Deck 8: Intelligence

Question 1

The difficulty psychologists had in defining the concept of intelligence year after year resulted in:

A) the concept remaining undefined despite the fact that the concept continued to be empirically investigated
B) intelligence no longer being investigated until psychologists finally agreed on a definition
C) one psychologist defining intelligence as ìwhat intelligence tests measureî
D) a tremendous and varied number of ìscientificî definitions of ìintelligenceî

Answer 1

one psychologist defining intelligence as ìwhat intelligence tests measureî

Question 2

According to the textbook, when most people are asked to define intelligence, they emphasize:

A) social awareness
B) reading speed
C) doing well in school
D) problem-solving

Answer 2

problem-solving

Question 3

Current understanding by psychologists is that intelligence is considered to be many things. Which of the following is NOT one of them?

A) multifaceted
B) domain limited
C) functional
D) culturally defined

Answer 3

domain limited

Question 4

The idea that intelligence is multifaceted means that it:

A) has many faces
B) has many definitions
C) is incapable of being precisely defined
D) can be expressed in many domains or areas

Question 5

I have one friend who is incredibly book smart, another friend that is very people savvy, and another one that is highly creative. For instances just like this, psychologists consider intelligence:

A) multifaceted
B) domain limited
C) functional
D) culturally defined

Question 6

The authors of your textbook state that an intelligent person:

A) never makes a mistake
B) is pretty good at everything
C) is goal-directed and adapts to difficulties
D) tends to be greatly absent-minded

Question 7

The idea that intelligence is functional is related to the notion of _____.

A) applied cognition
B) intelligence quotient
C) intelligence fluidity
D) domain invariant knowledge

Question 8

According to the textbook, if the function of intelligence is to allow people to manage the tasks they confront in their lives, then intelligent behavior is very likely to _____.

A) be absent from the classroom
B) vary cross-culturally
C) be inversely correlated with income
D) differ between males and females

Question 9

If you were a Cree Indian of northern Ontario, then you would consider all of the following to be proof of ìintelligenceî except for:

A) having a good sense of direction.
B) being wise and respectful.
C) being obedient.
D) paying attention

Question 10

Western views of intelligence emphasize all of the following except:

A) verbal ability
B) social skills
C) mathematical ability
D) spatial ability

Question 11

It is believed that intelligence revolves around practical abilities. For that reason, it can be expected that an intelligent member of the !Kung tribe of Africa would display:

A) the ability to remember relevant landmarks
B) the ability to calculate location
C) knowledge of animal behavior
D) excellent fishing skills

Question 12

If I were part of a culture that depended on the sea for our survival, then one of the following would be irrelevant when considering how intelligent I am. Which one is irrelevant?

A) the ability to remember relevant landmarks
B) the ability to calculate location
C) knowledge of animal behavior
D) none of the above; all are relevant to individuals within such a culture

Question 13

Sternberg designed a study to examine the relationship between academic and practical knowledge among Kenyan children. What did the results show?

A) Scores on the academic and practical knowledge tests were positively correlated.
B) Scores on the academic and practical knowledge tests were negatively correlated.
C) The children were not able to complete the academic tests because they were so foreign to them.
D) There was no correlation between the scores on the two types of tests.

Question 14

It is argued that the reason intelligence is not in the eye of the beholder is:

A) scientists have identified a number of components/areas that truly define intelligence
B) scientists and laypeople alike agree on what is intelligent behavior
C) intelligence can be objectively and empirically defined
D) there are certain attributes that are valued by every culture

Question 15

As you can imagine, there are many different and distinct ways of defining intelligence. The authors of your textbook define it as the:

A) evolution of behaviors which lend to the survival of the species
B) performance of skilled acts with speed and precision
C) application of cognitive skills and knowledge to learn, solve problems, and obtain ends that are valued by an individual or culture
D) ability to do well on verbal and mathematical tasks

Question 16

The application of cognitive skills and knowledge to learn, solve problems, and obtain ends that are valued by an individual or culture is called:

A) cognitive applicability
B) logic
C) reason
D) intelligence

Question 17

Tests that quantify psychological attributes, such as personality traits or intellectual abilities, are referred to as:

A) psychometric instruments
B) intelligence tests
C) phrenological measures
D) personality inventories

Question 18

With regard to the Western concept of intelligence, it has been argued that:

A) the concept led to the development of appropriate tests
B) intelligence without creativity is useless
C) intelligence and creativity are negatively correlated
D) the measures came first and the construct evolved to fit the measures

Question 19

Measures designed to assess the level of cognitive capabilities of an individual compared to other people in a population are called:

A) psychometric instruments
B) intelligence tests
C) sub-societal measures
D) personality inventories

Question 20

The first person to make a systematic attempt to measure intelligence was:

A) Francis Galton
B) William James
C) Alfred Binet
D) Leland Stanford

Question 21

According to Sir Francis Galton, intelligence is:

A) due to cultural influences, such as education
B) the reflection of one's experiences
C) the product of an evolutionary process
D) all of the above

Question 22

If you were Sir Francis Galton, in which of the following scenarios are you most likely to find intelligent people?

