Deck 8: Intelligence and Academic Achievement

Question 1

One of the consequences of accepting the idea that intelligence is made up of separate and independent abilities is that

A) it becomes much easier to design an intelligence test based on this principle.
B) we no longer need to worry about how we should define fluid intelligence.
C) it means someone could be strong in one area, but be weak in other areas.
D) we do not need to develop norms to standardize the tests we use.

Answer 1

C

Question 2

A testing procedure that focuses on the process by which we solve complex, real-life problems rather than a specific answer is known as

A) standardized testing.
B) dynamic assessment.
C) authentic assessment.
D) native intelligence testing.

Answer 2

C

Question 3

What is the only type of extrinsic reward that did not improve average performance on test performance in studies on incentives and test performance?

A) Receiving a grade of A if they were among the top three students in their class.
B) Receiving a certificate for good performance.
C) Receiving a prize if they were one of the top three performers.
D) Receiving an A through F grade for their performance.

Answer 3

D

Question 4

When we say that intelligence is a characteristic that is not very deeply canalized, we mean that

A) whatever genes are inherited will determine the eventual outcome in terms of intelligence.
B) the estimate we get of an individual's intelligence will vary substantially from one time of testing to another.
C) the closer the genetic relationship between two individuals, the more similar their IQ scores will be.
D) whatever the genetic starting point, the environment will have a substantial impact on the eventual outcome.

Question 5

If you wanted to compare a particular child to a peer of the same age, a(n) _________ would be appropriate, but if you wanted to measure a child's potential for change, a(n) _________ would be appropriate.

A) dynamic assessment; authentic assessment
B) authentic assessment; standardized assessment
C) standardized test; dynamic assessment
D) dynamic assessment; authentic assessment

Question 6

A test that is always administered and scored in the same way is a

A) valid test.
B) reliable test.
C) standardized test.
D) static test.

Question 7

One of the problems with agreeing on a definition of intelligence is

A) deciding if intelligence is one ability or many different ones.
B) getting the psychometricians to agree with the theorists.
C) separating what is fluid intelligence from what is crystallized intelligence.
D) agreeing upon the sample that will be used to develop the norms for a test.

Question 8

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

A) Siblings born two years apart, living in the same household.
B) Monozygotic twins who have been raised in different families.
C) Dizygotic twins who have been raised in different families.
D) Dizygotic twins who have been raised in the same household.

Question 9

One of the controversies that surrounds Gardner's theory of multiple intelligences is whether

A) there should be a stronger emphasis on abilities based on sensorimotor development.
B) the different types of intelligence are truly independent from each other.
C) these tests are useful for identifying children who are gifted or talented.
D) creative intelligence should not be considered a separate intelligence.

Question 10

Intelligence is a characteristic that could best be described as

A) deeply canalized.
B) moderately canalized.
C) partially canalized.
D) not very deeply canalized.

Question 11

Crystallized intelligence is a measure of

A) how quickly and effectively you can solve novel problems.
B) what you already know and can draw upon to solve problems.
C) your ability to find the one correct solution to a problem.
D) your ability to solve common, everyday problems.

Question 12

Why does an increase in myelination in children result in higher IQ scores?

A) The neural networks are strengthened and later development is better supported.
B) The greater number of new neurons created through myelination results in higher IQ scores.
C) The brain goes through a faster level of pruning in early childhood, making the brain more efficient.
D) Children are better able to coordinate their senses with environmental input.

Question 13

Today an individual's score on an IQ test indicates

A) the child's mental age, meaning that the child can do all of the things that a child of that age can do.
B) how much an individual's score deviates from the average score of others of the same age.
C) the ratio of the child's mental age to the child's chronological age.
D) the difference between what the child can do on her own and what she can do when she receives assistance.

Question 14

When Binet developed the first intelligence test, his goal was to

A) measure a child's inherited abilities that we can then use to define "intelligence".
B) identify all of the separate and independent abilities that we need to measure in order to have a valid way of assessing intelligence.
C) describe how divergent thinking and convergent thinking work together to determine intelligent behavior.
D) measure a child's performance on tasks similar to those required in school and compare the child's performance to the performance of others of the same age.

