Deck 9: Intellectual and Cognitive Functioning: Intelligence Testing and Neuropsychological Assessment

Question 1

Spearman's two factor approach included:

A) a general factor (g) and a specific factor (s).
B) fluid, culturally free intelligence and crystallized, learned intelligence.
C) the process factors of assimilation and accommodation.
D) higher order and lower order intelligence.

Answer 1

a general factor (g) and a specific factor (s).

Question 2

Which of the following is true about Gardner's Theory of Multiple Intelligence?

A) It is considered a "dipstick" theory of intelligence - either you have certain intelligences or you don't.
B) There is little research to back his statements.
C) He relies heavily on the belief that "g" mediates all intelligence.
D) Some have criticized his model as being another traditional model that probably adds little.
E) He believes that intelligence is vaster and more complex than how we currently measure it.

Answer 2

He believes that intelligence is vaster and more complex than how we currently measure it.

Question 3

Based on Piaget's understanding of cognitive development, he came up with the term assimilation, which is:

A) how information is incorporated into existing cognitive structures.
B) how we create new cognitive structures and/or behaviors to incorporate new information.
C) how the brain creates neuropathways in order to adapt.
D) the bio-medical mechanism for understanding learning.
E) none of these.

Answer 3

how information is incorporated into existing cognitive structures.

Question 4

Guilford's model of intelligence can best be described by which of the following?

A) A circle in which cognitive operations are recycled.
B) A parallelogram in which opposing cognitive functions complement understanding and occur simultaneously.
C) A cube with three kinds of cognitive ability and different mental abilities will require different combinations of these abilities.
D) An abyss in which cognitive functions are embedded in unconscious cognitive structures.

Question 5

Which of the following is NOT a key concept of Sternberg's theory of intelligence?

A) The ability to tackle deep questions about human existence
B) The ability to adapt to an environment or change the environment as needed
C) The ability of high-order thinking, acting on that thinking, and storing the information
D) The ability to deal with new situations

Question 6

Which statement reflects one of the concepts of Sternberg's theory of intelligence?

A) Body-Kinesthetic intelligence is a key component.
B) Part of intelligence is knowing your weaknesses and compensating for them.
C) Intelligence remains the same across cultures.
D) People can be highly intelligent yet be unsuccessful in life and pursuit of their goals.

Question 7

Which statement is NOT true about Vernon's Hierarchical Model of Intelligence?

A) There were four levels and factors from each lower level contributed to the next level.
B) Vernon's top level was comprised of a number of independent factors that mediated all intelligence.
C) Level 2 had two major factors: verbal and educational abilities and mechanical-spatial-practical abilities.
D) Level 3 is comprised of minor group factors.
E) Level 4 is made of specific factors.

Question 8

Which of the following is NOT true about the Stanford-Binet?

A) It is probably the most well-known individual test of intelligence.
B) It can be given to individuals between the ages of 2 and 90+ years.
C) It measures verbal and nonverbal intelligence across five different factors.
D) It has been criticized for showing meager reliability and validity estimates.

Question 9

Which of the following is NOT one of Guilford's cognitive abilities?

A) Functions or the way that cognitive structures work
B) Operations or the processes we use in understanding
C) Contents or what we use to perform our thinking process
D) Product or the end result of our thinking processes

Question 10

Which of the following factors go into determining where to start and finish the Stanford-Binet?

A) A routing test
B) The basal level
C) The ceiling level
D) All of these
E) None of these

Question 11

Cattell's idea that there are two types of main intelligences, crystallized (acquired) and fluid (innate), came from:

A) his animosity toward the Eugenics movement and his personal belief that cultural factors and learned behaviors must play a part in intelligence.
B) his research on brain activity.
C) his research on child development, especially twin studies.
D) his observations that as cultural factors were removed from intelligence tests, marked changes were seen in test scores.

Question 12

Thurstone's model of intelligence is best known for which of the following?

A) Differentiating between fluid and crystallized intelligence
B) Seven primary abilities that do not combine to make a "g" factor
C) A hierarchical model consisting of four levels of factors
D) The concepts of accommodation and assimilation
E) None of these

Question 13

Based on Piaget's understanding of cognitive development, he came up with the term accommodation, which is:

A) how information is incorporated into existing cognitive structures.
B) how we create new cognitive structures and/or behaviors to incorporate new information.
C) how the brain creates neuropathways in order to adapt.
D) the bio-medical mechanism for understanding learning.
E) none of these.

Question 14

Which of the following is NOT attributed to Gardner?