A) politicians or scientists
B) entrepreneurs
C) college students
D) children of intelligent parents

Question 23

Sir Francis Galton believed that the building blocks of intelligence were:

A) perceptual abilities
B) sensory abilities
C) motor abilities
D) all of the above

Question 24

Galton's test of intelligence at the 1884 International Health Exposition is significant to the field of psychology because

A) it marked the beginning of scientific efforts to measure intelligence
B) it confirmed the heritability of intelligence
C) measurements from this test have been used ever since to measure intelligence
D) it produced a reliable estimate of cognitive abilities that could be used to predict success in life.

Question 25

Which of the following statements is NOT true of Sir Francis Galton?

A) he demonstrated associations between intelligence and social class
B) he believed that intelligence and social class reflected evolutionary ``survival of the fittest''
C) he developed the first controlled attempt to measure intelligence
D) he believed that intelligence could be measured by simple perceptual, sensory, and motor abilities

Question 26

After studying 10,000 people at the 1884 International Exposition in London, Galton concluded that:

A) social class defines intelligence
B) performance on elementary tasks does not correlate with anything, including social class
C) intelligence, while being difficult to define, can be objectively and scientifically measured
D) intelligence is to a great extent influenced by the amount of wealth that has been accumulated, according to the layperson

Question 27

In a way, you could say the founder or father of today's intelligence testing is:

A) Alfred Binet
B) Lewis Terman
C) Herbart Simon
D) David Wechsler

Question 28

To be intelligent, according to Binet, an individual must display which one of the following?

A) memory
B) judgment
C) comprehension
D) all of the above

Question 29

Binet, in the development of his intelligence test, was primarily interested in:

A) measuring adult intellectual ability
B) measuring intellectual abilities of children
C) determining the scope of which intelligence ranged through a given culture
D) the relationship between one's living environment and intelligence

Question 30

Alfred Binet's purpose in designing his intelligence test was to:

A) measure the native ability of successful adults
B) predict success in apprenticeships
C) identify mentally impaired children
D) all of the above

Question 31

Binet's test of cognitive abilities, developed in 1908, was designed to:

A) measure inherited intellectual potential
B) distinguish between academic and practical intelligence
C) place schoolchildren in appropriate classes
D) assess general capacity for goal-directed behavior

Question 32

A 7 year-old solves the problems that can be solved by 12 year-olds and half the problems that can be solved by 13 year-olds. Which of the following is closest to that child's mental age?

A) 7
B) 12.5
C) 9
D) 10

Question 33

Jinhee, a four-year-old female, can answer intelligence questions at a six year old level: Her MA is:

A) 4
B) 150
C) 6
D) 1.5

Question 34

When developing their intelligence test, Binet and Simon stated that the average child:

A) should have a mental age slightly greater than their chronological age to account for advances in understanding since the time the test was developed
B) is equivalent to the intelligence of children in other cultures
C) should have a mental age comparable to their chronological age
D) is culturally defined

Question 35

Binet's test was revised for the United States by:

A) Benjamin Simon
B) Leland Stanford
C) John B. Watson
D) Lewis Terman

Question 36

While Binet devised the Binet scale, Terman devised the:

A) Stanford-Binet scale
B) Terman-Binet scale
C) Binet-Terman Intelligence test
D) IQ Heritability quotient

Question 37

According to the authors of your textbook, the most important modification made by Terman was:

A) the inclusion of culturally relevant questions and problems
B) the intelligence quotient
C) the deletion of questions/problems known to be irrelevant to intelligence
D) that adults could now take the intelligence test

Question 38

The intelligence quotient allows for:

A) a clear and definitive way of measuring intelligence
B) scientists to measure intelligence in a valid and reliable manner
C) the comparison of individuals
D) all of the above

Question 39

On the original version of the Stanford-Binet, the intelligence quotient was defined as:

A) mental age multiplied by 100
B) chronological age subtracted from mental age and multiplied by 100
C) mental age divided by chronological age and multiplied by 100
D) chronological age divided by mental age and multiplied by 100

Question 40

If MA = mental age and CA = chronological age, which of the following is the correct formula for calculating an individual's IQ?

