Deck 9: Intelligence and General Ability Testing

Question 1

The Woodcock-Johnson IV Complete Battery is comprised of a test of ______________________, a test of _______________________, and a test of ___________________.

A)reading ability; math ability; oral language
B)childhood intelligence; adult intelligence; oral language
C)cognitive ability; academic achievement; oral language
D)emotional intelligence; bodily-kinesthetic intelligence; oral language

Answer 1

D

Question 2

The theory that intelligence is a composite of a general factor (g)and one or more specific factor(s)was advanced by:

A)Pearson.
B)Spearman.
C)Thorndike.
D)Thurstone.

Answer 2

B

Question 3

Which of the following theorists proposes that there are multiple intelligences rather than just one?

A)Ceci
B)Spearman
C)Cattell
D)Gardner

Answer 3

D

Question 4

Which of the following is NOT part of Guilford's structure-of-intelligence theory?

A)Mental operations
B)Products
C)Content areas
D)Dimensions

Question 5

Ceci's bioecological theory strongly emphasizes the importance of ___________ when considering intellectual performance.

A)gender
B)context
C)genetics
D)age

Question 6

Which individual's original theory proposed that there were seven primary mental abilities and not a general ability factor?

A)Pearson
B)Spearman
C)Thorndike
D)Thurstone

Question 7

After hearing the child's error, his sister corrects him, saying "No, that's a horse." The following week, the child sees a zebra and labels it correctly. According to Piaget, the child's correction is an example of:

A)accommodation.
B)aggregation.
C)assimilation.
D)aptitude.

Question 8

The Kaufman Assessment Battery for Children, Second Edition (K-ABC-II)is grounded in which two models of intelligence?

A)Luria's processing model and the Cattell-Horn-Carroll model
B)Developmental progression model and environmental influence model
C)Spearman's factor model and Guilford's structure-of-intelligence model
D)The K-ABC-II is not grounded in any substantiated model/theory

Question 9

A child sees a zebra, points to it and says, "Horse!" According to Piaget, this child's behavior is an example of:

A)accommodation.
B)aggregation.
C)assimilation.
D)aptitude.

Question 10

Piagetian approaches have influenced how intellectual functioning is measured through the examination of:

A)group differences in intelligence.
B)individual differences in development.
C)how individuals solve problems when under duress.
D)impact of heredity on developmental experiences.

Question 11

One of the advantages of many group intelligence tests is that:

A)they provide the same amount of detail as individual intelligence tests and are less expensive.
B)the results easily provide diagnostic information on learning disabilities. c. they are co-normed with vocational aptitude tests.
C)they are co-normed with vocational aptitude tests. ​
D)they are often given in conjunction with group achievement tests in schools to evaluate student and/or school performance.

Question 12

One of the oldest (first published in 1916)and most widely used intelligence assessments is the:

A)Wechsler Adult Intelligence Scare (WAIS).
B)Differential Ability Scales (DAS).
C)Kaurman Assessment Battery for Children (K-ABC).
D)Stanford-Binet.

Question 13

Which test is among the most commonly used intelligence instruments?

A)Stanford-Binet
B)Kaufman Assessment Battery for Children
C)Wechsler Adult Intelligence Scale
D)Cognitive Assessment System

Question 14

According to Cattell, a person trying to solve an entirely new kind of problem is using his or her __________, whereas a person working on a task that he or she knows well is using his or her __________.

A)general ability; specific ability
B)intelligence B; intelligence A
C)fluid intelligence; crystallized intelligence
D)verbal ability; performance ability

Question 15

According to Luria, ________________ processing involves integrating mental input, whereas ______________ processing is the ability to problem solve by arranging stimuli in serial order.

A)simultaneous; sequential
B)concurrent; consecutive
C)authentic; performance
D)encoding; retrieval

Question 16

Vernon's hierarchical approach has two second-order factors, V:ed represents verbal and educational aptitudes, while K:m represents:

A)spatial, mechanical, and practical aptitudes.
B)number facility.
C)nonverbal reasoning.
D)knowledge and memory.

Question 17

A term that is sometimes used instead of intelligence is:

A)achievement.
B)aptitude.
C)general ability.
D)self-efficacy.

Question 18

Theories of intelligence based on the premise that intelligence can be described in terms of mental factors are called the:

A)psychometric approaches.
B)developmental approaches.
C)information processing approaches.
D)general factor approaches.

Question 19

Ceci's bioecological theory is similar to Piaget's in that:

A)both theories were developed in the 1980s.
B)they have both been highly influential in the field of education.
C)they are both based on a developmental perspective.
D)both theories are consistent with the psychometric approach to general ability testing.

Question 20

Sternberg's triarchic theory is based upon the ________________________.

A)developmental progression model
B)Cattell-Horn-Carroll model
C)information processing model
D)environmental influence model

Question 21

Which of the following is the most serious disadvantage of group intelligence or general ability tests?

A)Too many items in a given total score.
B)Group tests use only a single item format.
C)Too little attention to the examinee's motivation and/or anxiety levels.
D)The time to administer group tests.

Question 22

If a counselor is working with a client from an ethnic minority group, he or she should:

A)expect the client to have a lower-than-average intelligence score.
B)expect the client to have a higher-than-average intelligence score.
C)expect the client to do better on verbal items as compared to performance items.
D)not conclude anything about the client's potential intelligence because there is significant variation within any ethnic group.

Question 23

What can school boards, counselors, teachers, and parents do to increase the accuracy and usefulness of group intelligence testing results? ​

Question 24

Which of the following is false concerning the relationship between intelligence and occupational success?

A)Hernstein and Murray's conclusion that intelligence predicts occupational attainment has been supported by recent APA-commissioned research
B)Intelligence accounts for about one-fourth of the variance in social status
C)The relationship between intelligence and occupational prestige is, in part, influenced by education
D)SAT and GRE scores are highly correlated with intelligence

Question 25

Do you think that current intelligence assessment methods adequately take context into consideration? Explain.

Question 26

Through aptitude testing such as previous research on the General Aptitude Test Battery (GATB), Hunter and Schmidt termed ___________________, which refers to the findings that the same test score data may be predictive for all jobs.

A)external validity
B)predictive generalization
C)validity generalization
D)job-aptitude validity

Question 27

The studies with the strongest research methodology related to the effect of age on intelligence test scores indicates that intelligence:

A)is stable over the life-span and can be accurately measured in preschool children.
B)gradually declines after the age of 20, with the decline becoming more apparent after 50.
C)is mostly stable throughout adulthood with little variation until death.
D)is mostly stable throughout adulthood with slight declines after 65 in the area of fluid intelligence.

Question 28

What are some other factors, in addition to intelligence, that may impact school performance?

Question 29

What sorts of environmental factors do you think hinder intellectual development? Think about aspects of the family, the educational experience, etc.

Question 30

Where do your beliefs fall in the continuum of what constitutes intelligence? Are you located more towards the notion that there is one general factor (e.g., Spearman's g)of ability or do you lean toward the idea that there are multiple factors involved in intelligence (e.g., Guilford's structure-of-intelligence theory)? What evidence from your own life and experiences with people you know supports your ideas?