Deck 10: Intelligence

Question 1

Individual differences in the ability to acquire knowledge, to think and reason effectively, and to deal adaptively with the environment is called:

A) intelligence
B) divergent thinking
C) convergent thinking
D) propositional thought

Answer 1

intelligence

Question 2

The mental age of 6 means:

A) a score of 6 on a standardized test
B) the average age of intelligence for a 6-year-old
C) a person who only uses 60% of their brain capacity
D) the intelligence of any 6-year-old

Answer 2

the average age of intelligence for a 6-year-old

Question 3

Which of the following formulas was originally used by William Stern to determine a person's intelligence quotient?

A) IQ = (mental age/chronological age) x 100
B) IQ = (mental age x chronological age)/100
C) IQ = mental age/chronological age
D) IQ = mental age x chronological age

Answer 3

IQ = (mental age/chronological age) x 100

Question 4

Unlike the older intelligence tests that used Stern's method for calculating the intelligence quotient, current intelligence tests provide an "IQ" score that:

A) is one's mental age as determined by one's performance relative to the average performance of individuals across various age groups.
B) is the ratio of one's mental age to one's chronological age multiplied by 100.
C) is determined by one's performance relative to the test scores of people of one's own age.
D) is based on one's test score relative to the mean test scores of people at different age levels.

Question 5

is a statistical technique that reduces a large number of measures to a smaller number of clusters, with variables within clusters being highly related with one another, but variables across clusters being much less so.

A) Cluster analysis
B) Correlational analysis
C) Factor analysis
D) Confirmation analysis

Question 6

One of the reasons that William Stern's original formula for calculating IQ was abandoned was that:

A) the ratio worked well for adults but not for children.
B) it failed to take a person's chronological age into account.
C) it failed to take a person's mental age into account.
D) the ratio worked well for children but not for adults.

Question 7

The rationale for Binet to develop his test was to:

A) explain developmental differences in cognitive functioning.
B) assess different theories of intelligence.
C) assess school related abilities to determine which children might require special education.
D) assess children's general level of intelligence.

Question 8

Using Stern's intelligence quotient, if Susie is 6 years old and has a mental age of the average 9 year old, her IQ would be:

A) 90
B) 130
C) 100
D) 150

Question 9

The following two assumptions: mental abilities develop with age and the rate of developmental change is relatively constant for a given individual, were assumptions
Made by _ _.

A) Sir Francis Galton
B) Lewis Terman
C) William Stern
D) Alfred Binet

Question 10

The individual to adapt Binet's test for use in the United States was:

A) Lewis Terman
B) William Stern
C) Robert J. Sternberg
D) Sir Francis Galton

Question 11

If a child has a mental age of 7 and a chronological age of 4, her IQ score would be:

A) below average for her age
B) average for her age
C) above average for her age
D) unknown - there is not enough information to calculate her IQ score

Question 12

Margaret was so excited to share the great news with her friends! She had just taken the Wechsler Intelligence Test and scored a 100. Being a 'C' student, Margaret was thrilled to think that she had actually earned the perfect score of 100! Margaret's teacher informed her that:

A) Her score is a quotient, and therefore an individual score that was not linked to actual intelligence
B) Her score is relative to others her age and a score of 100 is the average performance
C) The Wechsler scale only measures verbal intelligence, so her score is only for one aspect of intelligence
D) IQ test scores are often inflated and unreliable so she may not score a 100 again

Question 13

This approach to the study of intelligence attempts to map the structure of intellect and to discover the kinds of mental competencies that underlie test performance.

A) psychometric
B) cognitive
C) multiple intelligence
D) biological

Question 14

Factor analysis is:

A) a critical analysis of the factors involved in a hypothetical construct
B) a method of logic to derive the factors used in an analytic argument
C) an analysis of the sources underlying a scientific argument
D) a statistical method that identifies the underlying sources of individual differences in performance on tests

Question 15

In contrast to when the test was first created, modern IQ tests provide a score that represents:

A) a ratio of the person's mental age to his or her chronological age.
B) a person's performance relative to the scores of other people his or her own age.
C) a ratio of a person's chronological age to his or her mental age.
D) a person's mental age relative to the scores of other people of that gender.

Question 16

Alfred Binet made which of the following assumptions when developing his intelligence measure?

A) Mental abilities develop with age and the rate of this development is constant.
B) The characteristics of successful people are largely determined by the environment.
C) Mental abilities develop with age and the variable rate of this development is determined by the environment.
D) The characteristics of successful people are largely determined by heredity.

