Deck 9: Intelligence

Question 1

Certain IQ tests, such as the WISC-IV, include separate tests for specialized abilities. Scores on all those separate tests are positively correlated with one another. These positive correlations are considered evidence in favor of

A) Sternberg's triarchic theory of intelligence.
B) Spearman's "g" factor.
C) Cattell's distinction between fluid and crystallized intelligence.
D) Gardner's theory of multiple intelligences.

Answer 1

Spearman's "g" factor.

Question 2

Spearman's theory has been called a monarchic theory of intelligence because it

A) was first developed in Great Britain.
B) was a widely held belief among the aristocracy during the Middle ages.
C) included a single ability which was solely responsible for all performance.
D) included a dominant ability that ruled over lesser abilities.

Answer 2

included a dominant ability that ruled over lesser abilities.

Question 3

Psychologist Dinah Moe asks each individual to take several tests of specialized intellectual abilities, such as arithmetic, mechanical ability, logical reasoning, and spatial reasoning. Then she measures the correlation between performance on one test and performance on another test. What is she probably trying to determine?

A) whether or not Spearman's concept of a "g" factor is correct
B) whether or not IQ tests have high utility
C) the extent to which heredity and environment influence intelligence
D) whether or not Cattell's concept of fluid and crystallized intelligence is correct

Answer 3

whether or not Spearman's concept of a "g" factor is correct

Question 4

What is meant by fluid intelligence?

A) the ability to reason, use knowledge, and gain more information
B) intelligence that is present in the same amount at all times
C) intelligence that increases and decreases from time to time
D) acquired skills and knowledge and the application of that knowledge to familiar problems

Question 5

If a psychologist wanted to test Spearman's concept of a "g" factor in intelligence, what kind of data should the psychologist collect?

A) correlations between performances on various intellectual tasks
B) information on similarities and differences in the IQ scores of identical twins reared in separate environments
C) data on the means and standard deviations for people of various ages when they take IQ tests
D) surveys of whether psychologists believe that IQ tests actually measure intelligence

Question 6

According to Raymond Cattell, the "g" factor in intelligence has two major components:

A) inherited and acquired.
B) fluid and crystallized.
C) verbal and performance.
D) slow and fast.

Question 7

Suppose someone demonstrated that there are several kinds of intellectual abilities that correlate poorly or negatively with one another. That demonstration would be evidence against

A) Sternberg's triarchic theory of intelligence.
B) Gardner's theory of multiple intelligences.
C) Spearman's "g" factor.
D) the theory that heredity contributes to intelligence.

Question 8

What evidence did Spearman cite to support his concept of a "g" factor in intelligence?

A) Mean performance on IQ tests rises until age 14-20, and then begins to decline.
B) Changes in the instructions can alter the mean performance of various groups.
C) Mean performance on IQ tests has been rising from one generation to the next.
D) Most people who do well on one intellectual task do well on others tasks also.

Question 9

Which of the following has been proposed as the underlying skill that could account for g?

A) mental speed
B) how easily a person's neurons change in response to experience
C) speed of visual processing
D) all of the above have been proposed to account for g

Question 10

The main evidence for the existence of a "g" factor in intelligence is the fact that

A) young adults ordinarily get higher test scores than do either children or older adults.
B) identical twins usually get similar scores on intelligence tests.
C) intelligence tests have several parts, and people who do well on one part generally do well on other parts also.
D) people who do well on an intelligence test today will probably do well when they take a similar test again later.

Question 11

When Spearman described the "g" factor in intelligence, what did the "g" stand for?

A) general
B) gifted
C) genetic
D) group

Question 12

One possible explanation for Spearman's "g" factor is that

A) most of the early IQ tests had very low reliability.
B) health and other influences that improve one ability also improve other independent abilities.
C) extra development of one ability decreases the possibility for developing other abilities.
D) different parts of the brain develop at different times, depending on different genes.

Question 13

Charles Spearman inferred the existence of a "g" (or general) factor in intelligence from the observation that

A) people's scores on intelligence tests correlate highly with measures of the size of their cerebral cortex.
B) people who score high on a test one day are likely to score high again if they take the same test another time.
C) people who do well on a test of one kind of intellectual ability generally do well on tests of other kinds also.
D) the mean score on intelligence tests is the same in all countries.

Question 14

Which of the following facts is the best evidence in favor of the "g" factor in intelligence?

