Deck 8: Intelligence and Individual Differences in Cognition

Question 1

Deborah has an average IQ, but is an exceptionally talented dancer. Deborah would be considered to be exceptionally intelligent according to

A) a psychometrician.
B) Carroll's hierarchical theory of intelligence.
C) Gardner's theory of multiple intelligences.
D) Binet.

Answer 1

C

Question 2

Lisa is very good at using her own and others' emotions for solving problems and living happily. Lisa is high in

A) existential intelligence.
B) naturalistic intelligence.
C) linguistic intelligence.
D) emotional intelligence.

Answer 2

D

Question 3

Jones claims that there is a g, a general factor for intelligence. In an effort to support his claim, he gave several different tests to many people. Which of the following results would support his claim?

A) if individual performances were inconsistent across tests
B) if individual performances were consistent across tests
C) if when people's scores were averaged across tests, everyone received about the same average score
D) if individuals showed different patterns of high and low scores on the tests

Answer 3

B

Question 4

Nate has decided that he would like to be a psychometrician. Nate is interested in

A) studying sensory and perceptual processes.
B) Piagetian theory.
C) the treatment of mental illnesses.
D) the measurement of psychological characteristics.

Question 5

Thurstone and Thurstone's work on intelligence

A) emphasized specific factors of intelligence.
B) focused on a general factor of intelligence.
C) was based on Piaget's theory of cognitive development.
D) was based on information-processing research.

Question 6

Gardner's theory of multiple intelligences is based on all of the following EXCEPT

A) research in child development.
B) intelligence test scores.
C) studies of exceptionally talented people.
D) studies of brain-damaged persons.

Question 7

Psychologists who specialize in the measurement of psychological characteristics such as intelligence and personality are referred to as

A) Piagetians.
B) Psychometricians.
C) Information Processing Theorists.
D) Freudians.

Question 8

The ability to deal adaptively with novel situations and problems is known as

A) analytic ability.
B) practical ability.
C) contextual ability.
D) creative ability.

Question 9

Gardner's theory of intelligence

A) ignores the developmental history of distinct intelligences.
B) presents a narrow view of intelligence.
C) emphasizes general intelligence.
D) has important implications for education.

Question 10

___________ refers to the ability to perceive relations among stimuli whereas ___________ comprises a person's culturally influenced accumulated knowledge and skills.

A) Fluid intelligence; crystallized intelligence
B) Crystallized intelligence; fluid intelligence
C) Interpersonal intelligence; intrapersonal intelligence
D) Spatial intelligence; existential intelligence

Question 11

Hierarchical theories of intelligence

A) include only general factors of intelligence.
B) include only specific factors of intelligence.
C) include both general and specific factors of intelligence.
D) are based on research and theories of cognitive development.

Question 12

Duncan is a second grade teacher who applies Gardner's theory of multiple intelligences in her classroom. Which of the following is she most likely to do?

A) Give all of her students a traditional intelligence test.
B) Strongly emphasize basic reading and language skills.
C) Incorporate the study of music, dance, and interpersonal relationships in her curriculum.
D) Focus exclusively on developing her students' logical and mathematical abilities.

Question 13

The ability to know what solution or plan will actually work is known as

A) analytic ability.
B) practical ability.
C) contextual ability.
D) creative ability.

Question 14

Some research has provided support for the notion that there is a general factor of intelligence, but other investigations have suggested that intelligence consists of distinct abilities. These discrepant results were first resolved by proposing

A) information processing approaches.
B) hierarchical theories of intelligence.
C) Piaget's theory of cognitive development.
D) Vygotsky's zone of proximal development.

Question 15

Which of the following intelligences is included both in Gardner's theory of multiple intelligences and in psychometric theories of intelligence?

A) musical
B) bodily-kinesthetic
C) interpersonal
D) spatial

Question 16

Gardner's theory of intelligence

A) suggests that one general factor of intelligence exists.
B) does not address the issue of the development of intelligence.
C) suggests that schools should foster only linguistic and logical/mathematical intelligences.
D) suggests that different intelligences are regulated by different regions of the brain.

