Deck 8: B: Intelligence and Individual Differences in Cognition

Question 1

Thurstone and Thurstone's work on intelligence

A) emphasized specific factors of intelligence.
B) focused on a general factor of intelligence.
C) was based on Piaget's theory of cognitive development.
D) was based on information-processing research.

Answer 1

A

Question 2

Which of the following is NOT one of the intelligences proposed by Gardner?

A) musical intelligence
B) sensory-perceptual intelligence
C) intrapersonal intelligence
D) bodily-kinesthetic intelligence

Answer 2

B

Question 3

Deborah has an average IQ but is an exceptionally talented dancer. Deborah would be considered to be exceptionally intelligent according to

A) a psychometrician.
B) Carroll's hierarchical theory of intelligence.
C) Gardner's theory of multiple intelligences.
D) Binet.

Answer 3

C

Question 4

Sternberg defines successful intelligence as using one's abilities skillfully to achieve one's personal goals. Which of the following is NOT an ability that people use to achieve personal goals?

A) analytic ability
B) practical ability
C) exponential ability
D) creative ability

Question 5

Gardner's theory of intelligence

A) ignores the developmental history of distinct intelligences.
B) presents a narrow view of intelligence.
C) emphasizes general intelligence.
D) has important implications for education.

Question 6

Dr. Jones claims that there is a "g", a general factor for intelligence. In an effort to support his claim, he gave several different tests to many people. Which of the following results would support his claim?

A) if individual performances were inconsistent across tests
B) if individual performances were consistent across tests
C) if when people's scores were averaged across tests, everyone received about the same average score
D) if individuals showed different patterns of high and low scores on the tests

Question 7

Which of the following is NOT one of Gardner's criteria for something to qualify as a distinct intelligence?

A) There are special cases of talented individuals in that area.
B) The intelligence is evolutionarily adaptive.
C) The intelligence has a unique developmental history.
D) The intelligence is regulated by distinct regions of the brain.

Question 8

All the following intelligences are included in both Gardner's theory of multiple intelligences and in psychometric theories of intelligence EXCEPT

A) linguistic
B) logical-mathematical
C) interpersonal
D) spatial

Question 9

Some research has provided support for the notion that there is a general factor of intelligence, but other investigations have suggested that intelligence consists of distinct abilities. These discrepant results were first resolved by proposing

A) information processing approaches.
B) hierarchical theories of intelligence.
C) Piaget's theory of cognitive development.
D) Vygotsky's zone of proximal development.

Question 10

Gardner's theory of multiple intelligences is based on all of the following EXCEPT

A) research in child development.
B) intelligence test scores.
C) studies of exceptionally talented people.
D) studies of brain-damaged persons.

Question 11

Which of Gardner's intelligences develops first?

A) logical-mathematical
B) linguistic
C) spatial
D) all of the intelligences develop simultaneously

Question 12

Hierarchical theories of intelligence

A) include only general factors of intelligence.
B) include only specific factors of intelligence.
C) include both general and specific factors of intelligence.
D) are based on research and theories of cognitive development.

Question 13

The psychometric approach to intelligence

A) measures intelligence using standardized intelligence tests.
B) equates intelligence with the existence of exceptional talent.
C) says that intelligent behaviour always involves skillful adaptation to an environment.
D) suggests that many different intelligences exist.

Question 14

Gardner's theory of intelligence

A) suggests that one general factor of intelligence exists.
B) does not address the issue of the development of intelligence.
C) suggests that schools should foster only linguistic and logical/mathematical intelligences.
D) suggests that different intelligences are regulated by different regions of the brain.

Question 15

Psychologists who specialize in the measurement of psychological characteristics such as intelligence and personality are referred to as

A) Piagetians.
B) psychometricians.
C) information processing theorists.
D) Freudians.

Question 16

Mrs. Duncan is a second grade teacher who applies Gardner's theory of multiple intelligences in her classroom. Which of the following is she most likely to do?

