Deck 7: Intelligence General Ability Testing

Question 1

Ceci's bioecological theory is similar to Piaget's in that:

A)both theories were developed in the 1980s
B)they have both been highly influential in the field of education.
C)they are both based on a developmental perspective.
D)both theories are consistent with the psychometric approach to general ability testing.

Answer 1

they are both based on a developmental perspective.

Question 2

Vernon's hierarchical approach has two second-order factors, V:ed represents verbal and educational aptitudes, while K:m represents:

A)spatial, mechanical, and practical aptitudes.
B)number facility.
C)nonverbal reasoning.
D)knowledge and memory.

Answer 2

spatial, mechanical, and practical aptitudes.

Question 3

A term that is sometimes used instead of intelligence is:

A)achievement
B)aptitude
C)general ability
D)self-efficacy

Answer 3

general ability

Question 4

Piagetian approaches have influenced how intellectual functioning is measured through the examination of:

A)group differences in intelligence.
B)individual differences in development.
C)how individuals solve problems when under duress.
D)impact of heredity on developmental experiences.

Question 5

Ceci's bioecological theory strongly emphasizes the importance of ___________ when considering intellectual performance.

A)gender
B)context
C)genetics
D)age

Question 6

In general, the difference among the psychometric theories of intelligence consists of:

A)the extent to which intelligence can be described by g, and the content of the lower-level factors
B)differential conceptualizations of the developmental sequence of intelligence across cultures
C)discrepant ideas about the structures underlying information processing
D)none of the above

Question 7

Sternberg's triarchic theory is based upon the ________________________.

A)developmental progression model.
B)Cattell-Horn-Carroll model.
C)information processing model.
D)environmental influence model.

Question 8

Which individual's original theory proposed that there were seven primary mental abilities and not a general ability factor?

A)Pearson
B)Spearman
C)Thorndike
D)Thurstone

Question 9

Which test is among the most commonly used intelligence instruments?

A)Stanford-Binet
B)Kaufman Assessment Battery for Children
C)Wechsler Adult Intelligence Scale
D)Cognitive Assessment System

Question 10

Which of the following theorists proposes that there are multiple intelligences rather than just one?

A)Ceci
B)Spearman
C)Cattell
D)Gardner

Question 11

The Wechsler scales all have a mean of ____ and a standard deviation of ____.

A)100, 15
B)500, 100
C)50, 10
D)0, 1

Question 12

With regard to intelligence, most theorists agree that there is both _________________ plus _______________.

A)fluid abilities; street smarts
B)one general ability factor; many lower-level factors
C)primary mental abilities; spatial, mechanical, and practical aptitudes
D)none of the above - there is still very little agreement

Question 13

The theory that intelligence is a composite of a general factor (g) and one or more specific factor(s) was advanced by:

A)Pearson
B)Spearman
C)Thorndike
D)Thurstone

Question 14

A child sees a zebra, points to it and says, "Horse!" According to Piaget, this child's behavior is an example of:

A)accommodation
B)aggregation
C)assimilation
D)aptitude

Question 15

According to Cattell, a person trying to solve an entirely new kind of problem is using his or her __________, whereas a person working on a task that he or she knows well is using his or her __________.

A)general ability, specific ability
B)intelligence B, intelligence A
C)fluid intelligence, crystallized intelligence
D)verbal ability, performance ability

Question 16

After hearing the child's error, his sister corrects him, saying "No, that's a horse." The following week, the child sees a zebra and labels it correctly.According to Piaget, the child's correction is an example of:

A)accommodation
B)aggregation
C)assimilation
D)aptitude

Question 17

Theories of intelligence based on the premise that intelligence can be described in terms of mental factors are called the:

A)psychometric approaches
B)developmental approaches
C)information processing approaches
D)general factor approaches

Question 18

According to Luria, ________________ processing involves integrating mental input, whereas ______________ processing is the ability to problem solve by arranging stimuli in serial order.

A)simultaneous; sequential
B)concurrent; consecutive
C)authentic; performance
D)encoding; retrieval

Question 19

Which of the following is NOT part of Guilford's structure-of-intelligence theory?

A)mental operations
B)products
C)content areas
D)dimensions

Question 20

The principal difference between the WAIS-IV and the WISC-IV is the:

A)appropriateness of the WISC-IV for those who lack facility with English.
B)lower reliability of the WAIS-IV.
C)applicability to different age ranges.
D)use of ratio IQs with the WISC-IV and deviation IQs with the WAIS-IV.

Question 21

Concerning gender differences related to tasks on intelligence tests:

A)males seem to do better on tasks involving visual spatial abilities.
B)females tend to do better at verbal fluency tasks.
C)there do not appear to be general intellectual differences.
D)all of the above

Question 22

Which is not one of the five factors for both the verbal and nonverbal areas of the Stanford-Binet?

A)visual-spatial processing
B)crystallized reasoning
C)fluid reasoning
D)working memory

Question 23

The amount of shared variance between intelligence test scores and academic performance is around:

A)25%
B)50%
C)75%
D)100%

Question 24

The reliability coefficients of intelligence scales for infants and young children are __________ the reliability coefficients of intelligence tests designed for adolescents and adults.

A)lower than
B)higher than
C)comparable to
D)exactly the same as

Question 25

Which of the following is the most serious disadvantage of group intelligence or general ability tests?

A)Too many items in a given total score.
B)Group tests use only a single item format.
C)Too little attention to the examinee's motivation and/or anxiety levels.
D)The time to administer group tests.

Question 26

The Kaufman Assessment Battery for Children, Second Edition (K-ABC-II) is grounded in which two models of intelligence?