A) People who take an IQ test repeatedly generally get about the same score each time.
B) Parents who have high IQ scores generally have children with high IQ scores.
C) The mean IQ score for boys is the same as that for girls.
D) Scores on tests of specialized intellectual abilities are all positively correlated with one another.

Question 15

An experienced taxi driver becomes more and more skilled at finding various addresses within a city, without improving other kinds of intellectual skills. We can say that the driver has increased his or her:

A) fluid intelligence.
B) standardized intelligence.
C) crystallized intelligence.
D) solid intelligence.

Question 16

Spearman inferred the existence of a "g" factor in intelligence because of his evidence that, on the average,

A) people who live in prosperous countries do better on IQ tests than those in poorer and less educated countries.
B) each generation of people scores higher on IQ tests than the last generation.
C) people who do well on a test of one ability also do well on tests of other abilities.
D) high-IQ parents tend to have high-IQ children.

Question 17

What does "psychometric" mean?

A) based on theory
B) based on measurements of individual differences
C) based on an analysis of motivation and emotion
D) based on the study of intelligence

Question 18

Davis performs very well on tests of logical reasoning and arithmetic and very poorly on tests of mechanical ability and spatial reasoning. This pattern of performance would be evidence against

A) Sternberg's triarchic theory of intelligence.
B) Gardner's theory of multiple intelligences.
C) Cattell's distinction between fluid and crystallized intelligence.
D) Spearman's "g" factor.

Question 19

The researcher who introduced the idea of the "g" factor in intelligence was

A) Spearman.
B) Cattell.
C) Zimbardo.
D) Skinner.

Question 20

What is meant by crystallized intelligence?

A) intelligence that increases and decreases from time to time
B) intelligence that is present in the same amount at all times
C) the ability to reason, use information, and gain new knowledge
D) acquired skills and knowledge and the application of that knowledge to familiar problems

Question 21

Sternberg has identified three types of intelligence: practical, creative, and __________.

A) physical
B) fluid
C) analytical
D) scientific

Question 22

Which of the following theories holds that intelligence includes unrelated (or poorly correlated) abilities such as language, music, logic, body movement, and social sensitivity?

A) Spearman's concept of a "g" factor
B) Cattell's distinction between fluid and crystallized intelligence
C) Binet's theory of intelligence
D) Gardner's theory of multiple intelligences

Question 23

Critics of the notion of a single kind of intelligence argue that psychologists find strong evidence for a "g" factor in intelligence because

A) their tests focus on overlapping skills.
B) their tests are not narrow or specific enough.
C) they test children far more often than they test adults.
D) the statistical methods that are commonly used are biased.

Question 24

According to Cattell, if we examine the intelligence of a person at age 20 and again at age 50, we are most likely to find

A) consistent levels of both fluid and crystallized intelligence.
B) the same amount of fluid intelligence, but less crystallized intelligence at age 50.
C) lower levels of fluid intelligence at age 50, but more crystallized intelligence.
D) more fluid intelligence at age 50, but less crystallized intelligence.

Question 25

Most tasks people do seem to require?

A) crystallized, but not fluid intelligence.
B) fluid, but not crystallized intelligence.
C) neither crystallized nor fluid intelligence.
D) a combination of both crystallized and fluid intelligence.

Question 26

In analyzing the cognitive processes of intelligence, Sternberg identified the components of encoding information, drawing inferences, mapping relationships, and applying the knowledge. After developing a test to measure these specific processes he discovered

A) all the measures correlated with each other (evidence for g).
B) none of the processes could be measured reliably.
C) none of the measures correlated with each other.
D) strong gender differences suggesting a problem with bias.

Question 27

The ability to reason and to learn new skills is __________ intelligence. The ability to apply acquired skills to a familiar problem is __________ intelligence.

A) verbal...performance
B) performance...verbal
C) fluid...crystallized
D) crystallized...fluid

Question 28

According to Sternberg's triarchic theory of intelligence, three factors need to be considered when describing intelligence. Which of the factors below is NOT one of Sternberg's three factors?

A) the age of the individual
B) the cognitive processes within the individual
C) the situations that require intelligence
D) the practical application in the outside world

Question 29

Jacque's co-workers are surprised to see him solve all sorts of complex problems on the spot at work since he is unable to remember very many facts or work-related information. Jacque would likely do well on tasks assessing ____ intelligence and poorly on tasks measuring ____ intelligence.

