Deck 8: Intelligence

Question 1

In a study in which laypeople and experts were asked to jot down a list of behaviors that they regarded as typical of highly intelligent people, both groups viewed intelligence as made up of which of the following three attributes?

A) recognition of people and objects, alertness, and awareness of environment
B) reasoning, learning ability, and creativity
C) verbal ability, motor coordination, and curiosity
D) verbal ability, problem solving, and social competence

Answer 1

D

Question 2

Carroll represents the structure of intelligence as

A) 180 unique intellectual factors organized along three dimensions.
B) a pyramid with g at the top, broad abilities in the second tier, and narrow abilities in the third tier.
C) at least eight independent intelligences that are based on distinct sets of processing operations.
D) three interacting theories: componential, experiential, and contextual.

Answer 2

B

Question 3

To reconcile Spearman's and Thurstone's views, current theorists and test designers assume that

A) a unique s factor is reflected in each of Thurstone's primary factors.
B) at the highest level, g is presumed to be present to some degree in all separate factors.
C) at the highest level, s is presumed to be present to some degree in all separate factors.
D) g reflects fluid intelligence and s reflects crystallized intelligence.

Answer 3

B

Question 4

__________ was the first influential factor analyst.

A) Louis Thurstone
B) Charles Spearman
C) Raymond B. Cattell
D) John Carroll

Question 5

In Cattell's theory of intelligence, __________ refers to skills that depend on accumulated knowledge and experience, good judgment, and mastery of social customs, whereas __________ depends more heavily on basic information-processing skills.

A) the s factor; the g factor
B) fluid intelligence; crystallized intelligence
C) the g factor; the s factor
D) crystallized intelligence; fluid intelligence

Question 6

Binet and Simon's intelligence test was the first to

A) assess the degree of classroom disruptiveness.
B) associate items of increasing difficulty with chronological age.
C) identify children who were gifted.
D) include both verbal and nonverbal items.

Question 7

Compared to Piagetian and information-processing views, the psychometric approach

A) is product-oriented and largely concerned with outcomes and results.
B) views the child as a passive processor of information rather than an active participant.
C) emphasizes the biological bases of cognitive development.
D) focuses on the child's independent efforts in advancing cognitive development through interactions with others.

Question 8

Which of the following events prompted the development of the first intelligence tests?

A) an increase in gifted children
B) the beginning of universal public education
C) the advent of special education classrooms
D) an increase in children with special needs

Question 9

Before Binet and Simon's test, other researchers tried to assess intelligence using

A) experimental hypnosis.
B) interviews and observations of behavior.
C) measurements of the skull's physical dimensions.
D) simple measures of sensory responsiveness and reaction time.

Question 10

Spearman proposed the concept of g after he found that

A) test items differed in the extent to which they predicted cognitive performance outside of the testing situation.
B) crystallized and fluid intelligence are easy to distinguish in factor analysis.
C) all test items he examined correlated with one another.
D) separate, unrelated factors, called primary mental abilities, exist.

Question 11

The goal of Binet and Simon's original intelligence test was to

A) compile a battery of tests that could be used to assess infant mental development.
B) devise an objective method for assigning pupils to special classes.
C) determine the underlying mental abilities associated with intelligence.
D) devise a systematic method for assessing classroom disruptiveness.

Question 12

In 1916, __________ adapted the Binet intelligence test for use with English-speaking schoolchildren.

A) Spearman
B) Thurstone
C) Terman
D) Cattell

Question 13

__________'s model is the most comprehensive factor-analytic classification of mental abilities to date.

A) Spearman
B) Thurstone
C) Cattell
D) Carroll

Question 14

To overcome the limitations of factor analysis, investigators conduct componential analyses to

A) look for relationships between aspects of information processing and children's intelligence test performance.
B) determine the extent to which test scores are accurate predictors of future academic achievement.
C) compare a child's test performance with the performance of a specific group of children.
D) determine the average score obtained on a test by children of various ages or grade placements.