Question 17

Sternberg defines successful intelligence as using one's abilities skillfully to achieve one's personal goals. Which of the following is NOT an ability that people use to achieve personal goals?

A) analytic ability
B) practical ability
C) contextual ability
D) creative ability

Question 18

Which of the following is NOT one of the intelligences proposed by Gardner?

A) musical intelligence
B) sensory-perceptual intelligence
C) intrapersonal intelligence
D) bodily-kinesthetic intelligence

Question 19

The idea that a general factor for intelligence, or g, is responsible for performance on all mental tests was introduced by

A) Gardner.
B) Thurstone.
C) Carroll.
D) Spearman.

Question 20

Which of Gardner's intelligences develops first?

A) logical-mathematical
B) linguistic
C) spatial
D) all of the intelligences develop simultaneously

Question 21

Which of the following shows the formula Terman used to calculate an intelligence quotient?

A) IQ = MA/CA x 100
B) IQ = CA/MA x 100
C) IQ = CA/MA
D) IQ = MA/CA

Question 22

The ability to systematically look at problems and generate different solutions is known as

A) analytic ability.
B) practical ability.
C) contextual ability.
D) creative ability.

Question 23

Melissa is 10 years old and has a mental age of five years. According to Terman's method of calculating an intelligence quotient, she has an IQ of

A) 200.
B) 100.
C) 50.
D) 20.

Question 24

The predictive power of infant intelligence tests is

A) high because sensorimotor activities are the beginning of intelligence.
B) high because early individual differences can easily be determined.
C) low because they evaluate different abilities than are evaluated in older children.
D) low because infant tests ignore motor functioning.

Question 25

According to the method that Terman used to score the early versions of the Stanford-Binet, a child with a chronological age of 10 years and a mental age of 12 years would have an IQ of

A) 83.
B) 100.
C) 112.
D) 120.

Question 26

Whose score on the Bayley Scales of Infant Development will BEST predict his later IQ?

A) 6-month-old Tyler's
B) 12-month-old Simon's
C) 24-month-old Joseph's
D) Tyler's, Simon's, and Joseph's scores will predict their later IQs equally well.

Question 27

In today's version of the Stanford-Binet intelligence test, an individual's IQ is calculated by

A) dividing an individual's mental age by his or her chronological age and then multiplying by 100.
B) correlating his or her scores on the various subtests.
C) comparing how many questions the individual passed to the average number passed by individuals of the same age.
D) multiplying the number of test items passed by 100.

Question 28

A "bright" 8-year-old might have a mental age of

A) 4.
B) 6.
C) 8.
D) 10.

Question 29

The Wechsler Intelligence Scale for Children-IV WISC-IV) differs from the Stanford-Binet test in that the WISC-IV

A) does not yield any IQ scores.
B) yields both a verbal IQ and a performance IQ.
C) is not widely used in assessment and research with children.
D) does not have subtests.

Question 30

The Bayley Scales of Infant Development

A) are designed for use with infants only up to 1 year of age.
B) do not assess adaptive behavior.
C) contain mental and motor scales.
D) contain motor but not mental scales.

Question 31

According to the method that Binet and Simon used to score their intelligence scale, a 7-year-old child who could solve correctly problems that the average 8-year-old could solve would have a mental age MA) of

A) 7 years.
B) 7 years, 6 months.
C) 8 years.
D) 9 years.

Question 32

Which of the following statements BEST describes the relation between infant intelligence tests and later IQ?

A) Infant tests predict later IQ very well.
B) Infant tests do not predict later IQ.
C) The predictive power of infant tests improves if the test is administered after a child is 18- to 24-months old.
D) Infant tests emphasize cognitive processes and later tests emphasize sensorimotor skills.

Question 33

Which of the following is an advantage of individual intelligence tests over group intelligence tests?

A) They are less expensive to administer.
B) They are less likely to require a trained examiner.
C) They can provide information about many individuals quickly.
D) They optimize the motivation and attention of the examinee.