A) (MA/CA) x 100
B) (MA x CA) x 100
C) (CA/MA) x 100
D) (MA x CA) + 100

Question 41

I find out that a five year old child can solve the problems of a ten year old. That child's IQ score is:

A) 10
B) 50
C) 200
D) can not be determined

Question 42

According to the normal distribution of IQ scores, the average IQ score is:

A) 100
B) 95
C) 75
D) 50

Question 43

IQ tests are good predictors of:

A) success at work
B) happiness in life
C) school success
D) all of the above

Question 44

Which of the following was NOT a major contribution that Louis Terman made in the field of IQ tests?

A) bringing IQ testing to North America
B) developing the concept of the intelligence quotient
C) demonstrating the link between social class and IQ
D) expanded the meaning of IQ from school success to a more broad measure of ability

Question 45

The military made use of intelligence testing during WWI for a number of reasons. Which was NOT one of them?

A) determining which men were fit for service
B) determining who were going to make good officers
C) determining the position (job) each solider should assume in the service
D) all of the above were reasons for using intelligence tests during WWI

Question 46

The two intelligence tests devised by the Army are referred to as:

A) omega and theta
B) beta and alpha
C) WAIS I and II
D) WISC and WIPSI

Question 47

The Army Alpha test was designed to measure __________; the Army Beta test was designed to measure __________.

A) native cognitive ability in adults; native cognitive ability in children
B) IQ in literate adults; IQ for illiterate or non-English speaking adults
C) military skills in English speaking adults; military skills in non-English speaking adults
D) academic skills; military skills

Question 48

The Army Alpha and Beta tests were noteworthy because they

A) measured native cognitive ability
B) were group tests that could be given to many people at once
C) were more valid than any other intelligence test
D) measured success in every day life

Question 49

The Army tests and the Stanford-Binet test:

A) differed notably in that the Army tests were group tests while the Stanford-Binet was one-on-one administered by trained personnel
B) were found to yield highly correlated scores thereby allowing better placement of soldiers
C) were found to be inversely correlated and thus the Army tests are no longer administered
D) were found to have a correlation coefficient of 0.10 and thus the Army tests were discontinued

Question 50

The purpose of the Scholastic Assessment Test, or SAT, is to:

A) measure intellectual capability
B) predict college performance
C) create a compound measure of intelligence
D) all of the above

Question 51

To eliminate any influence linguistic skill or culture has on the performance of an individual taking an intelligence test:

A) the intelligence test was provided in the most suitable language for the test-taker
B) only certain cross-culturally relevant questions were included in the test
C) a new test instrument, the Wechsler-Bellevue test, was created
D) only middle class, English speakers were permitted to take the exam

Question 52

The Wechsler Adult Intelligence Scale is different from earlier tests because it

A) is not at all culturally biased
B) provides a reliable measure of academic success
C) measures verbal and non-verbal scores to derive the overall score
D) measures IQ without using language

Question 53

The difference between the WAIS and the WISC is that:

A) children take the WISC and adults take the WAIS
B) the WAIS is verbal and the WISC is nonverbal
C) the WAIS is for those from the United States while the WISC is for non-Americans
D) the WAIS is verbal and analytical while the WISC is nonverbal and primarily qualitative

Question 54

If I want to give an intelligence test to Lauren, my 8 year-old niece, I should give her the:

A) Stanford-Binet scale
B) WAIS
C) WISC
D) WPPSI

Question 55

I want to know how intelligent I am. I should take the:

A) Stanford-Binet scale
B) WAIS
C) WISC
D) WPPSI

Question 56

The Wechsler test consists of:

A) mechanical and object subtests
B) quantitative and mechanical subtests
C) verbal and nonverbal subtests
D) verbal and quantitative subtests

Question 57

What information can be obtained from the WAIS-III?

A) scores for verbal and nonverbal IQ
B) separate scores for each of the 14 subtests
C) the individual's processing speed
D) all of the above

Question 58

IQ appears to decrease with an increase in age. How did Wechsler fix this problem?

