Deck 14: The Developing Mind: Binet, Piaget, and the Study of Intelligence

Question 1

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 1

object constancy.

Question 2

After observing and comparing the behavior and test responses of his two daughters,Alfred Binet characterized them as the

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

Answer 2

"observer" and the "imaginer."

Question 3

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; specific abilities
D) general intelligence; functional intelligence

Answer 3

general intelligence; specific abilities

Question 4

Binet and Simon discovered that normal children differed intellectually from subnormal children primarily by being able to solve problems and answer questions

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

Question 5

Binet's case studies of creative and extraordinarily talented individuals led him to conclude which of the following?

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) They tended to score very high on his early intelligence test items.

Question 6

What was Binet's major purpose in developing his intelligence tests?

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

Question 7

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 8

Lewis M.Terman became well known for which of the following?

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 9

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

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

Question 10

In 1905,who developed the first test of intelligence with substantial validity?

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 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 whom?

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

Question 12

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

A) intelligence increases quantitatively with age.
B) intelligence varies qualitatively with age.
C) learning can be greatly accelerated through the use of creating teaching technologies.
D) intelligence levels are largely determined by heredity.

Question 13

What was the general term favored by Binet to summarize the main result of his intelligence tests?

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

Question 14

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, virtually all of them would have achieved high IQs in childhood.
D) If tests had been available, many of them would have revealed surprising deficiencies.

Question 15

As a teenager and university student,Jean Piaget's formal training was primarily in what fields?

A) philosophy and mathematics
B) natural science and the biology of mollusks
C) psychology and history
D) politics and law

Question 16

Binet's work on "Individual Psychology" with Victor Henri finally led him to conclude which of the following?

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) Situations were more important than pre-existing traits in determining a person's behavior.

Question 17

What aroused Piaget's original interest the subject of children's intelligence?

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 18

"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 19

What did Binet find when he measured the reaction times of his young daughters?

A) Their responses were consistently slower than those of adults.
B) Their responses were quicker than those of subnormal 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 20

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 an IQ number 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 21

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.

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

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 24

Who among the following was primarily responsible for establishing intelligence tests that were specifically designed for adult population?

A) Lewis Terman
B) David Wechsler
C) Henry Goddard
D) James Flynn

Question 25

When Alfred Binet compared the responses of adults with those of his young daughters to various kinds of test items,he found the most significant differences occurred on which type of items?

A) vocabulary
B) weight discrimination
C) reaction time
D) color sensitivity

Question 26

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 combinations
D) sensory-motor; conservation of quantity

Question 27

Which philosophical approach profoundly affected young Piaget?

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

Question 28

Which of the following is NOT true about a deviation IQ?

A) It expresses an average IQ for all age groups as 100.
B) It is appropriate for adults as well as for children.
C) It was intended predict deviant behavior in both adults and children.
D) It is based on a person's standing on a normal distribution of scores for people of a similar age.

Question 29

Which of the following is the title of an originally popular but now discredited book emphasizing "the menace of the feeble-minded"?

A) The Enemy Within
B) The Theory of General Intelligence
C) Genetic Studies of Genius
D) The Kallikak Family

Question 30

Which of the following best defines the Flynn effect?

A) the fact that people's scores on vocabulary tests decline with advancing age
B) the fact that people's scores on "performance" tests decline with advancing age
C) the fact that people's scores on recently standardized IQ tests tend to be higher than on older ones
D) the fact that people's scores on recently standardized IQ tests tend to be lower than on older ones

Question 31

Who among the following was a psychologist born in Soviet Russia who emphasized the importance of sociocultural factors in the development of intelligence?

A) Lev Vygotsky
B) Jerome Bruner
C) David Wechsler
D) Lewis Terman

Question 32

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 33

In developing his intelligence tests,David Wechsler was particularly influenced by which aspect(s)of the World War I Army testing program?

A) that the army tests were administered to groups rather than individuals
B) that the army tests were very successful in identifying excellent officer candidates
C) that there was a version of the army test designed for groups of illiterate subjects
D) that the army tests heavily emphasized vocabulary and abstract reasoning

Question 34

In the latter part of his life Binet collaborated in the writing of a series of __________.

A) books for young children
B) macabre plays with violent and ghoulish themes
C) musical plays including songs of his own composition
D) philosophically themed novels

Question 35

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) reversing operations
D) abstraction

Question 36

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

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

Question 37

Which of the following was NOT true about the grown-up population of gifted children identified by Lewis Terman in the 1920?