Question 15

While theories of cognitive development focus on universal processes that affect all children, the study of intelligence focuses on

A) sociocultural differences.
B) innate differences.
C) individual differences.
D) group differences.

Question 16

A dynamic assessment is different from a standardized test because a dynamic assessment

A) focuses on the ability to solve complex, everyday real-life problems.
B) only uses items that have been screened for potential cultural bias.
C) attempts to measure a child's potential for change.
D) relies on fixed-format questions that have more than one correct answer.

Question 17

Your ability to quickly and effectively solve novel problems for which you have no previous experience or training is a measure of your

A) "g" factor intelligence
B) performance intelligence.
C) fluid intelligence.
D) crystallized intelligence.

Question 18

The fact that an individual who suffers a brain injury can have some abilities that are severely impaired while other abilities are largely unaffected is taken as support for

A) the use of the deviation IQ rather than the ratio IQ.
B) the theory of fluid intelligence.
C) Gardner's theory of multiple intelligences.
D) the threshold theory of intelligence.

Question 19

What happens to the cortex of the brain in children with higher intelligence?

A) The cortex becomes thinner rapidly in early childhood.
B) The cortex becomes thicker more quickly and over a longer period of time.
C) The cortex becomes thicker very rapidly over a very short period of time.
D) The cortex becomes differentiated.

Question 20

The Flynn effect refers to the fact that

A) the closer a genetic relationship between two individuals, the more similar their IQ scores are likely to be.
B) members from certain racial groups on average score lower on intelligence tests than other groups.
C) genes set the upper and lower limit for intelligence, but environment determines where within those limits an individual falls.
D) there has been a gradual increase in the scores on intelligence tests over time.

Question 21

Growing up in poverty is associated with a number of difficulties, but the most clearly documented negative effect of poverty is its relationship with

A) inadequate social and emotional development.
B) growth retardation and chronic illness.
C) deficits in cognitive functioning and academic achievement.
D) depression and anxiety disorders.

Question 22

What is the name of the model associated with the view that giftedness is seen as the intersection of above-average intellectual ability, creativity, and task commitment?

A) Intellectual convergence model
B) Triarchic theory of giftedness
C) Three-ring model of giftedness
D) Giftedness of convergence model

Question 23

Results from infant intelligence tests

A) can reliably predict how infants will later do on standardized tests of intelligence.
B) are strong predictors of the child's later performance in school.
C) relate to logical-mathematical performance, but not linguistic abilities.
D) are not very strong predictors of later measures of cognitive functioning.

Question 24

The tendency to think about the ultimate questions of life and death is

A) existential intelligence.
B) spatial intelligence.
C) naturalist intelligence.
D) intrapersonal intelligence.

Question 25

Children who have learning disabilities

A) can be treated with various types of medication to reduce their symptoms.
B) can be cured with early intervention that focuses on cognitive rehabilitation.
C) benefit from being placed in a classroom that uses an accelerated approach.
D) can be greatly helped to achieve their potential with the proper educational support services.

Question 26

The three types of intelligence in Sternberg's triarchic theory of intelligence are

A) physical, cognitive, and socioemotional intelligence.
B) linguistic, logical-mathematical, and spatial intelligence.
C) adaptive functioning, social competence, and linguistic intelligence.
D) analytical, creative, and practical intelligence.

Question 27

The DSM-5 uses the term __________ for the overarching category of various "specifiers" for difficulties with the various academic domains.

A) specific learning disorder
B) cognitive impairment
C) academic intellectual disorder
D) generic intellectual disorder

Question 28

According to Gardner, actors and poets would be high in

A) Interpersonal intelligence.
B) existential intelligence.
C) bodily-kinesthetic intelligence.
D) intrapersonal intelligence.

Question 29

The Head Start program was designed to

A) provide the medical and dental services that economically disadvantaged children need.
B) provide additional resources to the public school system to benefit all children.
C) train mothers to work with their children in their own homes to teach pre-academic skills.
D) help economically disadvantaged children to enter school on par with more economically advantaged children.

