Deck 10: Intelligence and Schooling

Question 1

The intelligence-test approach is also called the __________ approach.

A) psychometric
B) intellectual assessment
C) achievement test
D) bell curve

Answer 1

psychometric

Question 2

An IQ test necessarily involves __________.

A) an evaluative component that is impossible to escape
B) not just differences but ordered differences
C) racial bias
D) both a and b

Answer 2

both a and b

Question 3

One reason why the psychometric approach has been more controversial than Piaget's approach is that

A) Piaget's emphasis was on goals of development, and the psychometric approach emphasized similarities in children's development.
B) the psychometric approach identifies ordered differences in children's intelligence level, whereas Piaget emphasized individual differences in rates of growth.
C) the psychometric approach identifies ordered differences in children's intelligence level, whereas Piaget emphasized similarities in children's development.
D) Piaget's emphasis is on evaluation, whereas the psychometric approach emphasizes norms.

Answer 3

the psychometric approach identifies ordered differences in children's intelligence level, whereas Piaget emphasized similarities in children's development.

Question 4

Which of the following approaches has provided the most practical applications (i.e., is most pragmatic)?

A) Sociocultural
B) Psychometric
C) Piagetian
D) Information processing

Question 5

How does the intelligence test approach to cognitive development differ from both the Piagetian and information processing perspectives?

A) The intelligence test approach is more scientific.
B) The intelligence test approach emphasizes individual differences in children's intelligence.
C) The intelligence test approach emphasizes basic processes.
D) The intelligence test approach emphasizes the origins of knowledge.

Question 6

The psychometric approach differs from the Piagetian and information processing approaches in which way?

A) It is normative rather than idiographic.
B) It does not allow us to make value judgments about children.
C) It can make a difference in a child's life (e.g., what kind of schooling he will receive).
D) It is the most theoretically-based approach.

Question 7

The first successful intelligence test was invented

A) in Paris by Jean Piaget.
B) at Stanford University by David Wechsler.
C) in Paris by Alfred Binet and Theodore Simon.
D) in the Soviet Union by Lev Vygotsky.

Question 8

The purpose of the first intelligence test was to

A) determine admittance to Stanford University.
B) assess fitness for military service during World War I.
C) distinguish between children who could succeed in school with additional help and those incapable of succeeding within the normal school curriculum.
D) serve as a research tool in assessing whether intelligence is due primarily to genetic or environmental influences.

Question 9

Items included on the original intelligence tests were

A) based on Piaget's theory of cognitive development.
B) selected on the basis of how well they distinguished between academically successful and unsuccessful children.
C) derived from the information processing approach to cognition.
D) adapted from children's problem-solving behaviour in natural environments.

Question 10

How is the current version of the Stanford-Binet similar to the original intelligence test?

A) It is a global measure of intelligence.
B) It is a test of adult intelligence.
C) It is divided into a verbal scale and a performance scale.
D) It includes only nonverbal questions.

Question 11

One characteristic common to all standardized tests of intelligence is that the IQ scores are

A) a function of how the child's performance compares with the performance of other children of the same age.
B) likely to increase with age.
C) all above average.
D) based on an absolute metric of intelligence, the Stanford-Binet.

Question 12

How do the Wechsler tests differ from the Stanford-Binet?

A) The Wechsler tests assess the quality of children's home environment.
B) The Wechsler tests measure childhood intelligence.
C) The Wechsler tests measure everyday reasoning, not academic skills.
D) The Wechsler tests are divided into four scales assessing different aspects of intellectual functioning.

Question 13

The Wechsler Intelligence Scale for Children (4^th edition) measures perceptual reasoning by items that include

A) testing vocabulary and general information.
B) reproducing a design using coloured blocks.
C) short-term memory and mental arithmetic.
D) copying symbols paired with numbers.

Question 14

The Wechsler Intelligence Scale for Children (4^th edition) measures processing speed by items that include

A) testing vocabulary and general information.
B) reproducing a design using coloured blocks.
C) short-term memory and mental arithmetic.
D) copying symbols paired with numbers.

Question 15

John is undergoing intelligence testing in the context of a neuropsychological evaluation. The psychologist informs him that his working memory is in the average range for his age. How did the psychologist test this?

A) testing his vocabulary and general information
B) reproducing a design using coloured blocks.
C) short-term memory and mental arithmetic.
D) copying symbols paired with numbers.

Question 16

The Kaufman Assessment Battery for Children

A) is not an IQ test.
B) is criticized for being culturally biased.
C) is based on information-processing conceptions of intelligence.
D) is not theoretically based.