A) He dropped the concept of mental age.
B) He correlated IQ with age.
C) He correlated an individual's score with themselves using another score from another time.
D) all of the above

Question 59

The result of Wechsler dropping the concept of mental age and by considering each person's score relative to their peers was:

A) an increase in the percentage of people considered gifted
B) a bell-shaped or normal distribution of intelligence scores
C) greater consistency, validity, and reliability in IQ scores
D) a decrease in the percentage of individuals considered gifted

Question 60

Bob is told that his IQ is exactly average. His IQ score is

A) 70
B) 100
C) somewhere between 85 and 115, but it's not clear the precise score
D) 150

Question 61

Most people have an IQ score that falls between:

A) 50 and 100
B) 60 and 70
C) 85 and 115
D) 130 and 140

Question 62

The authors of your textbook state that the two extremes of intelligence are:

A) handicapped and special
B) brilliant and dull
C) challenged and exceptional
D) mental retardation and gifted

Question 63

Mental retardation is defined as having an IQ of less than:

A) 100
B) 70
C) 50
D) 20

Question 64

Which of the following must be true for a person to be classified as mentally retarded?

A) there must be deficits in adaptive functioning
B) problems with functioning must first exist in childhood
C) problems with functioning must exist in more than one realm
D) all of the above must be true

Question 65

After a serious car accident, Bob has deficits in adaptive functioning and an IQ score of 65. Bob would be diagnosed

A) as cognitively impaired but not mentally retarded
B) as average
C) as gifted
D) with mental retardation

Question 66

Approximately what percentage of the population is mentally handicapped?

A) ? %
B) 2 %
C) 10 %
D) 20 %

Question 67

Of those classified as mentally handicapped, ____ percent have been classified as having an IQ between 50 and 70.

A) 10 to 20
B) 40 to 50
C) 75 to 90
D) 25 to 35

Question 68

Severe mental retardation:

A) is found in 50% of those who are mentally retarded
B) is usually genetic
C) is usually the result of birth damage
D) mostly reflects some biological anomaly

Question 69

What is the cause of Down Syndrome?

A) an extra Y chromosome
B) damage during the birth process
C) an extra chromosome 21
D) the cause is unknown

Question 70

The decrease in intelligence associated with PKU is due to:

A) genetics
B) the failure of the body to produce an enzyme
C) dietary condition
D) all of the above

Question 71

If a child is suffering from PKU and is diagnosed as such immediately after birth, that child will have a normal IQ if:

A) gene therapy is utilized
B) the child is ìmainstreamedî
C) the child's dietary consumption is carefully monitored
D) none of the above will yield a normal IQ score in a child with PKU

Question 72

An exceptionally talented individual is referred to as:

A) gifted
B) a protÈgÈ
C) special
D) exceptional

Question 73

Giftedness is often equated with an IQ in excess of:

A) 115
B) 120
C) 130
D) 140

Question 74

Based on the study described in your textbook, a person with an IQ of 140 or higher will likely experience

A) happy childhoods
B) slightly better than average adjustment and vocational success than the average population
C) difficulties in adaptive functioning
D) divergent thinking

Question 75

Lewis Terman studied over 1000 children with IQs over 140. He found that:

A) being gifted resulted in vastly superior psychological adjustment and immunological functioning throughout their lifespan
B) being gifted initially had some costs (e.g., teasing from children) but eventually became a pure benefit
C) later in life the gifted children had a slightly better chance of marital success
D) psychopathology occurred in a significantly high percentage of the group of gifted children, as compared to those with a normal IQ

Question 76

Creativity refers to:

A) IQ scores above 140
B) the ability to produce valued outcomes in a novel way
C) the application of cognitive skills and knowledge to solving a problem
D) the accumulation of information stored in long-term memory

Question 77

Creativity is:

A) moderately and positively related to intelligence
B) strongly and positively related to intelligence
C) moderately and negatively related to intelligence
D) strongly and negatively related to intelligence

Question 78

In Terman's study of 1,000 gifted children, a follow-up study revealed that ____ percent had produced highly creative works.

A) 0
B) 11
C) 23
D) 37

Question 79

The ability to generate multiple possibilities in a given situation is referred to as:

A) multi-faceted intelligence
B) divergent thinking
C) non-conformity
D) ìoutside-the-boxî cognitive style

Question 80

I am amazed with a friend of mine. Whenever he is building or fixing something, if he ever comes across a problem, he can easily come up with seven possibilities that would solve that problem. When trying to decide how to landscape the back yard, he easily came up with 12 different and all very good ideas. My friend exemplifies:

A) multi-faceted intelligence
B) divergent thinking
C) non-conformity
D) ìoutside-the-boxî cognitive style