Question 1

A problem presented in your textbook asked you to look at five versions of the number "3" that were displayed at different orientations, and then identify which were backward. The point of the demonstration was that:

Accepted Answer

A) some people are better than others at mental rotation skills, which is why such problems are often used in intelligence or IQ tests. 
B) rotating a mental image is similar to rotating an actual physical object, and-just as it takes time to rotate a physical object-it takes time to rotate a mental image. 
C) rotating a mental image is not the same as rotating an actual physical object; it takes much longer to rotate a mental image than the same physical object. 
D) physically manipulating an actual object takes time, but manipulating a mental image happens almost instantaneously.

Question 2

_____ was the primary proponent of the notion that general intelligence, also referred to as the g factor, was the variable responsible for overall performance on mental ability tests.

Accepted Answer

A) Alfred Binet 
B) David Wechsler 
C) Charles Spearman 
D) Lewis Terman

Question 3

In general, you can quickly identify an item as being an example of a natural concept if the item:

Accepted Answer

A) closely matches the prototype of the concept. 
B) is very different from the prototype of the concept. 
C) is identified using the additive model. 
D) has functional fixedness.

Question 4

Jorge is faced with the decision of which of two equally attractive condominiums to buy. He makes a list of the factors that are most important to him and numerically rates the two condominiums on each factor. Jorge is using the _____ model of decision making.

Accepted Answer

A) single-feature 
B) additive 
C) elimination by aspects 
D) availability

Question 5

Derek learns that his apartment building has been sold and that he needs to move by the end of the month. He develops the following plan of action: (1) look for a new apartment; (2) arrange for utilities; (3) contact a moving company and schedule the move; (4) start collecting empty boxes; (5) pack nonessential items first; and other preparations. What kind of problem-solving strategy is Derek using to solve the problem of moving before the end of the month?

Accepted Answer

A) the heuristic of identifying subgoals 
B) trial-and-error planning 
C) an algorithm 
D) functional fixedness

Question 6

Your text notes the misuse of group intelligence tests shortly after World War I. Specifically, group intelligence tests were inappropriately administered to:

Accepted Answer

A) people in mental institutions. 
B) newly arriving immigrants to the United States. 
C) all children enrolled in public schools. 
D) politicians running for elective office.

Question 7

During World War I, the U.S. military developed the _____ to screen millions of recruits.

Accepted Answer

A) Army Alpha and the Army Beta tests. 
B) Army and Navy Intelligence test. 
C) Navy, Army, and Air Force Aptitude test (NAA
A) . 
D) Military Achievement Test (MAT).

Question 8

Trent does not respond to attempts at social interaction. He also engages in repetitive or odd motor behaviors and has a few restricted routines and interests that he focuses on. According to the In Focus box, "Neurodiversity: Beyond IQ," these characteristics are typical of a disorder called:

Accepted Answer

A) autism spectrum disorder. 
B) neurodiversity syndrome. 
C) mental set disease. 
D) intellectual disability.

Question 9

The act of creativity is typically:

Accepted Answer

A) associated with solving some problem. 
B) restricted to artistic expression, such as painting or writing fiction. 
C) motivated only by intrinsic rewards. 
D) extremely rare.

Question 10

In which stage of the two-stage model of intuition does a person perceive a pattern in the information that is being contemplated, but not consciously?

Accepted Answer

A) the representative stage 
B) the guiding stage 
C) the integrative stage 
D) the generativity stage

Question 11

Which of the following is NOT considered to be one of the components of Sternberg's "successful intelligence"?

Accepted Answer

A) practical intelligence 
B) creative intelligence 
C) analytic intelligence 
D) interpersonal intelligence

Question 12

A test is considered to be reliable when it:

Accepted Answer

A) produces different data following repeated testing. 
B) measures what it is supposed to measure. 
C) is given to a large number of subjects that are representative of the population. 
D) consistently shows similar results after repeated testing.

Question 13

In one study, psychologist Margaret Shih and her colleagues assessed the performance of Asian American women on a test of verbal ability, an area in which women are stereotypically expected to excel but Asians are not. In this study, the women scored higher on the verbal test when reminded of the gender identity, but scored lower on the test when reminded of their racial identity. The effect of racial identity in this study is an example of:

Accepted Answer

A) neurotypical threat. 
B) stereotype threat. 
C) neurotypical lift. 
D) stereotype lift.

Question 14

To David Wechsler, intelligence is reflected in:

Accepted Answer

A) creative behavior. 
B) effective, rational, and goal-directed behavior. 
C) bodily-kinesthetic behavior. 
D) logical-mathematical behavior.

Question 15

In problem solving, an algorithm is defined as:

Accepted Answer

A) a problem-solving strategy that involves attempting different solutions and eliminating those that do not work. 
B) a problem-solving strategy that involves following a specific rule, procedure, or method, which inevitably produces the correct solution. 
C) a problem-solving strategy that involves following a general rule of thumb to reduce the number of possible solutions. 
D) the sudden realization of how a problem can be solved.

Question 16

Melita Oden compared the 100 most successful men (the A group) with the 100 least successful men (the C group) from Lewis Terman's original sample of 1,500 children with genius-level intelligence. Given that the IQ scores of the A and C groups were essentially the same, what accounted for the difference in the levels of accomplishment?

Accepted Answer

A) Birth order differences: As were more likely to be only children or first-borns than Cs. 
B) Socioeconomic status: As came from families that were wealthier and better educated than the Cs' families. 
C) Creativity and flexibility: Cs were less creative and flexible than the As. 
D) Personality factors: As were more goal-oriented, more likely to persevere, and had a greater desire to excel than the Cs.

Question 17

In his chemistry class, Milton learned the rules and features used for classifying certain chemical compounds. Milton has learned a(n) _____ concept.

Accepted Answer

A) formal. 
B) natural. 
C) informal. 
D) unnatural.

Question 18

According to research by Claude Steele and other psychologists, how does stereotype threat tend to impair performance?

Accepted Answer

A) irrelevant mental images and concepts come to mind, which interfere with insight, intuition, and creativity 
B) mental sets are produced, which interferes with effective problem solving and performance 
C) functional fixedness is experienced, which interferes with flexible and creative problem solving 
D) psychological distress, anxiety, and self-doubt interfere with thinking and problem-solving abilities

Question 19

Jonathan is a very bright 10-year-old with a mental age of 12. If tested on the Stanford-Binet Intelligence Scale, his IQ score would most likely be:

Accepted Answer

A) 100 
B) 83 
C) 120 
D) 160

Question 20

Louis L. Thurstone believed that there:

Accepted Answer

A) are three forms of intelligence: analytic, creative, and practical. 
B) are seven different primary mental abilities, each of which is a relatively independent element of intelligence. 
C) are multiple intelligences, some of which are not measured by standard intelligence tests. 
D) is one general intelligence, or g factor, that is responsible for overall performance on tests of mental abilities.

Exam 7: Section 2: Thinking, Language, and Intelligence