood, one that is particularly important is

A)logical reasoning.
B)information processing.
C)working memory.
D)memory span.

Question 74

Which of the following is not associated with the whole-language method of teaching children to read?

A)Many objects in classrooms have labels
B)Repetition and drill are often used.
C)Classrooms are child-centered.
D)Reading and writing are integrated across the whole curriculum.

Question 75

Which of the following difference in brain structure or function may be partly responsible for gender differences in reading and verbal abilities?

A)Females have proportionally more gray matter than males.
B)Males' brains are more symmetrical than females' brains.
C)Males are more likely than females to use language-related areas of their brains to solve complex problems.
D)The proportion of gray and white matter is more similar in the two hemispheres of the brain in males than in females.

Question 76

What is the basis of the method of reading instruction used in most schools in the United States today?

A)graphemes
B)phonemic awareness
C)phonological recoding
D)phonemes

Question 77

Children are said to have a reading disability if

A)they frequently read pseudowords.
B)their reading ability is substantially worse than their general intellectual ability.
C)their reading ability and general intellectual ability are significantly lower than average.
D)they continue to use phonological processing as they progress through school.

Question 78

Longitudinal research suggests that, over childhood, phonological-processing abilities

A)tend to increase.
B)tend to decrease.
C)tend to remain stable.
D)are no longer needed.

Question 79

A 5- study carried out by Sénéchal and LeFevre found that shared, or interactive, storybook reading with preschool children at home was positively related to the development of which of the following?

A)first-grade reading skills
B)invented spelling
B) alphabet knowledge
C)third-grade reading levels

Question 80

The English language has a(n)

A)deep orthography.
B)shallow orthography.
C)easily decodable orthography.
D)difficult to decode orthography.