A) give all of her students a traditional intelligence test
B) strongly emphasize basic reading and language skills
C) incorporate the study of music, dance, and interpersonal relationships in her curriculum
D) focus exclusively on developing her students' logical/mathematical abilities

Question 17

Lisa is very good at using her own and others' emotions for solving problems and living happily. Lisa is high in

A) existential intelligence.
B) naturalistic intelligence.
C) linguistic intelligence.
D) emotional intelligence.

Question 18

The idea that a general factor for intelligence, or g, is responsible for performance on all mental tests was introduced by

A) Gardner.
B) Thurstone.
C) Carroll.
D) Spearman.

Question 19

Nate has decided that he would like to be a psychometrician. Nate is interested in

A) studying sensory and perceptual processes.
B) Piagetian theory.
C) the treatment of mental illnesses.
D) the measurement of psychological characteristics.

Question 20

Daniel Goleman, author of a bestselling book on emotional intelligence (EI), has argued that EI can be the key to

A) healthy development.
B) recovery from brain damage.
C) a successful career.
D) academic success.

Question 21

According to the method that Terman used to score the early versions of the Stanford-Binet, a child with a chronological age of 10 years and a mental age of 12 years would have an IQ of

A) 83.
B) 100.
C) 112.
D) 120.

Question 22

Which of the following is an advantage of individual intelligence tests over group intelligence tests?

A) They are less expensive to administer.
B) They are less likely to require a trained examiner.
C) They can provide information about many individuals quickly.
D) They optimize the motivation and attention of the examinee.

Question 23

Binet and Simon developed an intelligence test in order to

A) measure intelligence across cultures.
B) predict job success.
C) determine how much of intelligence is due to heredity and how much is due to the environment.
D) identify children who are likely to succeed in school.

Question 24

The Stanford-Binet intelligence test

A) should be administered only to children, not to adults.
B) is administered to one person at a time.
C) requires examinees to attempt all questions on the test.
D) can be administered in a group.

Question 25

The Bayley Scales of Infant Development

A) are designed for use with infants only up to one year of age.
B) do not assess adaptive behaviour.
C) contain mental and motor scales.
D) contain motor but not mental scales.

Question 26

The Wechsler Intelligence Scale for Children-IV (WISC-IV) differs from the Stanford-Binet test in that the WISC-IV

A) does not yield any IQ scores.
B) yields scores for verbal comprehension, perceptual reasoning, working memory and processing speed.
C) is not widely used in assessment and research with children.
D) does not have subtests.

Question 27

The ability to know what solution or plan will actually work is known as

A) analytic ability
B) practical ability
C) exponential ability
D) creative ability

Question 28

Which of the following statements about the Stanford-Binet intelligence test is TRUE?

A) The Stanford-Binet IQ scores can be used to compare children of different ages.
B) Educators have not found the Stanford-Binet to be useful.
C) The Stanford-Binet is no longer a popular test.
D) The Stanford-Binet is a group intelligence test.

Question 29

________ refers to the difficulty level of the problems that children can solve correctly on an intelligence test.

A) Reliability
B) Validity
C) Mental age
D) Chronological age

Question 30

According to the method that Binet and Simon used to score their intelligence scale, a seven-year-old child who could correctly solve problems that the average eight-year-old could solve would have a mental age (MA) of

A) seven years.
B) seven years, six months.
C) eight years.
D) nine years.

Question 31

Which of the following shows the formula Terman used to calculate an intelligence quotient?

A) IQ = MA/CA x 100
B) IQ = CA/MA x 100
C) IQ = CA/MA
D) IQ = MA/CA

Question 32

It would NOT be appropriate to administer the Stanford-Binet intelligence test to

A) one-year-old Isabella.
B) one-year-old Isabella or two-year-old Rosie.
C) one-year-old Isabella, two-year-old Rosie, or five-year-old Benjamin.
D) 25-year-old Samuel.

Question 33

Melissa is 10 years old and has a mental age of five years. According to Terman's method of calculating an intelligence quotient, she has an IQ of

A) 200.
B) 100.
C) 50.
D) 20.

Question 34

Dr. Richards wants to measure the intelligence of six-month-old Olaf. Which intelligence test would be most appropriate to use?