Question 17

The Bayley Scales of Infant Development measure

A) only motor skills such as muscular coordination.
B) only mental skills such as memory and sensory-perceptual acuity.
C) mental skills and language development.
D) motor skills and mental skills.

Question 18

Cathy is 18 months old and is undergoing testing by a psychologist to evaluate whether she is suffering from an intellectual disability or not. What test is the psychologist most likely to use?

A) The Wechsler Intelligence Scale for Children (WISC-IV)
B) The Wechsler Preschool and Primary Scale of Intelligence (WPPSI-III)
C) The Bayley Scales of Development
D) All of the above alternatives are correct

Question 19

Bill, who is 30 months old, has just been administered the Bayley Scales of Development. He obtained average results on all of the subscales. What does this predict?

A) Bill is of average intelligence
B) Bill will score in the average range on later IQ tests
C) Bill suffers from intellectual disability
D) No later IQ score can be predicted from the Bayley scales

Question 20

Test reliability refers to

A) how well a test predicts a child's performance in school.
B) whether a test measures what it is supposed to measure.
C) whether repeated presentations of the test yield consistent results.
D) whether the test is correlated with school achievement.

Question 21

To determine criterion validity, we must specify a/an __________ measure of the attribute we are attempting to assess.

A) reliable
B) consistent
C) unrelated
D) external

Question 22

The most common external criterion applied to intelligence tests has been

A) school performance.
B) performance on the Stanford-Binet.
C) response to novelty and automatization of processing.
D) success at solving problems in the natural environment.

Question 23

The average correlations between school performance and scores on the Stanford-Binet are around

A) .5.
B) .85.
C) .9.
D) 1.00.

Question 24

Which of the following accurately reflect this textbook teachings on IQ tests?

A) IQ tests tap cognitive skills that are universally important.
B) IQ tests do measure something of what we mean by intelligence in our culture.
C) Unfortunately, there are no alternatives to IQ within the psychometric tradition.
D) The correlation between IQ and academic performance is 1.00.

Question 25

Factor analysis is a statistical technique used to assess

A) reaction time.
B) the organization or structure of intelligence.
C) automatization of processing.
D) reliability of IQ.

Question 26

The earliest proponent of the general intelligence view was

A) Charles Spearman.
B) Louis Thurstone.
C) J. P. Guilford.
D) Arthur Jensen.

Question 27

In Charles Spearman's theory, "g" stands for

A) general intelligence.
B) specific intelligence.
C) motivation level.
D) genetic background.

Question 28

The consistent finding of positive correlations among different measures of intelligence is MOST supportive of the idea that

A) there is no such thing as general intelligence.
B) intelligence is genetically determined.
C) cultural influences on intelligence are minimal.
D) intelligence is one unitary trait.

Question 29

The fact that correlations among different measures of intelligence are far from perfect MOST strongly supports that idea that

A) intelligence is one unitary trait.
B) the most intelligent individuals possess the greatest number of intelligences.
C) specific subskills of intelligence exist.
D) intellectual ability is largely determined by genetics.

Question 30

How is intelligence portrayed in a hierarchical model of intelligence?

A) Intelligence is seen as a single unitary trait.
B) There is a general kind of intelligence that distinguishes people, but also many specific subskills underneath the general ability.
C) Individuals are placed along a hierarchy of how many different kinds of intelligence they possess.
D) Different kinds of intelligence are believed to reflect the evolution of different brain structures.

Question 31

What is the most common explanation given for the fact that infant intelligence is a poor predictor of later intelligence?

A) Infant intelligence tests are not reliable measures of infant intelligence.
B) Intelligence in later childhood is solely the product of environmental influences, so one would not expect high correlations between infant intelligence, which may be attributed to genetic influences, and later intelligence.
C) Childhood measures of intelligence are not valid measures of childhood intelligence.
D) Intelligence in infancy requires different skills than later intelligence.

Question 32

The argument that there is discontinuity between the nature of intelligence in infancy and childhood is not supported by research on

A) higher order thinking.
B) abstract thinking.
C) response to novelty.
D) sensorimotor skills.

Question 33

The Fagan Test of Infant Intelligence does not measure

A) looking time.
B) response to novelty.
C) a variable that shows continuity between infancy and childhood.
D) motor skills.

Question 34

Your baby nephew seems to be very alert and responds very quickly to novelty. For instance, he'll show an especially strong visual preference for a new toy or object compared with a more familiar one. According to your text, your nephew and other babies like him tend to do

A) well on later IQ tests.
B) poorly on later IQ tests because they have difficulty focusing.
C) particularly well on later spatial reasoning tests.
D) particularly well on later verbal reasoning tests.