Question 30

The ability to think of many solutions to a problem, rather than one correct answer, is called

A) divergent thinking.
B) convergent thinking.
C) spatial thinking.
D) elaborated thinking.

Question 31

In Sternberg's triarchic theory of intelligence, analytical intelligence

A) is closely associated with divergent thinking.
B) is closest to the type of intelligence that is valued highly in most schools.
C) helps an individual find successful solutions to novel problems.
D) involves the ability to memorize, recall, match and verify.

Question 32

Robert Sternberg has said the creativity requires

A) divergent thinking, so convergent thinking destroys creativity.
B) convergent thinking, so divergent thinking is simply a distraction.
C) both divergent and convergent thinking to identify a practical solution.
D) analytic thinking that can search for the one best solution to a problem.

Question 33

A sales representative or a politician would have a higher than average _____ intelligence.

A) intrapersonal
B) interpersonal
C) logical-mathematical
D) existential

Question 34

With regard to children who are gifted or talented

A) it has been difficult to move away from relying upon high scores on intelligence tests as a way to identify these children.
B) there is agreement that any child identified as gifted should receive extra services through their school.
C) we have not yet identified educational strategies that are beneficial for these children.
D) this term is used to describe children who have intellectual disabilities, but who excel in one specific area of achievement.

Question 35

Which of the following is a correct conclusion drawn between the connection between creativity and high intelligence?

A) Although a certain level of intelligence is necessary to be creative, high intelligence is not sufficient by itself.
B) Individuals with high levels of intelligence are inherently creative.
C) Creative individuals tend to score lower on standardized IQ tests.
D) There is no correlation between intelligence and creativity.

Question 36

According to the DSM-5, an __________ is a type of intellectual impairment that begins early in life which includes deficits in intellectual, social and adaptive functioning.

A) developmental delay
B) intellectual disability
C) reduced cognitive syndrome
D) cognitive inhibition

Question 37

Which of the following statements about learning disabilities is true?

A) Learning disabilities are usually recognized and diagnosed during the toddler or preschool years.
B) We must eliminate other possible causes of the child's difficulty in school (such as vision loss or mental impairment) before we make a diagnosis of learning disabilities.
C) About 10% of the children in special education classrooms have been diagnosed as learning disabled.
D) Children with learning disabilities are often very popular among their peers because of their friendliness.

Question 38

Research on accelerated programs for gifted children that allow them to skip a grade or take certain classes at a higher grade level has found that these students

A) do well academically, but often report feeling lonely and socially isolated from other students.
B) are not willing to take on new academic challenges in their new classrooms.
C) say they feel good about themselves and do not feel isolated from their peers when they change classes.
D) say they are bored, frustrated and uninterested in their new classes.

Question 39

One explanation for why Gardner's theory of multiple intelligences has been so widely accepted and implemented in the field of education is that

A) it is a much easier way to assess intelligence than other standardized intelligence tests.
B) the 9 types of intelligence that Gardner describes map on to the standard curriculum used in most schools.
C) it seems more democratic than traditional intelligence tests because each child has a chance to find some area of strength.
D) you do not need a trained examiner to administer this type of test.

Question 40

Research that has looked at how adolescents cope with having learning disabilities has found that

A) most learning disabled adolescents say that they simply try to ignore the situation as much as they c can.
B) problems with learning disabilities usually lessen considerably by the time the young person reaches adolescence.
C) girls are more likely to try to ignore the problem, while boys were more likely to attack the situation directly.
D) the condition has a greater effect on the self-esteem of boys than it has on the self-esteem of girls.

Question 41

At the age of 5, when children enter school, the language centers of the brain are

A) at comparable levels of development in boys and girls.
B) more developed in boys than in girls.
C) more developed in girls than in boys.
D) still too immature to prepare a child to start reading.