Question 15

On intelligence tests, vocabulary, general information, and arithmetic problems are examples of items that emphasize __________ intelligence.

A) fluid
B) specific
C) general
D) crystallized

Question 16

Zoe's __________ reflect(s) her fluid intelligence.

A) capacity to store general information
B) math skills
C) speed with which she can analyze information
D) vocabulary

Question 17

Thurstone questioned the importance of g because

A) boys and girls performed differently on his intelligence test.
B) he noticed that children scored similarly on sets of similar test items.
C) he noticed that children high in intelligence passed and failed similar test items.
D) his factor analysis indicated that separate, unrelated factors exist.

Question 18

Moses and Arianne are doing research on mental abilities that contribute to successful performance on intelligence tests. Which of the following approaches should they use?

A) Use a correlational procedure of factor analysis.
B) Compare a test-taker's score with older children's scores.
C) Calculate the amount of error associated with a test-taker's score.
D) Use simple measures of sensory responsiveness and reaction time.

Question 19

Which of the following statements is true regarding crystallized and fluid intelligence?

A) Crystallized and fluid intelligence show little relationship when children differ greatly in cultural and educational experiences.
B) Tests aimed at reducing cultural bias emphasize crystallized intelligence.
C) Fluid intelligence depends more heavily on specific cultural learning experiences than crystallized intelligence.
D) Test items measuring crystallized and fluid intelligence do not correlate with one another.

Question 20

According to Thurstone, intelligence consists of

A) distinct primary mental abilities.
B) a general factor and a specific factor.
C) crystallized and fluid intelligence.
D) three stratums of abilities.

Question 21

The Stanford-Binet and the Wechsler tests

A) are used mainly for instructional planning.
B) require very little training to administer and score.
C) are most often used to identify highly intelligent children and diagnose those with learning problems.
D) fail to take into account the child's behavior during the administration of the test.

Question 22

The Stanford-Binet Intelligence Scales, Fifth Edition, measures general intelligence and five intellectual factors:

A) verbal comprehension, verbal fluency, verbal reasoning, number sequencing, and spatial visualization.
B) fluid reasoning, quantitative reasoning, knowledge, visual-spatial processing, and working memory.
C) reasoning, memory, knowledge, perceptual speed, and spatial visualization.
D) language comprehension, vocabulary knowledge, sequential reasoning, abstract/visual reasoning, and quantitative reasoning.

Question 23

As a teacher, Kris has begun providing lessons to students that teach emotional understanding, respect and caring for others, strategies for regulating emotion, and resistance to unfavorable peer pressure because Kris knows that

A) emotional intelligence is the latest psychological buzzword, and administrators are demanding it.
B) most students do not acquire emotionally intelligent behavior at home.
C) many educators overlook the relationship between cognitive ability and academic achievement.
D) providing experiences that meet students' social and emotional needs can improve their adjustment.

Question 24

The SAT is an __________ test, whereas a college professor's final exam is a(n) __________ test.

A) achievement; aptitude
B) aptitude; intelligence
C) aptitude; achievement
D) achievement; developmental

Question 25

Critics of Gardner's theory point out that

A) the unusual skills of people with savant syndrome are mechanical and inflexible because those skills are not aided by other abilities.
B) Gardner ignores the role of cultural and educational experiences in intellectual development.
C) the theory is at odds with the existence of prodigies who show precocious development in only one area.
D) his intelligences are only weakly correlated with a single overarching mental ability.

Question 26

Which of the following statements is true about measuring intelligence?

A) Intelligence tests assess an individual's potential to learn a specialized activity.
B) The differences among intelligence, aptitude, and achievement tests are clear-cut.
C) Aptitude tests assess a wider range of skills than intelligence tests.
D) Achievement tests assess a narrower range of skills than intelligence and aptitude tests.