A) fluid; crystallized
B) verbal; performance
C) verbal; spatial
D) crystallized; fluid

Question 30

Of the following, which would be a good example of "fluid" intelligence?

A) repeating a story that one had memorized years ago
B) performing well on a highly-practiced videogame
C) quickly solving a new kind of problem
D) driving home on a familiar road without thinking about it

Question 31

If a psychologist wanted to determine whether Gardner's theory of multiple intelligences is correct, as opposed to Spearman's theory of the "g" factor, what type of information would the psychologist probably collect?

A) information about the stability of individuals' IQ scores over a period of years
B) correlations between people's performances on many unrelated types of intelligent abilities
C) comparisons of the IQs of identical twins reared together and identical twins reared in separate environments
D) means and standard deviations for IQ scores of people in different parts of the world

Question 32

The main assumption of Howard Gardner's theory of multiple intelligences is that

A) people have a number of unrelated forms of intelligence.
B) all types of intelligence are positively correlated with one another.
C) intelligence is controlled by unconscious and unmeasurable cognitive processes.
D) a single "g" factor is present in all types of intelligence.

Question 33

Extensive practice at a particular skill, such as computer programming, improves that skill but has little effect on any other kind of performance. Therefore we classify the improved performance of that skill as

A) general intelligence.
B) fluid intelligence.
C) crystallized intelligence.
D) psychomotor intelligence.

Question 34

The researcher associated with developing the triarchic theory is

A) Raymond Cattell
B) Francis Crick
C) Alan Turing
D) Robert Sternberg

Question 35

Workers at the State Department of Transportation can quickly and accurately calculate the distance between any two cities in the state. Those same workers are rather slow to learn a simple new concept of geometry. Apparently they have a high degree of

A) motor intelligence.
B) triarchic intelligence.
C) fluid intelligence.
D) crystallized intelligence.

Question 36

Which of the following types of evidence, if found, would offer the strongest support in favor of Gardner's theory of multiple intelligences?

A) Men score higher than women on mathematical ability, and women score higher than men on language ability.
B) People with high scores on one ability tend to get high scores on other abilities.
C) There is a strong genetic component to the g factor.
D) The different skills reflect different underlying abilities, not simply crystallized intelligence.

Question 37

A new worker at Consolidated Generic Products cannot perform any of the company's traditional tasks as well as more experienced workers can. However, when the company teaches all the workers a new skill, this new worker learns it faster than the older workers. The new worker apparently has a high degree of

A) fluid intelligence.
B) crystallized intelligence.
C) verbal intelligence.
D) performance intelligence.

Question 38

According to Sternberg's triarchic theory of intelligence, in order to understand intelligence one must consider the situations that require intelligence, how intelligence relates to the outside world, and the

A) age of the individual.
B) gender of the individual.
C) cognitive processes within the individual.
D) person's self-awareness.

Question 39

The disagreement between Spearman (who proposed the "g" factor) and Raymond Cattell had to do with

A) whether all IQ tests measure the "g" factor or whether only some tests measure it.
B) whether differences in intelligence depend mostly on genetics or mostly on environment.
C) whether the "g" factor is present in all people or just in some.
D) whether the "g" factor has just one major component or two.

Question 40

According to Sternberg's triarchic theory, intelligence

A) develops through three separate phases in children.
B) has three levels--genius, normal, and retarded.
C) uses three separate areas of the brain--the forebrain, the midbrain, and the hindbrain.
D) is governed by three types of processes.

Question 41

Binet and Simon developed the first intelligence tests in order to measure

A) creativity.
B) the skills that children need for success in school.
C) cognitive impairment in victims of head injury.
D) job skills in adult factory workers.

Question 42

A 10-year-old boy who has an IQ of 70 on the Stanford-Binet performed

A) as well as the average 10-year-old.
B) significantly below that of the average 10-year-old.
C) better than 70% of other 10-year-olds.
D) somewhat below that of the average 10-year-old.

Question 43

The WISC-IV is a test of __________ developed for __________.

A) intelligence; developmentally disabled adults
B) personality; children
C) intelligence; children
D) interests; developmentally disabled adults

Question 44

The average score at each age on an IQ test such as the Stanford-Binet is

A) 95.
B) 100.
C) 105.
D) 110.