A) a significant proportion of them became prominent in the creative arts
B) a significant proportion of them became prominent in the professions
C) they led healthier lives than the national average
D) they attained more educational credentials than the national average

Question 38

Who among the following was the first psychologist to promote the use of Binet-type intelligence tests in America?

A) David Wechsler
B) William Stern
C) Henry Goddard
D) Charles Spearman

Question 39

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 40

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

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

Question 41

Match the definition to the term.
intelligence quotient

A)a mathematical formula developed by Stern to summarize the results of a Binet-type intelligence test and consisting of the ratio of mental age to chronological age
B)Spearman's concept of a single common factor of generalized mental "power," applicable in some degree to all intellectual tasks
C)term for the single score result children received on Binet and Simon's intelli-gence tests
D)Terman's revision to Stern's intelligence quotient,which multiplied the fraction by 100 to eliminate decimals
E)the calculation of intelligence quotients so that they are indications of where sub-jects stand on normal distributions of previous results from people of their own age

Question 42

Match the definition to the term.
individual psychology

A)a program of mental exercises developed by Binet to increase intellectual levels in children
B)a program to develop a series of short tests that would produce information about a person comparable in richness,complexity,and comprehensiveness to that ob-tained through an in-depth case study
C)tests in which the individuals are shown ambiguous stimuli (such as inkblots,pic-tures,or objects)and asked to report what they see in or think about them
D)the term for Piaget's project to study the development of children's ways of knowing about the world

Question 43

Match the definition to the term.
enactive mode

A)Bruner's second mode of representation,in which things are "known" primarily in terms of their perceptual qualities
B)Bruner's third and final mode of representation,in which someone appreciates the abstract qualities of the object of study
C)the first mode of representation in Bruner's theory,in which a person begins by doing something with the material under study,representing it and "getting to know it"

Question 44

Match the definition to the term.
genetic epistemology

A)a program of mental exercises developed by Binet to increase intellectual levels in children
B)a program to develop a series of short tests that would produce information about a person comparable in richness,complexity,and comprehensiveness to that ob-tained through an in-depth case study
C)tests in which the individuals are shown ambiguous stimuli (such as inkblots,pic-tures,or objects)and asked to report what they see in or think about them
D)the term for Piaget's project to study the development of children's ways of knowing about the world

Question 45

Which of the following psychologists introduced the concept of the zone of proximal development (ZPD)?

A) Jean Piaget
B) Lev Vygotsky
C) Jerome Bruner
D) Alfred Binet

Question 46

Match the definition to the term.
deviation IQ

A)a mathematical formula developed by Stern to summarize the results of a Binet-type intelligence test and consisting of the ratio of mental age to chronological age
B)Spearman's concept of a single common factor of generalized mental "power," applicable in some degree to all intellectual tasks
C)term for the single score result children received on Binet and Simon's intelli-gence tests
D)Terman's revision to Stern's intelligence quotient,which multiplied the fraction by 100 to eliminate decimals
E)the calculation of intelligence quotients so that they are indications of where sub-jects stand on normal distributions of previous results from people of their own age

Question 47

Which of the following best defines the zone of proximal development (ZPD)?

A) the space in which a preoperational child can manipulate objects
B) an institution devoted to teaching the three modes of representation
C) a child's potential for immediate intellectual growth with mild coaching
D) the difference between a person's scores on older versus newer IQ tests

Question 48

In their theories of intellectual development,__________ emphasized biologically based factors,while __________ emphasized sociocultural ones.

A) Jerome Bruner; James Flynn
B) Lev Vygotsky; David Wechsler
C) Alfred Binet; Jean Piaget
D) Jean Piaget; Lev Vygotsky

Question 49

Which of the following techniques was used by Jerome Bruner in his program to teach children some basic mathematical ideas?

A) providing differently shaped glass containers into which liquids could be poured
B) providing randomly sized handfuls of beans to be arranged into rows and columns
C) providing a slightly older role model who could demonstrate shortcuts in calculating
D) introducing games such as "statue" to train students to hold still

Question 50

Match the definition to the term.
IQ

A)a mathematical formula developed by Stern to summarize the results of a Binet-type intelligence test and consisting of the ratio of mental age to chronological age
B)Spearman's concept of a single common factor of generalized mental "power," applicable in some degree to all intellectual tasks
C)term for the single score result children received on Binet and Simon's intelli-gence tests
D)Terman's revision to Stern's intelligence quotient,which multiplied the fraction by 100 to eliminate decimals
E)the calculation of intelligence quotients so that they are indications of where sub-jects stand on normal distributions of previous results from people of their own age