Question 27

Research on Sternberg's triarchic theory indicates that

A) the three intelligences are relatively distinct.
B) practical intelligence is especially common in ethnic minority children.
C) creative intelligence and high IQ are highly correlated.
D) the three intelligences are interrelated.

Question 28

In Sternberg's theory, individuals who are high in practical intelligence excel at

A) generating solutions to novel problems.
B) adapting their thinking to fit with the demands of their everyday worlds.
C) acquiring task-relevant and metacognitive knowledge.
D) tasks assessing nonverbal abilities.

Question 29

Gardner's theory of multiple intelligences is most consistent with

A) the core knowledge perspective.
B) Vygotsky's theory.
C) ecological systems theory.
D) Piaget's theory.

Question 30

Evaluators, using the componential approach, have found that Maisie is exceptionally intelligent. Which of the following statements best describes how they would explain her high level of intelligence?

A) The role of culture and schooling are primary factors in Maisie's intellectual development.
B) Neurological evidence is only slightly correlated to Maisie's intelligence.
C) Maisie's high level of intelligence is entirely due to causes within her.
D) Maisie is highly unusual, and evaluators are at a loss to explain why.

Question 31

Componential analyses reveal that __________ is/are moderately related to general intelligence and to gains in mental test performance over time.

A) slow ERPs
B) processing speed
C) self-efficacy
D) cognitive self-regulation

Question 32

The fluid reasoning, visual-spatial processing, and working-memory factors of the Stanford-Binet

A) emphasize culturally loaded, fact-oriented information.
B) measure crystallized abilities, such as pattern analysis and matrices.
C) are assumed to be less culturally biased than the other factors.
D) are assumed to be more culturally biased than the other factors.

Question 33

The __________ were the first to use samples representing the total population of the United States to devise standards for interpreting test scores.

A) Core Knowledge Perspectives
B) American College Testing Assessments
C) Stanford-Binet Intelligence Scales
D) Wechsler tests

Question 34

Wally is especially good at generating novel solutions when presented with difficult problems. Sternberg's triarchic theory would rate Wally as high in __________ intelligence.

A) practical
B) traditional
C) analytical
D) creative

Question 35

Sternberg's triarchic theory helps explain why

A) out-of-school, practical forms of intelligence are vital for life success.
B) traditional intelligence tests often overestimate children's mental abilities.
C) children with severe impairments in language and communication often show remarkable numerical and spatial skills.
D) a lengthy process of education is required to transform inborn abilities into mature intelligence.

Question 36

The existence of children with autism who excel in numerical and spatial skills provides support for __________'s theory of intelligence.

A) Sternberg
B) Cattell
C) Carroll
D) Gardner

Question 37

Gardner believes that

A) each intelligence emerges out of g at different points in development.
B) each intelligence has a unique biological basis and a distinct course of development.
C) excellence in most fields requires a combination of intelligences.
D) crystallized intelligence is more predictive of academic success than fluid intelligence.

Question 38

Gardner defines intelligence in terms of

A) three interacting skills: componential, experiential, and contextual.
B) 180 unique intellectual factors organized along three dimensions.
C) at least eight independent intelligences that are based on distinct sets of processing operations.
D) a pyramid with g at the top, broad abilities in the second tier, and narrow abilities in the third tier.

Question 39

Which of the following statements is supported by research on social and emotional intelligence?

A) Social and emotional intelligence are unrelated to IQ.
B) Emotional intelligence is positively associated with self-esteem and life satisfaction.
C) Social and emotional intelligence are typically assessed using pencil-and-paper tests.
D) Unlike general intelligence, social and emotional intelligence are not made up of specific abilities.

Question 40

Regan demonstrates high linguistic intelligence. According to Gardner's theory of multiple intelligences, she would perform well as a

A) composer.
B) journalist.
C) biologist.
D) therapist.

Question 41

Derek's intelligence quotient (IQ) of 100

A) expresses the ratio of his chronological age to his mental age.
B) indicates the extent to which his raw score deviates from the typical performance of same-age individuals.
C) represents the number of test items he left unanswered as compared to those items he answered correctly.
D) is based on the average score from the same test taken at three different ages.