Question 35

Adam's IQ was assessed when he was 3, 6, 9, 12, 15, and 18 years of age. Which of the following is most likely?

A) Adam's IQ at age 3 is not as good a predictor of his IQ at age 18 as his IQ at age 12 is.
B) Adam's IQ will be stable from age 3 to 18.
C) Adam's IQ ranking in comparison to his cohort will be consistent across time.
D) Adam's IQ will fluctuate more when he is older than when he is younger.

Question 36

Longitudinal studies of IQ change during childhood suggest that

A) some children may show shifts in IQ as large as 40 points or more.
B) the majority of children show shifts in IQ at least as large as 30 points.
C) most children show increases in IQ over the course of childhood.
D) the average correlation between IQ measured at age 3 and that at age 18 is approximately .80.

Question 37

Which of the following issues is relevant to a discussion of IQ?

A) Normative versus idiographic
B) Continuity versus discontinuity
C) Nature versus nurture
D) All of the alternatives are correct.

Question 38

It is difficult to separate environmental and genetic influences on IQ even in studies of adopted children because

A) although the separation of mother and infant does not always occur at birth, the biological mother provides none of the postbirth environment.
B) the adoptive mother makes important prenatal environmental contributions to intelligence.
C) adoption agencies often try to match characteristics of adoptive parents with those of biological parents.
D) All of the alternatives are correct.

Question 39

Adoption studies suggest that IQ scores of adopted children

A) correlate more strongly with the IQs of their adoptive parents than the IQs of their biological mother.
B) are lower, on average, than those of children reared with their biological parents.
C) correlate more strongly with the IQ of their biological mother than the IQ of their adoptive parents.
D) are highly correlated with their non-biological siblings.

Question 40

Tamara is an adopted child. Studies suggest her performance on intelligence tests will likely

A) be above 100.
B) correlate more strongly with the IQ scores of her adoptive parents than her biological parents.
C) remain below average throughout childhood and adulthood.
D) correlate more strongly with the IQ of her adoptive siblings than the IQ of her biological mother.

Question 41

A plausible explanation for the fact that adopted children have higher than average IQ scores is that

A) being separated from one's biological parents controls for the effects of genes.
B) adoption removes the confound of genes and environment.
C) early rearing experiences are less important.
D) adoptive parents tend to be highly motivated.

Question 42

The conclusion to be drawn in studies of adopted children is that

A) both genetic and environmental influences play a role in the development of intelligence.
B) the level of intelligence an individual attains is due primarily to genetic factors.
C) the level of intelligence an individual attains is due primarily to environmental factors.
D) biological mothers of adopted children tend to have, on average, lower IQs than other mothers.

Question 43

The strongest support for a large genetic influence on IQ would be provided by

A) a high positive correlation between the IQs of separated monozygotic twins who were separated at birth and who grew up in extremely different environments.
B) a high positive correlation between the IQs of dizygotic twins who were raised together.
C) a higher positive correlation between the IQs of adopted children and their adoptive parents than between adopted children and their biological parents.
D) a high positive correlation between the IQs of nonbiological siblings raised together.

Question 44

Heritability refers to

A) the proportion of genes associated with a given trait such as intelligence.
B) the proportion of variance in a trait that can be attributed to genetic variance in the sample being studied.
C) the rate at which a given trait is shared by siblings.
D) the probability that a child will inherit a given trait from his or her parents.

Question 45

The most widely accepted contemporary estimate of heritability of IQ is around

A) .8
B) 80% of IQ.
C) .4 to .7
D) 0.

Question 46

What does the heritability statistic estimate?

A) The extent to which differences among people on a given trait come from differences in their genes as opposed to differences in their environments
B) The degree of physical similarity between parents and offspring
C) The extent to which environments within a sample are free to vary
D) The likelihood of inheriting a given trait from one's parents

Question 47

The heritability of IQ in a given sample is .80. What does that figure tell us about the heritability of IQ in an entirely different sample?

A) The heritability of IQ is likely to be .80.
B) Knowing the heritability of IQ in one sample tells us nothing for certain about the heritability of IQ in an entirely different sample.
C) Genetic influences on IQ are greater than environmental influences in all samples.
D) The proportion of each individual's IQ that is due to heredity is 80%.

Question 48

Performance on IQ tests has improved steadily ever since the tests were first introduced, with an average gain of about 3 points per decade. This phenomenon is called the

A) Flynn effect.
B) contiguity effect.
C) cohort effect.
D) heritability effect.