Question 45

An item on the Stanford-Binet IQ test designated as "age 8"

A) has been used for the past 8 years.
B) is only given to children who are 8 years old or older.
C) is answered correctly by 100% of 8-year-olds.
D) is answered correctly by 60-90% of 8-year-olds.

Question 46

Sternberg has identified three types of intelligence: practical, analytical, and __________.

A) physical
B) fluid
C) creative
D) scientific

Question 47

The main reason IQ tests were developed was to

A) measure innate ability.
B) study brain development.
C) predict school performance.
D) help discover what intelligence really is.

Question 48

The original purpose of IQ tests, and still their primary function, is to?

A) measure the effectiveness of different teaching methods.
B) promote creativity.
C) predict performance in school.
D) help researchers test theories of intelligence.

Question 49

The original intelligence tests were developed to predict school performance and were based on which theory, if any?

A) the Intelligence Quotient theory
B) the School Aptitude theory
C) the Academic Achievement theory
D) the tests were not based on any theory of intelligence

Question 50

The first IQ test was designed by

A) Ebbinghaus and Thorndike.
B) Binet and Simon.
C) Calkins and Washburn.
D) James and Lange.

Question 51

By developing tests of creative and practical intelligence, Sternberg is attempting to develop intelligence tests that are better predictors of __________ than standard IQ tests.

A) everyday intelligence
B) interpersonal relationship satisfaction
C) school achievement
D) working intelligence

Question 52

The average IQ score

A) is 100.
B) is higher in men than in women.
C) increases steadily from birth to old age.
D) has been steadily declining over the last three decades.

Question 53

How long are people given when taking the current version of the Stanford-Binet?

A) 10 minutes
B) 60 minutes
C) 1 minute per question
D) an unlimited amount of time

Question 54

The early IQ tests developed in France were modified for English speakers and became the first important IQ test in the English language. This new version was the

A) Stanford-Binet.
B) SAT.
C) WAIS.
D) Progressive Matrices test.

Question 55

A psychologist administering the Stanford-Binet IQ test to an 8-year-old would

A) only administer items designated "age 8."
B) begin with the most difficult questions (e.g., "adult") and work down to the easier questions until the child began to get some right.
C) administer all of the items (age 2 through adult), and note the percentage of items missed at each level.
D) administer only those items at or near the child's current level of functioning.

Question 56

IQ tests were originally devised to help identify

A) prisoners who were ready for release.
B) applicants who should be chosen for particular jobs.
C) mental patients who were likely to improve.
D) children who belonged in special classes.

Question 57

When does a psychologist who is administering the Stanford-Binet end the test for an 8-year-old child?

A) when the child misses his or her first item
B) when the test reaches the items designated as "age 8"
C) when the child begins to consistently miss items
D) when all of the items have been presented

Question 58

Sternberg developed tests to measure three types of intelligence: creative, practical, and analytical. Critics argue

A) we already have enough types of intelligence tests available.
B) intelligence theory predicts four types of intelligence, so his tests are incomplete.
C) the tests all correlate with each other and with traditional intelligence tests.
D) the three tests do not correlate with each other, so they cannot be measuring intelligence.

Question 59

The WAIS-III and the WISC-IV are tests of

A) creativity.
B) personality.
C) intelligence.
D) interests.

Question 60

By developing tests of creative and practical intelligence, Sternberg is attempting to develop intelligence tests that are

A) more fun to administer than standard IQ tests.
B) easier to score than standard IQ tests
C) better predictors of athletic achievement than standard IQ tests.
D) better predictors of everyday intelligence than standard IQ tests.

Question 61

Suppose a psychologist wishes to test the intelligence of people who do not speak English. Which of these tests would be the most appropriate?

A) Stanford-Binet test
B) Wechsler test
C) Rorschach Inkblot test
D) Raven's Progressive Matrices

Question 62

One advantage of the Wechsler intelligence tests, such as the WAIS-III and WISC-IV, is that they

A) are equally fair to people from different cultures and languages.
B) provide separate scores representing a number of separate abilities.
C) are given to large groups at one time, with machine scoring.
D) allow people to work at their own pace, with no time limits.

Question 63

The WAIS-III is a test of __________ developed for __________.

A) personality; children
B) intelligence; adults
C) intelligence; children
D) interests; adults

Question 64

What does it mean to say that Raven's Progressive Matrices is a "culture-reduced" test?

A) Performance on this test has been declining over the years in our culture.
B) It measures abilities that are taught in some cultures and not in others.
C) It calls for little factual information or use of language.
D) It was prepared by representatives of all the world's major cultures.