A) the Wechsler Intelligence Scale for Children-III
B) the Bayley Scales
C) the Stanford-Binet
D) there is no appropriate test for infants

Question 35

If intelligence is made up of three distinct abilities as Sternberg predicted, then scores from tests that measure these different abilities

A) should be highly and positively correlated.
B) should be highly and negatively correlated.
C) should be unrelated (no correlation).
D) should be highly correlated with other standard intelligence tests.

Question 36

In today's version of the Stanford-Binet intelligence test, an individual's IQ is calculated by

A) dividing an individual's mental age by his or her chronological age and then multiplying by 100.
B) correlating his or her scores on the various subtests.
C) comparing how many questions the individual passed to the average number passed by individuals of the same age.
D) multiplying the number of test items passed by 100.

Question 37

The ability to systematically look at problems and generate different solutions is known as

A) analytic ability
B) practical ability
C) exponential ability
D) creative ability

Question 38

Which of the following statements best describes the results of research on Sternberg's theory of intelligence?

A) Intelligence is not made of three distinct abilities but instead measures a single g (general intelligence) factor.
B) Intelligence is made up of three strongly distinctive abilities, just as Sternberg predicted.
C) Intelligence is actually made up of six distinctive abilities, more than Sternberg predicted.
D) Intelligence includes three abilities, but they are not as independent and distinctive as Sternberg proposed.

Question 39

The ability to deal adaptively with novel situations and problems is known as

A) analytic ability
B) practical ability
C) exponential ability
D) creative ability

Question 40

A "bright" eight-year-old might have a mental age of

A) 4.
B) 6.
C) 8.
D) 10.

Question 41

Efforts to predict later IQ using habituation techniques have revealed that

A) infants who habituate slowly to stimuli tend to have higher IQs as children.
B) habituation is unrelated to later IQ.
C) infants who habituate to stimuli more rapidly tend to have higher IQs as children.
D) habituation measures are not as good as infant intelligence tests at predicting children's later IQ scores.

Question 42

Devon wants to find out what her six-month-old daughter's IQ is likely to be later in childhood and adolescence. Which of the following would be most appropriate to administer to a six-month-old and would best predict her later IQ?

A) the Wechsler Scales
B) the Stanford-Binet
C) the Bayley Scales
D) a habituation measure

Question 43

Dr. Barnes wants to prove that intelligence is stable by comparing the IQ scores of a group of individuals tested at two different ages. He is most likely to obtain the evidence he wants if he first tests individuals at age ________ and then again at age ________.

A) 1 year; 5 years
B) 1 year; 17 years
C) 3 years; 7 years
D) 11 years; 15 years

Question 44

Whose score on the Bayley Scales of Infant Development will BEST predict his later IQ?

A) 6-month-old Tyler's
B) 12-month-old Simon's
C) 24-month-old Joseph's
D) Tyler's, Simon's, and Joseph's scores will predict their later IQs equally well.

Question 45

The correlation between IQ scores at 6 years of age and adult IQ scores are

A) relatively high; about .7.
B) extremely high; about .9.
C) relatively low; about .3.
D) extremely low; close to 0.

Question 46

Dr. Dosier developed a new intelligence test. To try it out, he administered it to a child on two separate occasions, one week apart. The child received an IQ score of 120 the first time and 70 the second time. When Dr. Dosier compared the child's second score to his first score, he said to himself, "Hmmm...it looks like this test has a problem with

A) validity."
B) stability."
C) cultural fairness."
D) sequential processing."

Question 47

Which of the following statements BEST describes the relation between infant intelligence tests and later IQ?

A) Infant tests predict later IQ very well.
B) Infant tests do not predict later IQ.
C) The predictive power of infant tests improves if the test is administered after a child is 18- to 24-months old.
D) Infant tests emphasize cognitive processes and later tests emphasize sensorimotor skills.

Question 48

The predictive power of infant intelligence tests is

A) high because sensorimotor activities are the beginning of intelligence.
B) high because early individual differences can easily be determined.
C) low because they evaluate different abilities than are evaluated in older children.
D) low because infant tests ignore motor functioning.