A) All human beings possess a certain amount of all of the intelligences.
B) Intelligence is largely innate and probably mediated by a "g" factor.
C) All humans have different profiles or amounts of the multiple.
D) Intelligences are manifested by the way a person carries out a task in relationship to his or her goals.
E) Intelligences can work independently or together and each is located in separate parts of the brain.

Question 15

Which is true about Piaget's understanding of cognitive development?

A) His approach was often given the name "gain model" because he examined how intelligence grew as individuals aged.
B) He viewed cognitive changes in a process framework.
C) He believed that complex cognitive structures had little impact on our understanding of the world. What mattered was our genetics.
D) All of these are true.
E) None of these are true.

Question 16

Which of the following is NOT a use of intelligence testing?

A) To assist in determining giftedness
B) To assist in determining mental retardation
C) To assist in determining certain types of learning disabilities
D) To help understand changes in brain function as a result of accidents, dementia, the aging process, abuse, and disease processes
E) Intelligence testing is used for all of these.

Question 17

Which of the following is true about the Cattell-Horn-Carroll Model of Intelligence?

A) Cattell, Horn, and Carroll believe a g factor mediates their multiple abilities.
B) Cattell, Horn, and Carroll worked together and alone to develop this theory in a single year.
C) They used factor analysis to parse out or separate their multiple abilities.
D) Their model disputes and is contrary to the work of Gardner and Sternberg.

Question 18

Which model or theory of intelligence is mostly closely aligned to the WISC-IV and WAIS-IV?

A) Vernon
B) Gardner
C) Sternberg
D) Cattell-Horn-Carroll

Question 19

Which of the following is true about the Wechsler tests?

A) The three tests are used for individuals aged 4 through 85+, based on expected intellectual levels.
B) The tests have been created independently and have little in common.
C) The WISC-IV is a downward extension of the WAIS-IV, and the WPPSI-III is a downward extension of the WISC-IV.
D) The tests show little or no correlation with the Stanford-Binet.

Question 20

In criticizing the Binet Scales created by Alfred Binet, this individual stated that the intelligence test was "a hodgepodge or promiscuous pooling of factors."

A) Spearman
B) Thurstone
C) Vernon
D) Cattell
E) Gardner

Question 21

Because individual intelligence tests are given by an examiner, one-on-one, there is great opportunity for error in their administration and their reliability tends to be low.

Question 22

In neuropsychological assessment, an individual's scores are best compared against which of the following?

A) A large normative sample based on U.S. census data stratified for gender, age, race, and geographical region
B) A norm group consisting of individuals who have the same psychopathology as your client
C) A norm group of both healthy "normal" individuals and those suffering from a wide variety of mental illness
D) The estimated level of functioning of your individual before onset of the illness
E) None of these

Question 23

A neuropsychological assessment is most likely to be used in which of the following situations?

A) In diagnosing a student for a learning disability
B) For a client who may have suffered a traumatic brain injury
C) In assessing a student for a gifted program
D) In assessing a patient recently diagnosed with schizophrenia
E) All of these are potential situations.

Question 24

Piaget's understanding of cognitive development was a "gain model" as opposed to a "process model."

Question 25

On the Stanford-Binet, testing continues until the ceiling level is reached, or the point where the individual misses all of the questions on two consecutive age levels.

Question 26

Which of the following is NOT true of the Kaufman Assessment Battery for Children?

A) It is geared for children ages 3 through 18.
B) Although geared toward children ages 3 through 18, it is also excellent for individuals suffering from dementia and debilitating brain injuries.
C) Examiners can choose subtests based on one of two theoretical models of intelligence.
D) The test specifically measures for visual processing, fluid reasoning, and short-term and long-term memory.
E) The test has high reliability estimates.

Question 27

On the Stanford-Binet, the basal level is determined, which is the highest point where the examinee is able to get all the questions right on two consecutive age levels.

Question 28

Which of the following is true about the WISC-IV?

A) It provides a full scale IQ.
B) It provides four composite scores useful in identifying learning problems.
C) Subtests use a mean of 10 and a standard deviation of 3.
D) The full scale IQ is reported with a mean of 100 and standard deviation of 15.
E) All of these are true.

Question 29

Which of the following statements is true about the Halsted-Reitan Battery for neuropsychological assessment?

A) It is relatively inexpensive to administer and use.
B) Severity of damage can be learned from this battery.
C) This instrument can be administered in about one and one-half hours.
D) There is a strong emphasis on qualitative data.
E) None of these is true.

Question 30

In Spearman's two-factor approach to intelligence, the amount of "g" or "s" varies as a function of the characteristic being examined.