Question 42

Andre has an IQ of 115. He performed __________ than _____ percent of his agemates.

A) better; 15
B) worse; 16
C) better; 50
D) better; 84

Question 43

In thousands of studies, correlations between IQ and achievement test scores typically fall between

A) )40 and .50.
B) )50 and .60.
C) )60 and .70.
D) )70 and .80.

Question 44

Correlating Bert's IQ score at different ages

A) is necessary for calculating Bert's mental and chronological age.
B) tells whether Bert, who scored high in comparison to his agemates at one age, continues to do so later.
C) compares Bert's test performance to younger and older children's scores.
D) can determine the percentage of younger and older children who fall above or below Bert's score.

Question 45

Infant tests, including previous editions of the Bayley, are

A) accurate predictors of later intelligence.
B) poor predictors of later intelligence.
C) only used to assess gross-motor skills.
D) only used to assess fine-motor skills.

Question 46

Research examining the correlational stability of IQ suggests that

A) the younger the child at the time of first testing, the better the prediction of later IQ.
B) test scores during infancy predict school-age IQ better than test scores during the preschool years.
C) the closer in time two testings are, the stronger the relationship between the scores.
D) after age 3, IQ scores are fairly stable throughout the school years.

Question 47

Which of the following measures of infant performance best predicts later intelligence?

A) infant perceptual and motor responses
B) infant memory
C) habituation and recovery to visual stimuli
D) infant problem solving

Question 48

Longitudinal research reveals that the IQ scores of most children __________ during childhood and adolescence.

A) fluctuate 10 to 20 points
B) increase by about 35 points
C) vary by about 50 points
D) remain stable

Question 49

Intelligence tests are constructed so that IQ scores

A) are an unbiased estimate of the population variance.
B) approximate a binomial distribution.
C) are distributed according to a normal curve.
D) are statistically independent from one another.

Question 50

Marco, who has taken IQ tests at two different time periods, has declined in IQ. Research indicates that children like Marco often have parents who

A) use either very severe or very lax discipline.
B) overstimulate them with extracurricular activities.
C) apply great pressure to succeed.
D) are overinvolved in their children's lives.

Question 51

Studies examining the correlational stability of IQ suggest that

A) after age 6, IQ scores become more stable.
B) IQ scores are not stable until adolescence.
C) IQ scores fluctuate widely throughout the school years.
D) preschool IQs are good predictors of school-age scores.

Question 52

If Shayla's scholastic achievement is related to her IQ, how do some researchers explain this correlation?

A) IQ and achievement depend on the same abstract reasoning processes that underlie g.
B) The culturally specific information that predicts scholastic achievement is dependent on IQ.
C) Achievement is more closely related to fluid intelligence, whereas IQ is a closer measure of crystallized intelligence.
D) Shayla's scholastic achievements seem to be relatively unrelated to her experiences.

Question 53

Which of the following scales of the Bayley-III depend on parental report?

A) the Cognitive Scale
B) the Adaptive Behavior Scale
C) the Motor Scale
D) the Language Scale

Question 54

Ten-year-old Andrea has an IQ of 130. This means that she

A) performed as well as or better than 98 percent of her same-age peers.
B) scored higher than 98 percent of all children.
C) scored three standard deviations above the mean.
D) performed as well as or better than 84 percent of her same-age peers.

Question 55

When intelligence tests are standardized, the mean IQ is set at

A) 10.
B) 50.
C) 75.
D) 100.

Question 56

To compensate for infants' unpredictable behaviors, some tests

A) depend heavily on information supplied by parents.
B) require parents and caregivers to administer the items.
C) focus solely on the infant's behavior toward the examiner.
D) can only be administered outside of the parent's presence.