Question 42

Recent research that has reanalyzed data on school performance has concluded that

A) the "boy problem" is much more severe than we had previously recognized.
B) the "boy problem" was an artifact of how the data were originally analyzed.
C) middle-class boys were actually performing better than they had in the past, but minority boys were doing worse.
D) the difference between how boys were performing and how girls were performing has almost completely disappeared.

Question 43

The difference between ability grouping and cooperative learning is that

A) ability grouping divides a class into a number of small groups, while cooperative learning keeps the entire class together as one group.
B) when using ability grouping, one teacher works with the different groups, while in cooperative learning, different teachers work with the different groups.
C) in an ability group, all students are performing at the same level, while in cooperative learning, the students are at different ability levels.
D) in ability grouping, everyone in the group gets the same grade, but in cooperative learning, each student earns his or her own grade.

Question 44

Recent longitudinal research that has followed children who attended Head Start programs has found that

A) the effects of participation dissipate after the children leave the program, and after 5 years they look no different from children who did not participate.
B) most of the effects of participation dissipate after a few years, but the Head Start students continue to have better reading skills.
C) former Head Start students have more behavioral problems in school and as adolescents they were more likely to be involved in criminal behavior.
D) former Head Start students had higher academic achievement, fewer grade retentions and were more likely to graduate from high school.

Question 45

If a teacher were told at the beginning of the school year that one of her new students was a trouble maker, she might keep a very close eye on that child and treat any misbehavior on the child's part with harsh discipline. Over time this child might become angry and resentful and might begin to act out even more. The teacher's early expectations for this child have become a

A) self-fulfilling prophecy.
B) "boy problem".
C) stereotype threat.
D) biased perception.

Question 46

One intervention that has been successful at reducing girls' misconception that they are not as good at math as boys are is to

A) put girls in advanced math classes and let them see for themselves that they are as capable as boys are.
B) provide out-of-the-classroom math activities and experiences for girls.
C) teach girls that the brain is like a muscle that can grow and change with use, not something that is fixed and unchangeable.
D) tell girls that all they need to do to succeed is to work harder.

Question 47

The effect that the expectations that others have for us on influencing how we see ourselves and how we behave is called

A) a range of reaction.
B) academic redshirting.
C) wish fulfillment.
D) an expectancy effect.

Question 48

If girls believe the stereotype that girls are not good at math, when they need to test their abilities in math it can create anxiety that can actually hurt their performance. This is called

A) a stereotype threat.
B) math anxiety.
C) a teacher expectation effect.
D) a math disability.

Question 49

Which of the following students would most likely benefit from being in a smaller class?

A) A first grader who comes from a low-income family
B) A fifth grade boy in a middle-class community
C) A seventh grade girl in a suburban school
D) A high school girl attending an inner city school

Question 50

Critics of the use of ability grouping in schools have charged that

A) it damages the self-esteem of the students in the lower tracks and they receive poorer quality teaching.
B) it harms the high-ability students because too many resources are drawn off to support the low-ability students.
C) this is really a way to make a teacher's job easier, not a way to help improve student performance.
D) there is no place in this system for the student of average ability.

Question 51

Which of the following statements about girls' school performance in math and science is true?

A) Girls may have the ability to do math and science, but they do not have interest in these subjects.
B) Girls may be interested in math and science, but they do not have the same level of ability as boys.
C) Girls frequently earn better grades in math during elementary and high school than boys.
D) Girls outperform boys on high-stakes testing in math, such as the SATs or the ACT.

Question 52

Collaborative learning is most advantageous for

A) high-performing students.
B) low-performing students.
C) the average students.
D) students who are English language learners.

Question 53

The benefit of being in a smaller classroom for children in the early grades comes from the fact that

A) there is less competition among the students in smaller classes.
B) each student gets more of the teacher's time and can establish good work habits.
C) it is easier for the children to know each other and make friends.
D) there are more books and materials to be divided among the children.

Question 54

Training on computer games based upon shapes and mental rotation has

A) been unable to reduce gender difference in spatial skills.
B) produced significant improvement in girls' performance on spatial skills tasks.
C) only been able to produce small, short-term improvement in spatial skills.
D) eliminated gender differences in how much boys and girls enjoy computer games.