Question 17

Jonathan is taking an intelligence test that measures both verbal and non-verbal abilities. Most likely the test he is doing was developed by:

A) Lewis Terman
B) Robert J. Sternberg
C) Sir Francis Galton
D) David Wechsler

Question 18

was one of the individuals to lay the foundation for later research of intelligence. He thought that intelligence was a function of "efficiency of the nervous
System" and therefore tried to measure intelligence with tests that, for example, assessed reaction and sensory acuity.

A) Gardner
B) Binet
C) Galton
D) Sternberg

Question 19

The person who first used the term "intelligence quotient" or IQ was:

A) Sir Francis Galton.
B) Alfred Binet.
C) Lewis Terman.
D) William Stern.

Question 20

Which of the following was one of the assumptions made by Alfred Binet in his research on intelligence?

A) The characteristics of highly intelligent and successful people are largely determined by heredity.
B) Chronological age is a better determinant of intelligence than is mental age.
C) The rate at which a person gains knowledge is largely determined by the environment.
D) The rate at which a person gains knowledge is an internal characteristic and remains relatively constant over time.

Question 21

Which of the following statements regarding the process of standardization is most accurate?

A) It involves judging if a test actually measures what it is supposed to and determination of norms.
B) It involves creating well-controlled testing conditions and determination of norms.
C) It involves determining how consistent a test is and whether it actually measures what it is supposed to measure.
D) It involves creating well-controlled testing conditions and determining the consistency of a test.

Question 22

In theory, aptitude tests depend less on prior learning and more accurately measure a person's ability to react to problems presented in a test, in contrast to tests.

A) achievement
B) psychological
C) mental competence
D) individualized

Question 23

Janine takes a personality test she finds in the latest issue of "College Freshman" magazine. To her delight, she scores as kind, generous, and caring. When she takes the magazine over to her best friend's dorm and takes the test again along with several other first year students, she cannot understand why this time she scores high in the category of self-centered, vain, and competitive. The fact that Janine can get two very different high scores from the same test after retaking it shows a remarkable lack of _.

A) predictive validity
B) construct validity
C) internal consistency
D) test-retest reliability

Question 24

The concept of validity refers to how well a test measures what it is intended to measure. A specific type of validity that measures whether the items on a test measure all the knowledge or skills that are assumed to be part of the construct measured by a test is called _.

A) construct validity
B) content validity
C) criterion related validity
D) internal validity

Question 25

If scores on a test are not strongly associated with criterion measures such as high school or college academic performance, then this test has:

A) low criterion-related validity.
B) low internal validity.
C) low content validity.
D) low construct validity.

Question 26

Creating a well-controlled testing environment in which extraneous factors will not influence test scores is most relevant to establishing which of the following?

A) content validity
B) construct validity
C) standardization
D) internal consistency

Question 27

Tests that contain novel problems that measure a person's potential for future learning and performance are called tests.

A) deductive reasoning
B) achievement
C) aptitude
D) psychological

Question 28

Suppose you take a psychological test and receive a score of 82 (out of a possible 100) on it. Imagine that you take the same test again two days later and this time you receive a score of 46. Other people who have taken the test twice have also had similar positive
And negative changes in scores. These results mean that this test has:

A) high test-retest reliability.
B) low internal consistency.
C) low test-retest reliability.
D) high internal consistency.

Question 29

A test that has good consistency has strong _.

A) reliability
B) predictive validity
C) content validity
D) construct validity

Question 30

Dr. Delaye has developed a new test for math ability but because the test relies heavily on word problems, the test is actually a better measure of comprehension. Because this test doesn't measure the concept that Dr. Delaye originally intended it to, we would say that this test has:

A) poor internal validity.
B) poor construct validity.
C) poor test-retest reliability.
D) poor criterion-related validity.

Question 31

All of the following were mentioned as different types of validity measurements EXCEPT:

A) content validity.
B) criterion-related validity.
C) internal validity.
D) construct validity.

Question 32

All of the following were mentioned as different types of reliability measurements EXCEPT:

A) internal consistency
B) interjudge reliability
C) test-retest reliability
D) construct consistency

Question 33

Using IQ test scores to predict grades, intelligence researchers have obtained positive correlations of about 0.60 for high school students and correlations in the range of ________ for university students.