Question 57

One reason why preschool IQ test scores predict less well than later scores is that

A) preschool tests emphasize abstract problem-solving skills, whereas later tests focus on concrete knowledge.
B) IQ tests get increasingly easier for children as they get older.
C) with age, test items focus less on problem-solving skills and more on concrete knowledge.
D) with age, test items focus less on concrete knowledge and more on problem-solving skills.

Question 58

Test designers engage in standardization by giving IQ tests to

A) a large, representative sample.
B) individuals who primarily represent the majority culture.
C) individuals who are more diverse than the population for which the test is being normed.
D) individuals who have no previous exposure to intelligence tests.

Question 59

According to the environmental cumulative deficit hypothesis,

A) the effects of underprivileged rearing conditions on IQ tend to improve in middle childhood.
B) most poor children are resilient to the effects of living in an underprivileged environment and are average in intelligence.
C) the more economically disadvantaged the child, the more often the IQ test must be administered to obtain a stable score.
D) the negative effects of underprivileged rearing conditions on IQ increase the longer the child remains in those conditions.

Question 60

Because most infant scores do not tap the same dimensions of intelligence assessed in older children, they are labeled __________ rather than IQs.

A) Fagan scores
B) aptitude scores
C) emotional quotients
D) developmental quotients

Question 61

According to Herrnstein and Murray's book, The Bell Curve,

A) IQ variations are largely determined by environmental differences.
B) ethnic and social class differences in IQ are unfounded.
C) the relative role of heredity and environment in the black-white IQ gap remains unsolved.
D) heredity plays a sizable role in the black-white IQ gap.

Question 62

Research has shown that persistently aggressive children and adolescents

A) score, on average, 8 points lower in IQ than nonaggressive children and adolescents.
B) score lower in crystallized intelligence than fluid intelligence.
C) are especially deficient in verbal ability.
D) are highly verbal but lack practical problem-solving skills.

Question 63

Studies of heritability and SES variations in IQ show that

A) factors associated with low income and poverty prevent children from attaining their genetic potential.
B) heritability estimates provide strong evidence that ethnic differences in IQ have a genetic basis.
C) the heritability of IQ is higher under low-SES than high-SES rearing conditions.
D) heritability estimates can be used to account for between-group differences.

Question 64

Studies of IQ correlations between twins and other relatives show that the average correlation for

A) identical and fraternal twins decreases into adulthood.
B) fraternal twins living together is stronger than the average correlation for identical twins living apart.
C) twin and nontwin siblings living together is stronger than the average correlation for those living apart.
D) fraternal twins living apart is stronger than the average correlation for nontwin siblings living together.

Question 65

Adoption research has shown that

A) adopted children show a decreasing resemblance in IQ to their biological mothers as they grow older.
B) children of low-IQ biological mothers do as well as children of high-IQ biological mothers when placed in similar adoptive families.
C) children of low-IQ biological mothers scored above average in IQ during the school years when adopted at birth by high-IQ parents.
D) correlations between the IQ scores of adoptive relatives are higher than those of biological relatives.

Question 66

Jack and Jake are fraternal twins who were reared together. Tom and Tim are identical twins who were reared apart. Based on prior research, one would expect the IQ correlation to be

A) higher for Jack and Jake than for Tom and Tim.
B) higher for Tom and Tim than for Jack and Jake.
C) negative for Tom and Tim and positive for Jack and Jake.
D) positive for Tom and Tim and negative for Jack and Jake.

Question 67

Heritability estimates computed within black and white populations provide

A) direct evidence on what accounts for between-group differences in both black and white populations.
B) direct evidence on what accounts for between-group differences in black populations but not in white populations.
C) direct evidence on what accounts for between-group differences in white populations but not in black populations.
D) no direct evidence on what accounts for between-group differences.

Question 68

Research on ethnic differences in IQ shows that

A) the black-white IQ gap disappears when parental education and income are held constant.
B) both Hispanic-American and African-American children score, on average, 10 IQ points below American white children.
C) no ethnic differences in mental test scores exist during the first few years of life.
D) ethnicity and SES account for only about one-fourth of the total variation in IQ.