Question 55

Placing children who are performing at different levels in groups so that each group can be taught at a level that is appropriate for the students' current level of understanding is called

A) cooperative learning.
B) performance learning.
C) individualized learning.
D) ability grouping.

Question 56

When we hold initials beliefs or expectations, these beliefs may lead you to behave in a way that makes it more likely that you will find exactly what you were expecting to see. This process is called

A) social promotion.
B) enriched expectations.
C) distorted perceptions.
D) a self-fulfilling prophecy.

Question 57

A recent re-analysis of boys' performance in school came to the conclusion that

A) minority boys and boys from disadvantaged schools are at risk, but middle-class and upper-class boys are doing as well or better than in the past.
B) the problems that boys have in school have decreased significantly since they first came to the attention of the public.
C) the gender gap is closing and there is little difference between how boys perform in school and how girls perform.
D) it is the group of middle-class and upper-class boys who historically have done well in school who now appear to be at the greatest risk of failure.

Question 58

There is some evidence that in math and science classes teachers

A) pay more attention to girls and the answers that girls give.
B) call on girls more frequently and are less likely to criticize their answers.
C) call on boys more frequently and give them more detailed feedback on their answers.
D) are more critical of the answers that boys give in class and their classroom behavior.

Question 59

One area of ability in which there seems to be a small but significant difference that favors boys is in the area of

A) reading comprehension.
B) science.
C) mathematics.
D) spatial relationships.

Question 60

Social promotion is an educational policy that involves

A) promoting a child to the next grade when the child shows the social skills appropriate for the next grade level.
B) promoting an entire class, as a class, from one grade to another so the children don't need to make new friends.
C) promoting a child who has not mastered grade-level academic material to the next grade so they stay in a class with same-age peers.
D) promoting a class but keeping the same teacher with the class as they move to the next grade level.

Question 61

An authentic assessment relies upon fixed-choice or true/False questions to assess a person's level of intelligence.

Question 62

There is evidence from studies of brain function that support the idea that crystallized intelligence and fluid intelligence are two separate types of intelligence.

Question 63

Describe the historical progression from the idea of mental age to intelligence quotient to deviation IQ. How has our idea about what these tests measure changed over this time?

Question 64

The majority of students who drop out of high school go on to eventually pass their GED.

Question 65

Children are not able to receive services for intervention/special education until they reach the age of five.

Question 66

The triarchic theory of intelligence was originally proposed by Alfred Binet.

Question 67

Students who repeat a grade generally do much better on their second try.

Question 68

Learning disorders often run in families.

Question 69

Well-constructed and reliable standardized tests today are not biased against native-born ethnic and racial minorities.

Question 70

Research has found that Hispanic parents hold educational aspirations for their children that are similar to those held by Anglo parents.

Question 71

There is no evidence to support the idea that smaller classes benefits students.

Question 72

Describe two possible alternatives to standardized testing of IQ. What are the advantages and disadvantages of each one?

Question 73

A specific learning disorder can be cured.

Question 74

A simple test of self-control can be as predictive of grades in school as an IQ test.

Question 75

The high school dropout rate

A) is higher for Black, Hispanic and Asian/Pacific Islanders than it is for White adolescents.
B) has been cut in half since the 1970s, and the largest decline has been for Hispanic students.
C) has declined for White and African American students, but continues to increase for Hispanic students.
D) has recently begun to increase after years of declining.

Question 76

Explain the finding that most of the variability in IQ for low SES children is due to environmental influences, while IQ scores are largely determined by genes in higher SES groups.

Question 77

The "boy problem" is the term used to describe the concern that boys tend to dominate the classroom and don't give girls a chance to participate.

Question 78

Studies conducted on single-gender classrooms has found that they

A) benefit girls, but not boys.
B) benefit boys, but not girls.
C) benefit both boys and girls.
D) do not benefit either boys or girls.

Question 79

The best way to identify a child who is gifted or talented is to use a high score on an intelligence test.

Question 80

Children growing up in families with few economic resources show lower levels of cognitive development as early as 18 months of age.