Question 49

Within-group genetic differences in IQ provide __________ between-group differences in the heredity of IQ.

A) a good estimate of
B) a reasonable estimate of
C) a poor estimate of
D) no direct evidence for

Question 50

Sameroff et al. followed a sample of children from age 4 to 14 and found that

A) IQ was negatively related to a number of risk factors.
B) risk factors were not related to IQ, demonstrating that environment has little impact on IQ.
C) risk factors were important at age 4 but had no relation to IQ later on.
D) the number of risk factors was positively correlated with age.

Question 51

Which of the following is true about the influence of risk factors on children's IQ scores?

A) Risk factors can also have an impact on later language development and school performance
B) It is the accumulation of different forms of risk that is most detrimental
C) Risk factors are correlated with children's IQ
D) All of the alternatives are correct.

Question 52

In the longitudinal study of Robert McCall and his colleagues, children who increased in IQ tended to have parents who

A) did not emphasize intellectual acceleration but used moderately severe punishment.
B) did not emphasize intellectual acceleration but scored high in their use of punishment.
C) emphasized intellectual acceleration and scored high in their use of punishment.
D) emphasized intellectual acceleration and were intermediate in their use of punishment.

Question 53

The HOME instrument is used to assess

A) safety features in the homes of day-care providers.
B) the quality of a child's home environment.
C) marital quality in families with young children.
D) the appropriateness of families seeking to adopt children.

Question 54

The HOME scales developed by Caldwell and Bradley assess the quality of the home environment by

A) asking mothers and fathers to complete a questionnaire regarding parenting practices.
B) observing mother-child, father-child, and sibling interaction during repeated observation sessions in the home.
C) interviewing the mother and observing the mother-child interaction.
D) having trained inspectors complete a checklist of safety features in the home.

Question 55

The HOME instrument assesses quality of the child's environment at which age?

A) infancy
B) preschool
C) middle childhood and adolescence
D) All of the alternatives are correct.

Question 56

What is one caution to keep in mind about the HOME scores and IQ?

A) HOME scores do not adequately reflect the child's home environment
B) HOME scores are not only a reflection of environmental factors but also genetic ones
C) There are no versions of the HOME instrument for older children
D) Parents never act naturally when being observed by researchers in their home

Question 57

Studies that evaluate environmental influences on IQ using the HOME have found that

A) HOME scores during infancy correlate with infant intelligence.
B) HOME scores at the end of infancy correlate with IQ at age 4.
C) HOME scores during infancy are related to later school performance.
D) All of the alternatives are correct

Question 58

Dr. Reggie, a developmentalist, wants to study the quality of internationally-adopted children's homes compared to homes with families raising their biological children. Which measure will he use?

A) The Wechsler Intelligence Scale for Children (WISC-IV)
B) The Wechsler Preschool and Primary Scale of Intelligence (WPPSI-III)
C) The Home Observation for Measurement of the Environment (HOME)
D) The Reggie Scale

Question 59

Which of the following is not part of the measurements obtained in the Home Observation for Measurement of the Environment (HOME)?

A) Emotional and Verbal Responsivity of Parent
B) Parental Violence
C) Avoidance of Restriction and Punishment
D) Parental Involvement with Child

Question 60

Studies that compare the academic achievement of Asian and American children suggest that

A) Asian children outperform American children on tests of general intelligence.
B) Asian children outperform American children on tests of mathematics achievement.
C) Asian children have more innate mathematical ability than American children.
D) American children catch up to their Asian counterparts by the 5th grade.

Question 61

On standardized tests of mathematics, Canadian children

A) perform worse than their American counterparts.
B) perform significantly better than their American counterparts.
C) perform significantly better than Chinese and Japanese students.
D) do not rival their Chinese and Japanese counterparts.

Question 62

Studies that compare maternal influences on the academic achievement of American and Asian students suggest that

A) Asian mothers are more likely to attribute academic success to hard work than innate ability.
B) American mothers are more likely to provide help with their children's homework than Asian mothers.
C) Asian mothers are more satisfied with their children's schools than American mothers.
D) Asian mothers are more satisfied with their children's school performance than American mothers.

Question 63

Which of the following factors is identified as being an important environmental contributor to mathematical achievement in Canadian children?

A) Having peers that are very skilled in mathematics
B) Higher parental education and skill
C) Having two or more older siblings
D) Having authoritarian parents

Question 64

One plausible reason for ethnic differences in IQ scores is

A) minority children are disproportionately more likely to be living in poverty.
B) IQ may be culturally biased towards the middle-class majority.
C) stereotype threat.
D) All of the alternatives are correct.