A) 0.65 to 0.75
B) 0.05 to 0.15
C) 0.30 to 0.40
D) 0.30 to 0.50

Question 34

Dr. Johnson has developed a new psychological test and after conducting some pilot tests, she has determined that scores for different items on the test are all correlated with one another. Thus, we would say that her new test has strong or high:

A) predictive validity.
B) test-retest reliability.
C) internal consistency.
D) content validity.

Question 35

Criterion-related validity refers to:

A) the extent to which the test items adequately sample the domain that the test purports to measure.
B) how well the test items all measure the same characteristic that the test purports to measure.
C) the extent to which the test measures the characteristic that the test purports to measure.
D) how well the test scores predict other behaviours that are assumed to be influenced by the characteristic measured by the test.

Question 36

Norms, which are test results derived from a large, representative sample of particular age segments of a desired population, were discussed in the text as playing an essential role in establishing:

A) internal consistency.
B) construct validity.
C) standardization.
D) predictive validity.

Question 37

Which of the following statements regarding the predictive use of intelligence tests is true?

A) IQ tests do a good job of predicting job performance but not as good as previous work experience.
B) IQ tests predict job performance equally well as previous work experience.
C) IQ tests are not significantly correlated with job performance.
D) IQ tests do a better job of predicting job performance than job experience.

Question 38

Jay and Jackie are opening a new business and need to hire several employees. They decide to give the prospective employees an intelligence test but can't decide what it is they want to measure. Jay thinks they should find out how much the prospective
Employees already know. But Jackie thinks that the person's ability to learn new things is more important for their new business. Based on their intentions to measure different
Aspects, Jay should use a(n) ________ test and Jackie should use a(n) test.

A) mental competence; aptitude
B) aptitude; mental competence
C) achievement; aptitude
D) aptitude; achievement

Question 39

Even though they are good predictors of performance in similar situations, one of the arguments against this type of test is that it makes the assumption that everyone has had the same chance to learn the material being tested. This is a(n) test.

A) internally consistent
B) aptitude
C) achievement
D) psychological

Question 40

Which of the following is NOT an outcome that research has found related to IQ scores?

A) academic performance
B) longevity
C) job performance
D) interpersonal performance

Question 41

Researchers who are affiliated with the cognitive processes approach to intelligence:

A) want to determine how many different kinds of mental abilities underlie test performance.
B) are interested in studying the basic structure of the intellect.
C) argue that intelligence is determined by what intelligence tests measure.
D) study the specific thought processes that underlie mental abilities.

Question 42

Carroll's three-stratum theory of cognitive abilities is considered to be which type of theory?

A) psychometric
B) independent intelligences
C) psychophysical
D) cognitive processes

Question 43

Which of the following is NOT one of Gardner's multiple intelligences?

A) intrapersonal
B) naturalistic
C) artistic
D) musical

Question 44

Similar to an achievement test that measures facts and knowledge you have already learned, this is a measure of the ability to apply previously learned information to current problems. This measure is called:

A) deductive intelligence.
B) crystallized intelligence.
C) the g-factor.
D) fluid intelligence.

Question 45

Similar to an aptitude test that measures your ability to learn things in the future, a measure of the ability to deal with novel problems, reasoning abstractly, and thinking logically is called intelligence.

A) psychometric
B) deductive
C) crystallized
D) fluid

Question 46

Which of the following was mentioned as initially giving rise to L.L. Thurstone's theory of primary mental abilities?

A) Thurstone thought that the correlations among mental tasks measured on IQ tests were lower than would be expected.
B) Thurstone was surprised that there was almost no correlation among mental tasks measured on IQ tests.
C) Thurstone was surprised at the nearly perfect correlations among mental tasks measured on IQ tests.
D) Thurstone was impressed by the high correlations among mental tasks measured on IQ tests.

Question 47

Elizabeth is taking a psychology class because she wants to learn more about herself and who she truly is. According to Gardner's theory of multiple intelligences, Elizabeth will be relying on her intelligence to do this.

A) introspective
B) intuitive
C) intrapersonal
D) interpersonal

Question 48

With regard to fluid and crystallized intelligence, research has concluded that:

A) both fluid and crystallized intelligence increase or remain stable well into late adulthood.
B) crystallized intelligence improves or remains stable with age but fluid intelligence appears to decline in late adulthood.
C) both fluid and crystallized intelligence appear to decline with age.
D) fluid intelligence improves or remains stable with age but crystallized intelligence appears to decline in late adulthood.