Question 51

Match the definition to the term.
concrete operations stage

A)Piaget's earliest stage of development,from birth to 2 years of age,in which a child's intelligence involves sensory and motor activities and has nothing to do with abstract thought in the adult sense
B)Piaget's fourth stage of development,typically beginning around age 11 or 12 and characterized by the emergence of experimental or inductive reasoning,and analyzing problems systematically
C)Piaget's second stage of development,between ages 2 and 7,in which children have developed an appreciation of object constancy but are still unable to under-stand the fact that certain properties of objects remain the same regardless of their appearance
D)Piaget's third stage of development,in which children around the age of 7 gain an appreciation of abstract concepts such as quantity and volume,which are con-served even as substances undergo changes in appearance

Question 52

Match the definition to the term.
intellectual level

A)a mathematical formula developed by Stern to summarize the results of a Binet-type intelligence test and consisting of the ratio of mental age to chronological age
B)Spearman's concept of a single common factor of generalized mental "power," applicable in some degree to all intellectual tasks
C)term for the single score result children received on Binet and Simon's intelli-gence tests
D)Terman's revision to Stern's intelligence quotient,which multiplied the fraction by 100 to eliminate decimals
E)the calculation of intelligence quotients so that they are indications of where sub-jects stand on normal distributions of previous results from people of their own age

Question 53

Which of the following psychologists was instrumental in bringing Lev Vygotsky's ideas to the attention of English speaking colleagues?

A) Jean Piaget
B) James Flynn
C) David Wechsler
D) Jerome Bruner

Question 54

Match the definition to the term.
mental orthopedics

A)a program of mental exercises developed by Binet to increase intellectual levels in children
B)a program to develop a series of short tests that would produce information about a person comparable in richness,complexity,and comprehensiveness to that ob-tained through an in-depth case study
C)tests in which the individuals are shown ambiguous stimuli (such as inkblots,pic-tures,or objects)and asked to report what they see in or think about them
D)the term for Piaget's project to study the development of children's ways of knowing about the world

Question 55

Match the definition to the term.
formal operations stage

A)Piaget's earliest stage of development,from birth to 2 years of age,in which a child's intelligence involves sensory and motor activities and has nothing to do with abstract thought in the adult sense
B)Piaget's fourth stage of development,typically beginning around age 11 or 12 and characterized by the emergence of experimental or inductive reasoning,and analyzing problems systematically
C)Piaget's second stage of development,between ages 2 and 7,in which children have developed an appreciation of object constancy but are still unable to under-stand the fact that certain properties of objects remain the same regardless of their appearance
D)Piaget's third stage of development,in which children around the age of 7 gain an appreciation of abstract concepts such as quantity and volume,which are con-served even as substances undergo changes in appearance

Question 56

Match the definition to the term.
iconic mode

A)Bruner's second mode of representation,in which things are "known" primarily in terms of their perceptual qualities
B)Bruner's third and final mode of representation,in which someone appreciates the abstract qualities of the object of study
C)the first mode of representation in Bruner's theory,in which a person begins by doing something with the material under study,representing it and "getting to know it"

Question 57

Match the definition to the term.
preoperational stage

A)Piaget's earliest stage of development,from birth to 2 years of age,in which a child's intelligence involves sensory and motor activities and has nothing to do with abstract thought in the adult sense
B)Piaget's fourth stage of development,typically beginning around age 11 or 12 and characterized by the emergence of experimental or inductive reasoning,and analyzing problems systematically
C)Piaget's second stage of development,between ages 2 and 7,in which children have developed an appreciation of object constancy but are still unable to under-stand the fact that certain properties of objects remain the same regardless of their appearance
D)Piaget's third stage of development,in which children around the age of 7 gain an appreciation of abstract concepts such as quantity and volume,which are con-served even as substances undergo changes in appearance

Question 58

Match the definition to the term.
general intelligence (g)

A)a mathematical formula developed by Stern to summarize the results of a Binet-type intelligence test and consisting of the ratio of mental age to chronological age
B)Spearman's concept of a single common factor of generalized mental "power," applicable in some degree to all intellectual tasks
C)term for the single score result children received on Binet and Simon's intelli-gence tests
D)Terman's revision to Stern's intelligence quotient,which multiplied the fraction by 100 to eliminate decimals
E)the calculation of intelligence quotients so that they are indications of where sub-jects stand on normal distributions of previous results from people of their own age

Question 59

Match the definition to the term.
projective test

A)a program of mental exercises developed by Binet to increase intellectual levels in children
B)a program to develop a series of short tests that would produce information about a person comparable in richness,complexity,and comprehensiveness to that ob-tained through an in-depth case study
C)tests in which the individuals are shown ambiguous stimuli (such as inkblots,pic-tures,or objects)and asked to report what they see in or think about them
D)the term for Piaget's project to study the development of children's ways of knowing about the world