Question 65

Why do deaf and foreign-born people get a more fair score on the Raven's Progressive Matrices than they do on the Wechsler or Stanford-Binet test?

A) Raven's Matrices measure only simple responses to simple stimuli.
B) Raven's Matrices include only nonverbal questions and answers.
C) Raven's Matrices accept a wide variety of answers as correct on each item.
D) Raven's Matrices measure biological variables rather than answers to questions.

Question 66

Under which of these circumstances would it be important for a psychologist to use Raven's Progressive Matrices (or a similar test) instead of, say, the WAIS-III or WISC-IV?

A) The psychologist wants to record separate verbal and performance scores.
B) The person being tested has already gotten a high score on the Stanford-Binet IQ test.
C) The person being tested has just recently begun to learn English.
D) The psychologist wants to use a test with good reliability and validity.

Question 67

If a psychologist wanted to measure someone's IQ, but also wanted to identify the person's pattern of strengths and weaknesses, which test should the psychologist use?

A) Wechsler tests
B) 16-PF
C) Raven's Progressive Matrices
D) MMPI

Question 68

The WAIS-III and WISC-IV have one advantage over the Raven's Progressive Matrices test, which is that the WAIS-III and WISC-IV

A) provide scores on a number of separate abilities.
B) do not ask questions about any specific information.
C) are more fair to people who do not speak English.
D) are more fair to people who for some reason must work slowly.

Question 69

For which kind of person should Raven's Progressive Matrices NOT be used?

A) deaf people
B) blind people
C) old people
D) people who do not speak English

Question 70

Raven's Progressive Matrices represent one attempt to construct a

A) culture-reduced IQ test.
B) test that measures both intelligence and personality.
C) test of IQ for infants.
D) test of intelligence for nonhuman animals.

Question 71

The WAIS-III test is given to __________; the WISC-IV test is given to __________.

A) English-speaking people...people who speak other languages
B) adults.. children up to age 16
C) people of normal intelligence...people of above-average intelligence
D) people with visual handicaps...people with hearing handicaps

Question 72

One advantage of the Wechsler IQ test is that __________. One advantage of the Raven's Progressive Matrices test is that __________.

A) it does not require knowledge of any particular language...it provides scores for several separate abilities
B) it provides scores for several separate abilities...it does not require knowledge of any particular language
C) it measures innate ability...it measures the person's experiences
D) it measures the person's experiences...it measures innate ability

Question 73

Which of the following was an attempt to devise an IQ test that makes minimal use of language and is more fair to people with various cultural and language backgrounds?

A) Stanford-Binet test
B) Raven's Progressive Matrices
C) Wechsler test
D) MMPI

Question 74

In contrast to the Stanford-Binet and Wechsler IQ tests (WAIS and WISC), the advantage of the Raven's Progressive Matrices test is that it

A) provides subscores representing different abilities.
B) is more appropriate for use with blind people.
C) has been revised more frequently.
D) is equally fair to people who speak different languages.

Question 75

An advantage of Raven's Progressive Matrices is that it

A) directly measures innate ability.
B) is fairer to people who do not speak English.
C) provides separate scores for a number of specialized abilities.
D) has higher reliability and validity than other IQ tests.

Question 76

Which test has separate parts that measure verbal comprehension, perceptual reasoning, working memory, and processing speed?

A) Rorschach Inkblot
B) Raven's Progressive Matrices
C) WISC-IV
D) MMPI

Question 77

Which of these tests (if any) calls for the least amount of knowledge for facts?

A) Stanford-Binet IQ test
B) WAIS-III
C) Raven's Progressive Matrices
D) All these tests require an equal amount of factual knowledge.

Question 78

Raven's Progressive Matrices are especially appropriate for testing the intelligence of

A) blind people.
B) people who do not speak English.
C) people suffering from psychological disorders.
D) people who have never before taken a pencil-and-paper test.

Question 79

The WAIS-III and the WISC-IV are similar tests, except that they are given to people of different

A) ages.
B) languages.
C) intelligence levels.
D) disabilities.

Question 80

Why do critics complain about questions on IQ tests that ask for factual information?

A) such questions do not predict performance in school
B) such items measure knowledge, not necessarily ability
C) factual knowledge is unrelated to problem-solving ability
D) these questions fail to differentiate among people who take the tests