Question 49

Greater improvement over the course of a dynamic testing session indicates greater

A) learning potential.
B) influence of heredity on intelligence.
C) baseline skill level.
D) analytic, but not practical, ability.

Question 50

Infant tests, such as the Bayley Scales, have been useful in predicting

A) developmental progress early in life.
B) academic success.
C) superior academic performance.
D) superior athletic ability.

Question 51

Becky's six-month-old son obtained a high score on the Bayley. What does this tell her about her son?

A) Her son is very likely to have a high IQ later in childhood and adulthood.
B) Her son will be athletically talented.
C) Her son was exposed to teratogens prenatally.
D) Her son's development is progressing normally.

Question 52

An intelligence test is stable if it

A) yields scores that are consistent over various time intervals.
B) measures what it claims to measure.
C) yields scores similar to those of other intelligence tests.
D) has been standardized.

Question 53

Tests of infant intelligence do not generally predict later behaviour because

A) individual differences in ability are too large in infants.
B) infant tests are not reliable.
C) infant tests tap different abilities than do later tests.
D) infant tests have not been standardized like later tests have been.

Question 54

Some researchers have found that ____________________ predicts grades in school even better than IQ scores do.

A) enthusiasm
B) activity level
C) self-discipline
D) age

Question 55

Which sentiment best sums up the habituation reaction of a fast-habituating infant who is relatively likely to have a high IQ later in life?

A) "I am only interested in some aspects of this picture."
B) "I don't want to see any more pictures."
C) "I'm interested in this picture, give me some more time with it."
D) "I'm bored of this picture, show me something new."

Question 56

During childhood and adolescence, today's IQ scores are

A) very unstable.
B) somewhat unstable.
C) very stable.
D) reasonably stable.

Question 57

A test is ________ if it yields scores that are consistent when it is administered on two or more different occasions.

A) valid
B) stable
C) psychometric
D) contextual

Question 58

From early childhood to late adolescence, it is most common for IQ scores to

A) change little.
B) first decrease, then increase.
C) first increase, then decrease.
D) increase steadily.

Question 59

Dynamic testing is based on

A) Vygotsky's ideas of zone of proximal development and scaffolding.
B) Piaget's ideas of operational thought.
C) Binet's original assessment measure.
D) Sternberg's theory of successful intelligence.

Question 60

The best use of an infant intelligence test is to

A) predict an infant's intelligence as an adult.
B) predict an infant's later school achievement.
C) assess an infant's development early in life.
D) predict current scores on the Wechsler Scales.

Question 61

Which of the following is a culture-fair intelligence test?

A) the Bayley Scales
B) the Wechsler Scales
C) the Kaufman Assessment Battery for Children
D) Raven's Progressive Matrices

Question 62

Research with adopted children

A) typically reveals that as adopted children get older, their IQ scores resemble their biological parents' scores more than their adopted parents' scores.
B) indicates that heredity has no impact on intelligence test scores.
C) usually finds that adopted children's IQ scores more closely resemble their adoptive parents' scores rather than their biological parents' scores.
D) shows that throughout childhood, adoptive parents and biological parents equally influence adopted children's IQ scores.

Question 63

Higher IQ scores in children are associated with home environments

A) that are well organized.
B) that include few toys.
C) where a father is absent.
D) where both parents work outside the home.

Question 64

How are socioeconomic status (SES) and IQ related?

A) Higher SES class children tend to obtain higher IQ scores than lower SES children.
B) Higher SES children tend to obtain lower IQ scores than lower SES children.
C) SES and IQ are unrelated.
D) SES and IQ are negatively related for European Canadians but are unrelated for African Canadians.

Question 65

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

A) children and their adopted siblings
B) siblings who have the same biological parents
C) fraternal twins
D) identical twins

Question 66

Studies of adopted children and both their biological and adoptive parents indicate that

A) heredity does not influence IQ because the IQ scores of adopted children do not resemble those of their biological parents.
B) environment does not influence IQ because the IQ scores of adopted children do not resemble those of their adoptive parents.
C) the impact of the environment on IQ increases as children grow older.
D) the impact of heredity on IQ increases as children grow older.