Question 60

Match the definition to the term.
sensory-motor stage

A)Piaget's earliest stage of development,from birth to 2 years of age,in which a child's intelligence involves sensory and motor activities and has nothing to do with abstract thought in the adult sense
B)Piaget's fourth stage of development,typically beginning around age 11 or 12 and characterized by the emergence of experimental or inductive reasoning,and analyzing problems systematically
C)Piaget's second stage of development,between ages 2 and 7,in which children have developed an appreciation of object constancy but are still unable to under-stand the fact that certain properties of objects remain the same regardless of their appearance
D)Piaget's third stage of development,in which children around the age of 7 gain an appreciation of abstract concepts such as quantity and volume,which are con-served even as substances undergo changes in appearance

Question 61

Match the publication with its author.
Alfred Binet

A)Genetic Studies of Genius
B)L'Étude Experimentale de l'Intelligence (The Experimental Study of Intelligence)
C)The Child's Construction of Quantities: Conservation and Atomism
D)The Kallikak Family

Question 62

Match the research with the researcher(s).
David Wechsler

A)a study of the lineage of the Kallikak family
B)an analysis of the childhood biographies of eminent historical geniuses,which led to the argument that had intelligence tests been given at the time these intellectually prominent figures would have achieved high IQ scores as children
C)the first serious studies of the preoperational stage of development
D)the study of adult intelligence and the creation of an intelligence test for adults

Question 63

Match the research with the researcher(s).
Bärbel Inhelder

A)a study of the lineage of the Kallikak family
B)an analysis of the childhood biographies of eminent historical geniuses,which led to the argument that had intelligence tests been given at the time these intellectually prominent figures would have achieved high IQ scores as children
C)the first serious studies of the preoperational stage of development
D)the study of adult intelligence and the creation of an intelligence test for adults

Question 64

Match the definition to the term.
feeblemindedness

A)a child's actual age
B)at one time a common term for intellectual subnormality
C)defined by Terman as the intelligence level of children whose IQs were higher than 140
D)Stern's term for the age or intellectual level at which a child tested on an intelli-gence test

Question 65

Match the definition to the term.
giftedness

A)a child's actual age
B)at one time a common term for intellectual subnormality
C)defined by Terman as the intelligence level of children whose IQs were higher than 140
D)Stern's term for the age or intellectual level at which a child tested on an intelli-gence test

Question 66

Match the idea with the individual.
Alfred Binet

A)genetic epistemology
B)mental orthopedics
C)modes of representation
D)two-factor theory of intelligence
E)zone of proximal development (ZPD)

Question 67

Match the idea with the individual.
Jean Piaget

A)genetic epistemology
B)mental orthopedics
C)modes of representation
D)two-factor theory of intelligence
E)zone of proximal development (ZPD)

Question 68

Match the definition to the term.
stage theory of cognitive development

A)concept that describes the difference between what a person is intellectually ca-pable of on his or her own and what is possible with the mild guidance from someone who is more capable
B)four major sequential steps between infancy and late adolescence,each one in-volving the acquisition of new strategies and ways of thinking that permit the so-lution of previously unsolvable problems
C)term for three ways of conceptualizing,or mentally representing,material being taught which parallel the Piagetian stages of cognitive development
D)the observation that over the past century,as new revisions of intelligence tests have been developed,subjects have been getting "smarter" (as measured by aver-age performance on intelligence test items)at an impressively steady rate
E)theory that the performance of all intellectual tasks requires both a single common factor,called general intelligence (g),and a second,specific factor (s)which is unique to the task

Question 69

Match the research with the researcher(s).
Henry H.Goddard

A)a study of the lineage of the Kallikak family
B)an analysis of the childhood biographies of eminent historical geniuses,which led to the argument that had intelligence tests been given at the time these intellectually prominent figures would have achieved high IQ scores as children
C)the first serious studies of the preoperational stage of development
D)the study of adult intelligence and the creation of an intelligence test for adults

Question 70

Match the definition to the term.
chronological age

A)a child's actual age
B)at one time a common term for intellectual subnormality
C)defined by Terman as the intelligence level of children whose IQs were higher than 140
D)Stern's term for the age or intellectual level at which a child tested on an intelli-gence test

Question 71

Match the idea with the individual.
Charles Spearman

A)genetic epistemology
B)mental orthopedics
C)modes of representation
D)two-factor theory of intelligence
E)zone of proximal development (ZPD)