Question 31

Which of the following is an advantage of the flexible battery approach over the fixed battery approach in neuropsychological assessment?

A) Clinicians require much less training in neuropsychology using the flexible battery approach.
B) The flexible battery approach is considered more scientific, which aids in legal trials.
C) The flexible battery approach is more adaptive to specific needs.
D) The flexible battery approach is more objective because it does not rely on qualitative data.
E) All of these are true.

Question 32

Which of the following is true regarding the fixed battery approach to neuropsychological assessment?

A) They typically use cut-off scores to indicate severity of impairment.
B) They are relatively quick and inexpensive compared to other approaches.
C) They emphasize the use of qualitative data.
D) They allow the clinician to select which instruments he or she believes will be most useful in the assessment process.
E) None of these is true.

Question 33

Gardner's Theory of Multiple Intelligences asserts there are eight or nine intelligences and is based on his research of brain-damaged individuals, as well as literature in the areas of the brain, evolution, genetics, psychology and anthropology.

Question 34

Thurstone believed that intelligence was established from one primary factor similar to Spearman's "g."

Question 35

Which of the following abuses have occurred over the years as a by-product of the administration of intelligence tests?

A) The maintenance of the status quo (e.g., those who are verbally brighter over those who have musical ability)
B) The miscalculation of intelligence of minorities
C) The over-classification of individuals who are learning disabled
D) A means to differentiate social classes
E) All of these

Question 36

You are working with a 9-year-old child who suffers from a language-based learning disability. You need to assess this child's intelligence, but you are concerned you may not get an accurate assessment due to his disability. Which instrument might give you the most accurate values?

A) KABC-II
B) CTONI-2
C) WISC-IV
D) WPPSI-III
E) SB5

Question 37

Crystallized (learned) intelligence will generally increase with age while fluid (innate) intelligence tends to slightly decline as we age.

Question 38

Which of the following statements is true about the Boston Process Approach (BPA) to neuropsychological assessment?

A) There is a strong emphasis on qualitative data.
B) It requires all examinees to take the same set of instruments.
C) It has been heavily researched and there is ample psychometric data available.
D) Results are widely accepted in courts of law.
E) All of these are true.

Question 39

In assessing a child with autism, the best instrument for measuring intelligence is most likely the:

A) SB5.
B) WPPS-III.
C) WISC-IV.
D) UNIT.
E) KABC-II.

Question 40

Cattell found heritability of fluid (innate) intelligence to be around .92, which basically means if your parents have it, you are likely to have it.

Question 41

Although the WISC-IV is helpful in determining a broad array of cognitive functioning, it generally is a poor test to determine giftedness.

Question 42

Match the theorist with the model.
Spearman's Two-Factor Approach

A)Process model, not a cognitive gain model. Cognitive structures are developed through a process of assimilation and accommodation.
B)The capacity to use one's abilities, navigate novel situations, and manage one's environment to achieve his or her goals.
C)The "g" factor mediates general intelligence and "s" factor mediates specific abilities.
D)All people have some of eight or nine factors: Verbal-Linguistic, Mathematical-Logical, Musical, Visual-
Spatial, Bodily-Kinesthetic, Interpersonal, Intrapersonal, Naturalist, and Existential
E)Has 16 broad ability factors, of which 6 are tentative.
F)Two "g" factors: g_f intelligence: innate culturally free intelligence; and g_c: acquired as we learn.
G)Four levels - 1: "g" factor; 2: major group factors, verbal­numerical­educational and practical­mechanical­
spatial-physical, 3: minor group factors, and 4: specific factors.
H)Seven factors related to "g": verbal meaning, number ability, word fluency, perception speed, spatial ability, reasoning, and memory.
I)Three kinds of cognitive ability: operations; contents, and product. 180 possible combinations.

Question 43

Match the theorist with the model.
Cattell-Horn-Carroll Integrated Model of Intelligence

A)Process model, not a cognitive gain model. Cognitive structures are developed through a process of assimilation and accommodation.
B)The capacity to use one's abilities, navigate novel situations, and manage one's environment to achieve his or her goals.
C)The "g" factor mediates general intelligence and "s" factor mediates specific abilities.
D)All people have some of eight or nine factors: Verbal-Linguistic, Mathematical-Logical, Musical, Visual-
Spatial, Bodily-Kinesthetic, Interpersonal, Intrapersonal, Naturalist, and Existential
E)Has 16 broad ability factors, of which 6 are tentative.
F)Two "g" factors: g_f intelligence: innate culturally free intelligence; and g_c: acquired as we learn.
G)Four levels - 1: "g" factor; 2: major group factors, verbal­numerical­educational and practical­mechanical­
spatial-physical, 3: minor group factors, and 4: specific factors.
H)Seven factors related to "g": verbal meaning, number ability, word fluency, perception speed, spatial ability, reasoning, and memory.
I)Three kinds of cognitive ability: operations; contents, and product. 180 possible combinations.