Question 34

Tests of infant intelligence do not generally predict later behavior because

A) individual differences in ability are too large in infants.
B) infant tests are not reliable.
C) infant tests tap different abilities than do later tests.
D) infant tests have not been standardized like later tests have been.

Question 35

It would NOT be appropriate to administer the Stanford-Binet intelligence test to

A) 1-year-old Isabella.
B) 2-year-old Rosie.
C) 5-year-old Benjamin.
D) 25-year-old Samuel.

Question 36

The Stanford-Binet intelligence test

A) should be administered only to children, not to adults.
B) consists of both cognitive and motor tasks.
C) requires examinees to attempt all questions on the test.
D) can be administered either individually or in a group.

Question 37

Binet and Simon developed an intelligence test in order to

A) measure intelligence across cultures.
B) predict job success.
C) determine how much of intelligence is due to heredity and how much is due to the environment.
D) identify children who are likely to succeed in school.

Question 38

__________ refers to the difficulty level of the problems on an intelligence test that children can solve correctly.

A) Reliability
B) Validity
C) Mental Age
D) Chronological Age

Question 39

Richards wants to measure the intelligence of 6-month-old Olaf. Which intelligence test would be most appropriate to use?

A) the Wechsler Intelligence Scale for Children-IV
B) the Bayley Scales
C) the Stanford-Binet
D) there is no appropriate test for infants

Question 40

Russell's test scores are low, but he quickly grasps real-life problems and could be called "street smart." Which Sternberg area is a strength for him?

A) creative ability
B) analytic ability
C) practical ability
D) crystallized intelligence

Question 41

The best use of an infant intelligence test is to

A) predict an infant's intelligence as an adult.
B) predict an infant's later school achievement.
C) assess an infant's development early in life.
D) predict current scores on the Wechsler Scales.

Question 42

Which of the following statements best describes the predictive nature of IQ scores?

A) IQ scores predict grades in school and occupational success.
B) IQ scores predict grades in school but not occupational success.
C) IQ scores predict occupational success but not grades in school.
D) IQ scores do not have any predictive ability.

Question 43

Dynamic tests of intelligence

A) have been used for many years and have produced well-established results.
B) measure a child's learning potential.
C) produce the same information as static tests of intelligence.
D) measure what a child already knows.

Question 44

Which pair of individuals is likely to have the MOST similar IQ scores?

A) Janna and Lauren, who are biological mother and daughter
B) Jessie and Jenny, who are biological sisters
C) Michael and David, who are fraternal twins
D) Greg and Craig, who are identical twins

Question 45

Results of massive, continued intervention programs such as the Carolina Abecedarian Project show that

A) long-lasting improvements in the academic and intelligence test scores of disadvantaged children can be achieved.
B) even with continued intervention, the improvements in disadvantaged children's intelligence are not significant from a practical standpoint.
C) improvements in the scores of disadvantaged children are only temporary.
D) continued intervention is relatively inexpensive.

Question 46

Higher IQ scores in children are associated with home environments

A) that provide more opportunities.
B) that include few toys.
C) where a father is absent.
D) where both parents work outside the home.

Question 47

Infant tests, such as the Bayley Scales, have been useful in predicting

A) developmental progress early in life.
B) academic success.
C) superior academic performance.
D) superior athletic ability.

Question 48

Which of the following would be considered dynamic testing?

A) Administering a group intelligence test to class of third grade students.
B) Individually administering the WISC-IV to a child.
C) Introducing the Spanish language to children who speak only English and assessing how quickly they are able to learn Spanish.
D) Assessing children's current physical fitness level on a variety of fitness tasks.

Question 49

Becky's 6-month-old son obtained a high score on the Bayley Scales. What does this tell her about her son?

A) Her son is very likely to have a high IQ later in childhood and adulthood.
B) Her son will be athletically talented.
C) Her son was exposed to teratogens prenatally.
D) Her son's development is progressing normally.