Question 67

The impact of inheritance on IQ

A) becomes stronger as children get older.
B) decreases as children get older.
C) stays the same throughout childhood.
D) is not measurable.

Question 68

Tests such as Raven's Progressive Matrices are designed

A) to be culture-fair.
B) for European American children.
C) for African American children.
D) for lower class children.

Question 69

With increasing age,

A) the developmental profiles of IQ scores for fraternal twins are more similar than the developmental profiles for identical twins.
B) IQ scores for both identical and fraternal twins become increasingly alike.
C) IQ scores for identical twins become less similar, and, by age 15, they are no more alike than are scores for non-twin siblings.
D) the developmental profiles for IQ scores of identical twins are more similar than the developmental profiles for fraternal twins.

Question 70

Results of massive, continued intervention programs such as the Canadian Aboriginal Head Start program show that

A) long-lasting improvements in the cognitive and social-emotional scores of disadvantaged children can be achieved.
B) even with continued intervention, the improvements in disadvantaged children's intelligence are not significant from a practical standpoint.
C) improvements in the scores of disadvantaged children are only temporary.
D) continued intervention is relatively inexpensive.

Question 71

________ include test items based on experiences common to many cultures.

A) Traditional intelligence tests
B) Culture-fair intelligence tests
C) Reliable tests
D) Habituation measures

Question 72

Dynamic tests of intelligence

A) have been used for many years and have produced well-established results.
B) measure a child's learning potential.
C) produce the same information as static tests of intelligence.
D) measure what a child already knows.

Question 73

Select the statement about heredity and intelligence that is INCORRECT.

A) IQ scores are usually more alike for fraternal twins than for identical twins.
B) Biological siblings tend to be more alike in intelligence than a child and an adopted sibling.
C) Verbal and spatial abilities are more influenced by heredity than are memory skills.
D) Children's IQ scores show distinctive patterns of spurts and lags that appear to be genetically influenced.

Question 74

Which of the following would be considered dynamic testing?

A) Giving Raven's Progressive Matrices to a group of African American children.
B) Individually administering the WISC-III to a child.
C) Introducing the Spanish language to children who speak only English and assessing how quickly they are able to learn Spanish.
D) Assessing children's current physical fitness level on a variety of fitness tasks.

Question 75

Which of the following statements BEST describes hereditary and environmental influences on intelligence?

A) Heredity determines intelligence within the normal range.
B) The environment determines intelligence within the normal range.
C) Both heredity and environment determine intelligence.
D) It is not possible to determine the effects of heredity and environment on intelligence.

Question 76

The interdependence of the members of communities like Canada's Aboriginal communities is referred to as

A) communism.
B) libertarianism.
C) generativity.
D) collectivity.

Question 77

Which pair of individuals is likely to have the MOST similar IQ scores?

A) Janna and Lauren, who are biological mother and daughter
B) Jessie and Jenny, who are biological sisters
C) Michael and David, who are fraternal twins
D) Greg and Craig, who are identical twins

Question 78

According to your textbook, who is MOST correct about influences on intelligence?

A) John, who believes that anyone can be either extremely bright or very unintelligent given the proper environment.
B) Sandy, who thinks intelligence is purely a result of the genes one is given.
C) Rachel, who feels intelligence is determined by a combination of heredity and the environment.
D) Helen, who believes there is no way to determine the influence of heredity and environment on intelligence.

Question 79

Scott and Kathy want to know what they can do to make it more likely that their children will have high IQ scores. What would you recommend they do?

A) Keep play materials to a minimum.
B) Maintain a relaxed, unorganized home environment because organization can stifle intellectual development.
C) Provide a stimulating environment.
D) Don't worry about it. Environment has little or no influence on IQ scores.

Question 80

Tests that measure a child's learning potential by having them learn something new are called

A) static tests.
B) dynamic tests.
C) culture-free tests.
D) triarchic tests.