Question 44

Match the theorist with the model.
Sternberg's Triarchic Theory of Successful Intelligence

A)Process model, not a cognitive gain model. Cognitive structures are developed through a process of assimilation and accommodation.
B)The capacity to use one's abilities, navigate novel situations, and manage one's environment to achieve his or her goals.
C)The "g" factor mediates general intelligence and "s" factor mediates specific abilities.
D)All people have some of eight or nine factors: Verbal-Linguistic, Mathematical-Logical, Musical, Visual-
Spatial, Bodily-Kinesthetic, Interpersonal, Intrapersonal, Naturalist, and Existential
E)Has 16 broad ability factors, of which 6 are tentative.
F)Two "g" factors: g_f intelligence: innate culturally free intelligence; and g_c: acquired as we learn.
G)Four levels - 1: "g" factor; 2: major group factors, verbal­numerical­educational and practical­mechanical­
spatial-physical, 3: minor group factors, and 4: specific factors.
H)Seven factors related to "g": verbal meaning, number ability, word fluency, perception speed, spatial ability, reasoning, and memory.
I)Three kinds of cognitive ability: operations; contents, and product. 180 possible combinations.

Question 45

Match the theorist with the model.
Vernon's Hierarchal Model of Intelligence

A)Process model, not a cognitive gain model. Cognitive structures are developed through a process of assimilation and accommodation.
B)The capacity to use one's abilities, navigate novel situations, and manage one's environment to achieve his or her goals.
C)The "g" factor mediates general intelligence and "s" factor mediates specific abilities.
D)All people have some of eight or nine factors: Verbal-Linguistic, Mathematical-Logical, Musical, Visual-
Spatial, Bodily-Kinesthetic, Interpersonal, Intrapersonal, Naturalist, and Existential
E)Has 16 broad ability factors, of which 6 are tentative.
F)Two "g" factors: g_f intelligence: innate culturally free intelligence; and g_c: acquired as we learn.
G)Four levels - 1: "g" factor; 2: major group factors, verbal­numerical­educational and practical­mechanical­
spatial-physical, 3: minor group factors, and 4: specific factors.
H)Seven factors related to "g": verbal meaning, number ability, word fluency, perception speed, spatial ability, reasoning, and memory.
I)Three kinds of cognitive ability: operations; contents, and product. 180 possible combinations.

Question 46

Match the theorist with the model.
Piaget's Cognitive Development Theory

A)Process model, not a cognitive gain model. Cognitive structures are developed through a process of assimilation and accommodation.
B)The capacity to use one's abilities, navigate novel situations, and manage one's environment to achieve his or her goals.
C)The "g" factor mediates general intelligence and "s" factor mediates specific abilities.
D)All people have some of eight or nine factors: Verbal-Linguistic, Mathematical-Logical, Musical, Visual-
Spatial, Bodily-Kinesthetic, Interpersonal, Intrapersonal, Naturalist, and Existential
E)Has 16 broad ability factors, of which 6 are tentative.
F)Two "g" factors: g_f intelligence: innate culturally free intelligence; and g_c: acquired as we learn.
G)Four levels - 1: "g" factor; 2: major group factors, verbal­numerical­educational and practical­mechanical­
spatial-physical, 3: minor group factors, and 4: specific factors.
H)Seven factors related to "g": verbal meaning, number ability, word fluency, perception speed, spatial ability, reasoning, and memory.
I)Three kinds of cognitive ability: operations; contents, and product. 180 possible combinations.

Question 47

Match the theorist with the model.
Cattell's Fluid and Crystal Intelligence

A)Process model, not a cognitive gain model. Cognitive structures are developed through a process of assimilation and accommodation.
B)The capacity to use one's abilities, navigate novel situations, and manage one's environment to achieve his or her goals.
C)The "g" factor mediates general intelligence and "s" factor mediates specific abilities.
D)All people have some of eight or nine factors: Verbal-Linguistic, Mathematical-Logical, Musical, Visual-
Spatial, Bodily-Kinesthetic, Interpersonal, Intrapersonal, Naturalist, and Existential
E)Has 16 broad ability factors, of which 6 are tentative.
F)Two "g" factors: g_f intelligence: innate culturally free intelligence; and g_c: acquired as we learn.
G)Four levels - 1: "g" factor; 2: major group factors, verbal­numerical­educational and practical­mechanical­
spatial-physical, 3: minor group factors, and 4: specific factors.
H)Seven factors related to "g": verbal meaning, number ability, word fluency, perception speed, spatial ability, reasoning, and memory.
I)Three kinds of cognitive ability: operations; contents, and product. 180 possible combinations.