Question 49

Compared to other existing theories of intelligence, Howard Gardner's theory of multiple intelligences is most unique in that:

A) he believes that a general g-factor was largely responsible for intelligence.
B) he argues that additional abilities such as musical talents and interpersonal skills should also be considered part of intelligence.
C) he believes that intelligence consists of several distinct abilities.
D) he asserts that there are three different types of intelligence: linguistic, mathematical, and visual-spatial.

Question 50

The ability to apply previously learned knowledge to current problems, which involves retrieving both factual knowledge and problem-solving schemas from long term memory, is called:

A) psychometric intelligence.
B) deductive intelligence.
C) fluid intelligence.
D) crystallized intelligence.

Question 51

A study of the structure of the intellect and determining such things as the number of mental abilities responsible for test performance is the focus of the approach to intelligence.

A) psychosocial
B) cognitive processes
C) constructivist
D) psychometric

Question 52

According to the text, the argument that intelligence consists of a single general ability factor was first advanced by:

A) Raymond Cattell.
B) Charles Spearman.
C) Alfred Binet.
D) L.L. Thurstone.

Question 53

An exceptional hockey player like Sidney Crosby would, according to Gardner's theory of multiple intelligences, not only have high bodily kinesthetic intelligence but also likely have high intelligence to be able to keep track of the other players on
The ice, and predict and understand the movement of the puck.

A) naturalistic
B) intrapersonal
C) visuospatial
D) logical-mathematical

Question 54

In Carroll's three-stratum theory of cognitive abilities, crystallized and fluid intelligence are considered part of the:

A) General Stratum III
B) Carroll's theory did not contain the constructs of crystallized and fluid intelligence
C) Narrow Stratum I
D) Broad Stratum II

Question 55

Which of the following examples of Howard Gardner's multiple intelligences is measured by standard or more traditional intelligence tests?

A) visual-spatial
B) personal
C) musical
D) bodily-kinesthetic

Question 56

Charles Spearman's g factor conception of intelligence and L.L. Thurstone's primary mental abilities conception of intelligence are similar in that:

A) they both argued that the various specific mental abilities were the most important to determine intelligence.
B) they are both examples of the cognitive processes approach to intelligence.
C) they were both based on the same correlations among mental tasks measured by IQ tests.
D) they both argued that a single general intelligence factor was most important to determine intelligence.

Question 57

Carroll's three-stratum theory of cognitive abilities is an integrative model of intelligence that contains elements from which three theorists?

A) Spearman, Thurston, Cattell-Horn
B) Sternberg, Spearman, Terman
C) Sternberg, Gardner, Thurstone
D) Gardner, Wechsler, Cattell-Horn

Question 58

Howard Gardner's theory of intelligence would be considered to be which type of theory?

A) cognitive processes
B) independent intelligences
C) psychometric
D) psychophysical

Question 59

In Carroll's three-stratum theory of cognitive abilities, the top or third stratum of the model contains:

A) processing speed
B) crystallized and fluid intelligence
C) a g factor
D) specific cognitive abilities

Question 60

Many critics have asserted that three of Howard Gardner's types of intelligence are not really part of intelligence at all. These three types are:

A) musical, bodily-kinesthetic, and personal
B) bodily-kinesthetic, visual-spatial, and personal
C) musical, visual-spatial, and bodily-kinesthetic
D) bodily-kinesthetic, personal, and visual-spatial

Question 61

Which of the following statements regarding intelligence is most accurate?

A) While they generally agree that intelligence consists of several different factors, intelligence researchers don't agree on how to define these factors.
B) Most intelligence researchers generally agree that intelligence consists of one general factor and they have defined this factor.
C) Most intelligence researchers generally agree that intelligence consists of several different factors and they have defined these factors.
D) Most intelligence researchers generally don't agree on whether there is one general intelligence factor or several factors.

Question 62

James Flynn noticed that the world's population's , which has been termed the Flynn effect.

A) IQ scores have been gradually increasing over time
B) crystallized intelligence scores have been gradually increasing over time
C) IQ scores have been gradually decreasing over time
D) crystallized intelligence scores have been gradually decreasing over time

Question 63

Critics question whether emotional intelligence is a type of intelligence as opposed to emotional competence as they argue it is not a mental ability. Proponents of emotional intelligence counter that:

A) emotional intelligence is adaptive and therefore should be considered a form of intelligence.
B) the ability to reflect on emotions is a mental ability.
C) emotional intelligence is an innate skill and therefore should be considered a form of intelligence.
D) emotional intelligence is both a mental ability and adaptive.