Question 72

Match the definition to the term.
symbolic mode

A)Bruner's second mode of representation,in which things are "known" primarily in terms of their perceptual qualities
B)Bruner's third and final mode of representation,in which someone appreciates the abstract qualities of the object of study
C)the first mode of representation in Bruner's theory,in which a person begins by doing something with the material under study,representing it and "getting to know it"

Question 73

Match the definition to the term.
modes of representation

A)concept that describes the difference between what a person is intellectually ca-pable of on his or her own and what is possible with the mild guidance from someone who is more capable
B)four major sequential steps between infancy and late adolescence,each one in-volving the acquisition of new strategies and ways of thinking that permit the so-lution of previously unsolvable problems
C)term for three ways of conceptualizing,or mentally representing,material being taught which parallel the Piagetian stages of cognitive development
D)the observation that over the past century,as new revisions of intelligence tests have been developed,subjects have been getting "smarter" (as measured by aver-age performance on intelligence test items)at an impressively steady rate
E)theory that the performance of all intellectual tasks requires both a single common factor,called general intelligence (g),and a second,specific factor (s)which is unique to the task

Question 74

Match the definition to the term.
zone of proximal development (ZPD)

A)concept that describes the difference between what a person is intellectually ca-pable of on his or her own and what is possible with the mild guidance from someone who is more capable
B)four major sequential steps between infancy and late adolescence,each one in-volving the acquisition of new strategies and ways of thinking that permit the so-lution of previously unsolvable problems
C)term for three ways of conceptualizing,or mentally representing,material being taught which parallel the Piagetian stages of cognitive development
D)the observation that over the past century,as new revisions of intelligence tests have been developed,subjects have been getting "smarter" (as measured by aver-age performance on intelligence test items)at an impressively steady rate
E)theory that the performance of all intellectual tasks requires both a single common factor,called general intelligence (g),and a second,specific factor (s)which is unique to the task

Question 75

Match the research with the researcher(s).
Catherine Cox and Lewis Terman

A)a study of the lineage of the Kallikak family
B)an analysis of the childhood biographies of eminent historical geniuses,which led to the argument that had intelligence tests been given at the time these intellectually prominent figures would have achieved high IQ scores as children
C)the first serious studies of the preoperational stage of development
D)the study of adult intelligence and the creation of an intelligence test for adults

Question 76

Match the definition to the term.
two-factor theory of intelligence

A)concept that describes the difference between what a person is intellectually ca-pable of on his or her own and what is possible with the mild guidance from someone who is more capable
B)four major sequential steps between infancy and late adolescence,each one in-volving the acquisition of new strategies and ways of thinking that permit the so-lution of previously unsolvable problems
C)term for three ways of conceptualizing,or mentally representing,material being taught which parallel the Piagetian stages of cognitive development
D)the observation that over the past century,as new revisions of intelligence tests have been developed,subjects have been getting "smarter" (as measured by aver-age performance on intelligence test items)at an impressively steady rate
E)theory that the performance of all intellectual tasks requires both a single common factor,called general intelligence (g),and a second,specific factor (s)which is unique to the task

Question 77

Match the definition to the term.
Flynn effect

A)concept that describes the difference between what a person is intellectually ca-pable of on his or her own and what is possible with the mild guidance from someone who is more capable
B)four major sequential steps between infancy and late adolescence,each one in-volving the acquisition of new strategies and ways of thinking that permit the so-lution of previously unsolvable problems
C)term for three ways of conceptualizing,or mentally representing,material being taught which parallel the Piagetian stages of cognitive development
D)the observation that over the past century,as new revisions of intelligence tests have been developed,subjects have been getting "smarter" (as measured by aver-age performance on intelligence test items)at an impressively steady rate
E)theory that the performance of all intellectual tasks requires both a single common factor,called general intelligence (g),and a second,specific factor (s)which is unique to the task

Question 78

Match the idea with the individual.
Jerome Bruner

A)genetic epistemology
B)mental orthopedics
C)modes of representation
D)two-factor theory of intelligence
E)zone of proximal development (ZPD)

Question 79

Match the definition to the term.
mental age

A)a child's actual age
B)at one time a common term for intellectual subnormality
C)defined by Terman as the intelligence level of children whose IQs were higher than 140
D)Stern's term for the age or intellectual level at which a child tested on an intelli-gence test

Question 80

Match the idea with the individual.
Lev Vygotsky

A)genetic epistemology
B)mental orthopedics
C)modes of representation
D)two-factor theory of intelligence
E)zone of proximal development (ZPD)