Question 48

The astute examiner knows that the assessment of intelligence is complex and that intelligence, as measured by intelligence tests, is based on a number of factors including the environment, genetics, and biology.

Question 49

Match the theorist with the model.
Gardner's Theory of Multiple Intelligences

A)Process model, not a cognitive gain model. Cognitive structures are developed through a process of assimilation and accommodation.
B)The capacity to use one's abilities, navigate novel situations, and manage one's environment to achieve his or her goals.
C)The "g" factor mediates general intelligence and "s" factor mediates specific abilities.
D)All people have some of eight or nine factors: Verbal-Linguistic, Mathematical-Logical, Musical, Visual-
Spatial, Bodily-Kinesthetic, Interpersonal, Intrapersonal, Naturalist, and Existential
E)Has 16 broad ability factors, of which 6 are tentative.
F)Two "g" factors: g_f intelligence: innate culturally free intelligence; and g_c: acquired as we learn.
G)Four levels - 1: "g" factor; 2: major group factors, verbal­numerical­educational and practical­mechanical­
spatial-physical, 3: minor group factors, and 4: specific factors.
H)Seven factors related to "g": verbal meaning, number ability, word fluency, perception speed, spatial ability, reasoning, and memory.
I)Three kinds of cognitive ability: operations; contents, and product. 180 possible combinations.

Question 50

The fixed battery approach to neuropsychology is helpful to the clinician because it is relatively inexpensive and takes less time to administer than other approaches.

Question 51

School psychology programs and doctoral programs in counseling and clinical psychology often offer coursework in intelligence testing.

Question 52

Match the theorist with the model.
Thurstone's Multifactor Approach

A)Process model, not a cognitive gain model. Cognitive structures are developed through a process of assimilation and accommodation.
B)The capacity to use one's abilities, navigate novel situations, and manage one's environment to achieve his or her goals.
C)The "g" factor mediates general intelligence and "s" factor mediates specific abilities.
D)All people have some of eight or nine factors: Verbal-Linguistic, Mathematical-Logical, Musical, Visual-
Spatial, Bodily-Kinesthetic, Interpersonal, Intrapersonal, Naturalist, and Existential
E)Has 16 broad ability factors, of which 6 are tentative.
F)Two "g" factors: g_f intelligence: innate culturally free intelligence; and g_c: acquired as we learn.
G)Four levels - 1: "g" factor; 2: major group factors, verbal­numerical­educational and practical­mechanical­
spatial-physical, 3: minor group factors, and 4: specific factors.
H)Seven factors related to "g": verbal meaning, number ability, word fluency, perception speed, spatial ability, reasoning, and memory.
I)Three kinds of cognitive ability: operations; contents, and product. 180 possible combinations.

Question 53

The flexible battery approach to neuropsychology is helpful to the clinician because he or she can tailor the instruments to each individual.

Question 54

Confidence intervals on the WISV-IV reflect measurement error in the test.

Question 55

Match the theorist with the model.
Guilford's Multi Factor/Dimensional Model

A)Process model, not a cognitive gain model. Cognitive structures are developed through a process of assimilation and accommodation.
B)The capacity to use one's abilities, navigate novel situations, and manage one's environment to achieve his or her goals.
C)The "g" factor mediates general intelligence and "s" factor mediates specific abilities.
D)All people have some of eight or nine factors: Verbal-Linguistic, Mathematical-Logical, Musical, Visual-
Spatial, Bodily-Kinesthetic, Interpersonal, Intrapersonal, Naturalist, and Existential
E)Has 16 broad ability factors, of which 6 are tentative.
F)Two "g" factors: g_f intelligence: innate culturally free intelligence; and g_c: acquired as we learn.
G)Four levels - 1: "g" factor; 2: major group factors, verbal­numerical­educational and practical­mechanical­
spatial-physical, 3: minor group factors, and 4: specific factors.
H)Seven factors related to "g": verbal meaning, number ability, word fluency, perception speed, spatial ability, reasoning, and memory.
I)Three kinds of cognitive ability: operations; contents, and product. 180 possible combinations.

Question 56

Those individuals who have had a basic testing course in their graduate program and no other advanced training are well equipped to give an individual intelligence test.