Question 64

Sarah is moving to a new apartment at the end of the month. As she looks into prices for moving trucks and finds out where she can find boxes, she is primarily using her:

A) performance components
B) creative components
C) knowledge acquisition components
D) metacomponents

Question 65

Sarah is moving to a new apartment at the end of the month. As she makes a list of the things she will need to do before the move and plans how to proceed, she will be primarily using her:

A) creative components
B) metacomponents
C) knowledge acquisition components
D) performance components

Question 66

According to Robert Sternberg's triarchic theory of intelligence, the types of intelligence that can be demanded by the environment are:

A) musical, bodily-kinesthetic, and personal
B) mathematical, linguistic, and visual-spatial
C) analytical, practical, and creative
D) crystallized and fluid

Question 67

Standardized tests such as the Stanford-Binet and the Weschler scales use which method of administration?

A) static testing
B) fixed testing
C) dynamic testing
D) interactive testing

Question 68

On your psychology exam you are asked to compare and contrast Sternberg's conception of intelligence with Spearman's. According to the triarchic theory of intelligence, you will need to rely on which abilities the most to deal with this question?

A) practical
B) naturalistic
C) analytic
D) creative

Question 69

The Kaufman Adolescent and Adult Intelligence test and the Woodcock-Johnson Psycho-Educational Battery were designed to test which types of intelligence?

A) Carroll's three stratum model
B) Sternberg's triarchic theory of intelligence
C) Gardner's multiple intelligences
D) crystallized and fluid intelligence

Question 70

Research has indicated that the Mayer-Salovey-Caruso Emotional Intelligence test has:

A) high inter-rater reliability but low criterion-related validity
B) low inter-rater reliability but high criterion-related validity
C) high inter-rater reliability and high criterion-related validity
D) low inter-rater reliability and low criterion-related validity

Question 71

Bob is very good at reading the behavioural cues that people generate and responds effectively to these cues. Bob has many close friends and is generally well liked by those who know him. In addition, Bob is also good at motivating himself and taking care of his personal needs. These qualities suggest that Bob would most likely score highly on a
Measure of:

A) mathematical intelligence.
B) linguistic intelligence.
C) visual-spatial intelligence.
D) emotional intelligence.

Question 72

In Robert Sternberg's triarchic theory of intelligence, the higher order processes used to plan and regulate task performance are called .

A) metacomponents
B) g factors
C) performance components
D) interpersonal skills

Question 73

Which of the following is NOT one of the four index scales on the Wechsler intelligence test?

A) Logical-mathematical Reasoning
B) Verbal Comprehension
C) Processing Speed
D) Perceptual Reasoning

Question 74

All of the following are components in Robert Sternberg's triarchic theory of intelligence EXCEPT:

A) knowledge-acquisition components
B) performance components
C) visual-spatial components
D) metacomponents

Question 75

The ability to accurately read and effectively respond to the reactions of other people or yourself is considered to be an essential part of intelligence.

A) emotional
B) empathic
C) social
D) interpersonal

Question 76

Jennifer is a teacher who has a child in her class who has been having problems paying attention and has been getting into a lot of trouble, as well as disrupting the class. According to the triarchic theory of intelligence, Jennifer will have to rely on her
________ intelligence the most to deal with this problem.

A) practical
B) creative
C) naturalistic
D) analytic

Question 77

Standardization, the g factor, and fluid intelligence are psychometric concepts, whereas analytic intelligence, performance components, and creative intelligence are _.

A) primary mental abilities
B) cognitive processes
C) metacomponents
D) general mental capacities

Question 78

Which of the following is NOT considered one of the components of Mayer and Salovey's views of emotional intelligence?

A) using emotions to facilitate thought
B) understanding emotions
C) reacting to others' emotions
D) identifying emotions

Question 79

Robert Sternberg's triarchic theory of intelligence was discussed as an example of the ________ approach to intelligence.

A) factor analytic
B) cognitive processes
C) psychosocial
D) psychometric

Question 80

Tom has just beat William at a board game and is very excited and proud of himself. He does not want William to feel badly though so he suppresses his behavioural display of happiness. In doing so, he is displaying an understanding of which of Mayer and Salovey's components of emotional intelligence?

A) understanding emotions
B) perceiving emotion
C) managing emotions
D) using emotion to facilitate thought