Question 50

Studies of adopted children and both their biological and adoptive parents indicate that

A) heredity does not influence IQ because the IQ scores of adopted children do not resemble those of their biological parents.
B) environment does not influence IQ because the IQ scores of adopted children do not resemble those of their adoptive parents.
C) the impact of the environment on IQ increases as children grow older.
D) the impact of heredity on IQ increases as children grow older.

Question 51

Which of the following statements BEST describes hereditary and environmental influences on intelligence?

A) Heredity determines intelligence within the normal range.
B) The environment determines intelligence within the normal range.
C) Both heredity and environment determine intelligence.
D) It is not possible to determine the effects of heredity and environment on intelligence.

Question 52

According to your textbook, who is MOST correct about influences on intelligence?

A) John, who believes that anyone can be either extremely bright or very unintelligent given the proper environment.
B) Sandy, who thinks intelligence is purely a result of the genes one is given.
C) Rachel, who believes intelligence is determined by a combination of heredity and the environment.
D) Helen, who believes there is no way to determine the influence of heredity and environment on intelligence.

Question 53

Select the statement about heredity and intelligence that is INCORRECT.

A) IQ scores are usually more alike for fraternal twins than for identical twins.
B) Biological siblings tend to be more alike in intelligence than a child and an adopted sibling.
C) Verbal and spatial abilities are more influenced by heredity than are memory skills.
D) Children's IQ scores show distinctive patterns of spurts and lags that appear to be genetically influenced.

Question 54

Tests that measure a child's learning potential by having them learn something new are called

A) static tests.
B) dynamic tests.
C) culture-free tests.
D) triarchic tests.

Question 55

Scott and Kathy want to know what they can do to make it more likely that their children will have high IQ scores. What would you recommend they do?

A) Keep play materials to a minimum.
B) Maintain a relaxed, unorganized home environment because organization can stifle intellectual development.
C) Provide a stimulating environment.
D) Don't worry about it. Environment has little or no influence on IQ scores.

Question 56

Which of the following statements is correct about how ethnicity impacts IQ scores?

A) Asian Americans tend to have the highest scores.
B) European Americans tend to the have the highest scores.
C) Hispanic Americans tend to have the highest scores.
D) African Americans tend to have the highest scores.

Question 57

Research with adopted children

A) typically reveals that as adopted children get older, their IQ scores resemble their biological parents' scores more than their adopted parents' scores.
B) indicates that heredity has no impact on intelligence test scores.
C) usually finds that adopted children's IQ scores more closely resemble their adoptive parents' scores rather than their biological parents' scores.
D) shows that throughout childhood, adoptive parents and biological parents equally influence adopted children's IQ scores.

Question 58

Which of the following siblings would have the most similar IQ scores?

A) children and their adopted siblings
B) siblings who have the same biological parents
C) fraternal twins
D) identical twins

Question 59

The results of the Carolina Abecedarian Project indicate that intervention programs

A) with disadvantaged children do not improve their IQ scores.
B) that focus only on preschoolers work as well as long-term intervention programs.
C) that focus on the school environment work as well as programs that focus on both the school and home environments.
D) can have beneficial effects on both IQ and reading and math achievement.

Question 60

How are socioeconomic status SES) and IQ related?

A) Higher SES class children tend to obtain higher IQ scores than lower SES children.
B) Higher SES children tend to obtain lower IQ scores than lower SES children.
C) SES and IQ are unrelated.
D) SES and IQ are negatively related for European Americans but are unrelated for African Americans.

Question 61

Along with below average intelligence, an individual's __________ is considered to determine whether that individual has an intellectual disability.

A) adaptive behavior
B) divergent thinking
C) emotional health
D) physical development

Question 62

What advice would you give to teachers trying to encourage creativity in their students?

A) Encourage children to accept conventional wisdom.
B) Praise children for correct answers, not for working hard.
C) Realize that only a few children have the potential for creative thinking and don't expect to be able to develop the creativity of the other children.
D) Encourage children to take risks and not worry about novel and unusual answers being silly.

Question 63

Research suggests than compared to non-gifted children, gifted children

A) tend to be more mature.
B) have more emotional problems.
C) follow a different sequence of cognitive development.
D) have considerably more difficulty getting along with their peers.