Question 69

When the range of environments to which twins are exposed is restricted, heritability estimates

A) fail to take into account that twins reared apart often live in disadvantaged adoptive and foster families.
B) underestimate the role of environment and overestimate the role of heredity.
C) overestimate the role of environment and underestimate the role of heredity.
D) grant an equal role to heredity and environment. .

Question 70

Jensen's article, "How Much Can We Boost IQ and Scholastic Achievement?" was controversial because he argued that

A) IQ has little influence on academic achievement.
B) heredity is largely responsible for individual, ethnic, and SES differences in IQ.
C) the contribution of the environment to individual, ethnic, and SES differences in IQ is substantial.
D) there are no significant individual, ethnic, or SES differences in IQ.

Question 71

Heritability estimates are computed by comparing the IQ correlations of

A) the same group of individuals at various points in time.
B) individuals from different ethnic and SES groups.
C) children of different ages.
D) twins and other relatives.

Question 72

Which of the following statements is supported by current research on ethnic differences in general intelligence among children?

A) American black children score, on average, 10 to 12 IQ points below American white children.
B) Asian-American children score, on average, 15 IQ points above their white counterparts.
C) Hispanic-American children score, on average, 12 to 14 IQ points below American black children.
D) Hispanic-American children score, on average, 15 IQ points above their white counterparts.

Question 73

Practical intelligence

A) has not been reliably assessed through research.
B) taps the same skills as g.
C) predicts on-the-job performance as well as IQ.
D) is unrelated to academic achievement.

Question 74

The fact that IQ correlations increase with age for identical twins, but decrease with age for fraternal twins, suggests that

A) the genetic likeness of identical twins causes them to seek out similar niches in adolescence and adulthood.
B) the influence of rearing conditions on IQ is stronger for identical twins than fraternal twins.
C) rearing experiences play a larger role early in life, whereas genetic influences play a larger role later in life.
D) the contribution of heredity to IQ decreases with age.

Question 75

Longitudinal research shows that by second grade, children with the highest IQs are more likely to

A) score higher in fluid intelligence than crystallized intelligence.
B) experience gradual but steady declines.
C) enter prestigious professions in adulthood.
D) demonstrate significant IQ fluctuations from middle childhood to late adolescence.

Question 76

Which of the following statements is true regarding IQ and practical intelligence?

A) Unlike IQ, practical intelligence does not vary with ethnicity.
B) IQ predicts on-the-job performance better than practical intelligence.
C) Both IQ and practical intelligence are moderately correlated with emotional and social adjustment.
D) Current evidence indicates that having practical intelligence is a strong predictor of having a high IQ.

Question 77

The Texas Adoption Project and other similar investigations confirm that

A) both environment and heredity contribute to IQ.
B) environment plays a greater role than heredity in IQ.
C) heredity plays a greater role than environment in IQ.
D) children adopted before age 6 score 10 to 15 IQ points below the mean.

Question 78

Higher-IQ children and adolescents tend to

A) have authoritarian parents.
B) struggle with anxiety and depression.
C) be bored at school.
D) be better-liked by their agemates.

Question 79

Professor Elgin is interested in how a family's socioeconomic status (SES) affects children's well-being. When measuring SES, which of the following variables will Professor Elgin consider?

A) years of education, the prestige of one's job and the skill it requires, and income
B) race, years of education, and number of dependent children in the family
C) amount of debt a family has, income, and social status within the community
D) years of education, net worth, and family size

Question 80

Which of the following statements is true regarding IQ and occupational success?

A) IQ is a stronger predictor than practical intelligence of on-the-job performance.
B) Educational attainment is a stronger predictor than IQ of occupational success and income.
C) Home background is more important than IQ in predicting occupational success.
D) High-IQ individuals are no more likely than those with lower IQs to have high-status occupations.