A)Luria's processing model and the Cattell-Horn-Carroll model
B)developmental progression model and environmental influence model
C)Spearman's factor model and Guilford's structure-of-intelligence model
D)the K-ABC-II is not grounded in any substantiated model/theory

Question 27

The WISC-IV Integrated:

A)is the most recently updated version of the WISC.
B)provides additional information about processing strengths and limitations.
C)is frequently used by school psychologists in assessing possible learning disabilities.
D)all of the above

Question 28

An individual's intelligence appears to be:

A)almost exclusively influenced by his/her genetic makeup.
B)predominantly influenced by environmental factors.
C)influenced by both genes and environment, in complex interplay.
D)influenced by both genes and environment, with environment being the major contributor.

Question 29

Which of the subscales of the WISC-IV would probably be the best indicator of intelligence for a Hispanic client for whom English is her second language?

A)Vocabulary
B)Information
C)Block Design
D)Arithmetic

Question 30

Through aptitude testing such as previous research on the General Aptitude Test Battery (GATB), Hunter and Schmidt termed ___________________, which refers to the findings that the same test score data may be predictive for all jobs.

A)external validity
B)predictive generalization
C)validity generalization
D)job-aptitude validity

Question 31

Which of the following instruments was designed to engage children from different ethnicities and includes information that diverse children would be acquainted with?

A)Wechsler Intelligence Scale for Children-IV (WISC-IV)
B)Stanford-Binet Intelligence Scale: Fourth Edition
C)Kaufman Assessment Battery for Children, Second Edition.(K-ABC-II)
D)Multidimensional Aptitude Battery-II (MAB-II)

Question 32

One of the oldest (first published in 1916) and most widely used intelligence assessments is the:

A)Wechsler Adult Intelligence Scare (WAIS)
B)Differential Ability Scales (DAS)
C)Kaurman Assessment Battery for Children (K-ABC)
D)Stanford-Binet

Question 33

One of the advantages of many group intelligence tests is that:

A)they provide the same amount of detail as individual intelligence tests and are less expensive.
B)the results easily provide diagnostic information on learning disabilities.
C)they are co-normed with vocational aptitude tests.
D)they are often given in conjunction with group achievement tests in schools to evaluate student and/or school performance.

Question 34

The heritability indexes for intelligence are around:

A).35
B).50
C).75
D)1.00

Question 35

The studies with the strongest research methodology related to the effect of age on intelligence test scores indicates that intelligence:

A)is stable over the life-span and can be accurately measured in preschool children.
B)gradually declines after the age of 20, with the decline becoming more apparent after 50.
C)is mostly stable throughout adulthood with little variation until death.
D)is mostly stable throughout adulthood with slight declines after 65 in the area of fluid intelligence.

Question 36

Which of the following is false concerning the relationship between intelligence and occupational success?

A)Hernstein and Murray's conclusion that intelligence predicts occupational attainment has been supported by recent APA-commissioned research
B)Intelligence accounts for about one-fourth of the variance in social status
C)The relationship between intelligence and occupational prestige is, in part, influenced by education
D)SAT and GRE scores are highly correlated with intelligence

Question 37

The WAIS-IV can be used in conjunction with the ___________________ to allow for comparing intellectual ability and memory functioning, including assessing neurological disorders (e.g., Alzheimer's, Parkinson's).

A)Wechsler Memory Scale IV (WMS-IV)
B)Neurological Decline Scale (NDS)
C)Wechsler Intelligences Scale for Children - Fourth Edition Integrated (WISC-IV Integrated)
D)Intellecutal-Memory Adaptability Scale (IMA)

Question 38

The Woodcock-Johnson III Complete Battery is comprised of a test of ______________________ and a test of ___________________.

A)reading ability; math ability
B)childhood intelligence; adult intelligence
C)cognitive ability; academic achievement
D)emotional intelligence; bodily-kinesthetic intelligence

Question 39

This instrument is designed to identify specific abilities by providing insight on how children process information.

A)Differential Ability Scales - Second Edition (DAS-II)
B)Kaurman Assessment Battery for Children (K-ABC)
C)Slosson Intelligence Test - Revised, Third Edition (SIT-R3)
D)Ability-Processing Scale (APS)

Question 40

Compared to individual tests of intelligence, group intelligence tests:

A)let the examiner pay closer attention to the examinee.
B)are more dependent on reading ability.
C)provide more information on specific learning disabilities.
D)are more time consuming.

Question 41

The steady rise of intelligence tests scores in recent years is called the:

A)Ceci effect
B)Anastasi error
C)Neisser effect
D)Flynn effect

Question 42

Concerning ethnic differences on intelligence tests:

A)Asian-Americans score significantly higher than Whites, which accounts for the high proportion of Asian-Americans in technical occupations.
B)African-Americans tend to score lower than Whites, but researchers have not been able to identify why this disparity exists.
C)Hispanic-Americans have the lowest average test scores of any ethnic group.
D)Hispanic-American and Native American children tend to score lower on performance items as compared to verbal items.

Question 43

Findings related to intelligence test scores indicate that:

A)intelligence test scores predict differences in school achievement moderately well.
B)there has been a steady increase in intelligence test scores.
C)ethnic differences in intelligence test scores reflect complex patterns, and no conclusive generalizations can be stated at this time.
D)all of the above Discussion Questions

Question 44

If a counselor is working with a client from an ethnic minority group, he or she should:

A)expect the client to have a lower-than-average intelligence score.
B)expect the client to have a higher-than-average intelligence score.
C)expect the client to do better on verbal items as compared to performance items.
D)not conclude anything about the client's potential intelligence because there is significant variation within any ethnic group.