Question 64

When children of comparable socioeconomic status are compared, group ethnic differences in IQ test scores are reduced. Which of the following does not explains this result?

A) Some ethnic groups have more "smart genes" than others.
B) IQ test items reflect the cultural heritage of the test creator, most of whom are economically advantaged.
C) When people know that they belong to a group that is said to lack skill in a domain, this makes them anxious when performing in that domain for fear of confirming the stereotype, and they often do poorly as a result.
D) When people are wary of questions posed by unfamiliar adults, many economically disadvantaged children often answer test questions by saying, "I don't know."

Question 65

Which of the following statements BEST describes the relation between ethnicity and IQ?

A) African American children tend to have higher IQ scores than European American children.
B) When African American and economically disadvantaged children feel more at ease with the examiner, their test scores improve considerably.
C) When children of comparable social class are compared, the ethnic differences in IQ disappear.
D) When culture-fair intelligence tests are used, ethnic differences in IQ scores disappear.

Question 66

__________ include test items based on experiences common to many cultures.

A) Traditional intelligence tests
B) Culture-fair intelligence tests
C) Reliable tests
D) Habituation measures

Question 67

Which of the following is NOT typically a prerequisite for a child to develop exceptional talent in music?

A) early instruction from a talented teacher
B) parents who are committed to developing their child's musical talent
C) the child having a love for music
D) an IQ score of 130 or higher

Question 68

Tests such as Raven's Progressive Matrices are designed

A) to be culture-fair.
B) for European American children.
C) for African American children.
D) for lower class children.

Question 69

When a culture-fair intelligence test, such as Raven's Progressive Matrices, is used,

A) ethnic group differences disappear.
B) ethnic group differences increase.
C) ethnic group differences are reduced, but not eliminated.
D) ethnic group differences remain the same.

Question 70

Ten-year-old Brent has an IQ of 65 and problems performing the daily living skills needed in his environment. Brent has characteristics of

A) a learning disability.
B) an intellectual disability.
C) giftedness.
D) creativity.

Question 71

Thinking that goes off in many directions to arrive at an answer in cases in which no one answer is necessarily correct is termed

A) intelligent.
B) intellectual disability.
C) convergent thinking.
D) divergent thinking.

Question 72

Environments which encourage __________ are not likely to produce many creative children.

A) conventional thinking
B) taking risks
C) working hard
D) flexibility in thinking

Question 73

Creativity is associated with

A) a high IQ score.
B) a low IQ score.
C) convergent thinking.
D) divergent thinking.

Question 74

Which of the following is a culture-fair intelligence test?

A) the Bayley Scales
B) the Wechsler Scales
C) the Kaufman Assessment Battery for Children
D) Raven's Progressive Matrices

Question 75

Which of the following questions requires the use of divergent thinking?

A) How many states are there in the United States of America?
B) How many different ways can you think of to use a rubber band?
C) Who is the current president of the United States?
D) Who was the first man to walk on the moon?

Question 76

To be considered intellectually gifted, an individual must receive an IQ score of __________ or greater on an intelligence test.

A) 70
B) 100
C) 130
D) 160

Question 77

Modern definitions of giftedness differ from the traditional definition of giftedness in that modern definitions of giftedness

A) are based solely on IQ scores.
B) are based on convergent thinking ability.
C) are narrower.
D) include exceptional talent in areas such as art, music, creative writing, and dance.

Question 78

Holly has normal intelligence, but is having much difficulty learning to read. She does not have any vision or hearing problems that might explain her difficulty. Holly has characteristics of

A) an attention deficit hyperactivity disorder.
B) a learning disability.
C) giftedness.
D) an intellectual disability.

Question 79

Nick has an IQ of 150. Nick would be considered

A) gifted.
B) learning disabled.
C) to be of average intelligence.
D) mentally retarded.

Question 80

Gifted children

A) often are emotionally troubled.
B) need teachers who know how to foster their talent.
C) develop in a sequence that is different from non-gifted children's.
D) are less mature than their peers.