Question 65

An important finding from the Abecedarian Project is that

A) it is better to intervene in the school years than to intervene during the early years.
B) intervention does not affect IQ.
C) some effects of the intervention were still evident on cognitive and academic measures at age 21.
D) the superiority of the treatment group over the control group increased throughout the school years.

Question 66

The US Project Head Start is associated with

A) moderate IQ gain.
B) better health status.
C) gains in social competence.
D) both b and c.

Question 67

Zoe, a 3-year-old girl, is from an economically-disadvantaged neighbourhood. Both of her parents are unemployed and have not finished high school. Considering recent research studies, which of the following statements is most likely?

A) If Zoe is put in a high quality daycare and her parents receive instruction on the principles of child development, Zoe will show an increase in her IQ.
B) If Zoe is put in a high quality daycare and her parents receive instruction on the principles of child development, Zoe will show a decrease in her IQ.
C) If Zoe is put in a high quality daycare and her parents receive instruction on the principles of child development, Zoe will show neither an increase nor a decrease in her IQ.
D) Early intervention projects have not been shown to contribute positively to child development

Question 68

Follow-up studies of Better Beginnings, Better Futures appear to indicate that the project led to

A) reduced participants' needs for special education classes.
B) moderate IQ gains.
C) scholastic achievement.
D) All of the alternatives are correct

Question 69

Which of the following is not an observed outcome of the Better Beginnings, Better Futures program?

A) An overall improvement in scholastic achievement
B) A reduction in behavioural and emotional problems
C) Decreases in children's need for special education services
D) Improvements in children's health

Question 70

What is the main goal of Aboriginal Head Start?

A) Developing early language skills
B) Providing children with health care and nutritional analyses
C) Preparing children for entry into elementary school
D) Improving parenting skills

Question 71

The following factor makes Better Beginnings, Better Futures and Aboriginal Head Start unique among early intervention programs.

A) A predominant focus on boosting early IQ
B) A focus on language development
C) A holistic approach and an emphasis on community involvement
D) All of the alternatives are correct.

Question 72

What can we conclude about the effectiveness of intervention projects aimed at promoting school success?

A) Children who participate in intervention programs show immediate increases in IQ.
B) The increases in IQ shown by children who participate in intervention programs are evident in long-term follow-ups.
C) While children who participate in intervention programs show increases in IQ, the programs do not affect their school achievement.
D) It is unfortunate that intervention projects affect IQ but do not positively affect any other variables.

Question 73

In order to maximize the positive effects of intervention, a family at risk would want to enrol in a program that

A) begins during a child's infancy years, is intense, and is brief in duration.
B) focuses on parent training.
C) focuses primarily on raising IQ.
D) begins during a child's infancy years and is extended into the preschool and early school years.

Question 74

In order to maximize the positive effects of intervention, a family at risk would want to enrol in a program that

A) begins during a child's infancy years, is intense, and is brief in duration.
B) focuses on parent training.
C) focuses primarily on raising IQ.
D) None of the alternatives are correct.

Question 75

The Robin family lives in a disadvantaged neighbourhood, both parents have little education, and they have 3 children. According to research, which of the following statements is true?

A) They should enrol their children in programs that start at school-age in order for their children to benefit from them
B) They should enrol their children in a program that is short in time
C) They should enrol their children in a comprehensive program that uses multiple routes
D) None of the alternatives are correct

Question 76

Students of ethnic minorities can suffer stereotype threat even if group members

A) are told a test is just problem-solving task.
B) do not believe the stereotype.
C) are not told anything about the nature of the task.
D) All of the alternatives are correct.

Question 77

Research suggests that stereotype threat can be reduced by

A) increasing interactions between ethnic minority and majority children.
B) increasing levels of anxiety in the testing situation.
C) degrading the accomplishments of ethnic majority students.
D) None of the alternatives are correct.

Question 78

Aspects of cognitive development affected by schooling include all of the following EXCEPT

A) the ability to match stimuli.
B) classification skills.
C) metacognition.
D) the ability to conserve.

Question 79

Rogoff discusses factors that formal schooling may impart to children. According to Rogoff, schooling affects cognitive development by

A) increasing attention span.
B) teaching children multitudes of facts.
C) strengthening neural connections through demand and use.
D) teaching specific skills, emphasizing a search for general rules, teaching literacy, and promoting abstract thought because of verbal instructions.

Question 80

On which task are 8-year-olds with school experience MOST likely to outperform 8-year-olds without school experience?

A) Conservation of volume
B) Categorizing food items according to an abstract classification scheme
C) Conservation of number
D) Navigating their way around the community in which they live