Deck 10: Intelligence and Achievement

Question 1

According to Sternberg, successful intelligence requires which three abilities?

A) Information processing, memory, and problem-solving abilities
B) Analytical, creative, and practical abilities
C) Experience, context, and tacit abilities
D) Verbal, spatial, and mathematical abilities

Answer 1

Analytical, creative, and practical abilities

Question 2

The factor analytic approach to intelligence

A) measures ability in seven academic subjects.
B) explains variations in performance as the result of practice.
C) attempts to determine whether there are distinct factors that make up intelligence.
D) states that testing multiple times gives a more accurate assessment of intelligence.

Answer 2

attempts to determine whether there are distinct factors that make up intelligence.

Question 3

Sternberg's triarchic theory of intelligence expresses the importance of

A) a deviation IQ, a verbal IQ, and a performance IQ score.
B) information-processing skills, experience, and context.
C) heredity, environment, and motivation.
D) computing a triad of three possible mental ages.

Answer 3

information-processing skills, experience, and context.

Question 4

According to Spearman, intelligence is composed of

A) seven primary mental abilities.
B) a general underlying factor (g) plus a number of specific factors (s).
C) verbal ability plus task performance.
D) 120 separate factors.

Question 5

Culture-fair tests are intelligence tests that

A) attempt to minimize biased content based on experience or cultural background.
B) are specifically designed for use in a particular culture.
C) everyone in a particular culture can pass.
D) are administered at a cultural fair.

Question 6

The Bayley Scales of Infant Development are useful at

A) predicting intelligence scores in childhood.
B) predicting intelligence scores in adulthood.
C) predicting academic achievement in childhood.
D) identifying infants with developmental delays.

Question 7

Recent assessments of infants designed to predict educational risk focus on

A) sensorimotor skills.
B) length of sleep intervals.
C) pre-language abilities.
D) indexes of attention and encoding of information.

Question 8

The intelligence quotient (IQ) is an index of

A) stable intellectual capacity.
B) social competence.
C) a person's performance relative to other people's performance who are the same age.
D) inherited information-processing ability.

Question 9

Information-processing approaches to intelligence emphasize

A) cognitive processing skills, such as memory and problem solving.
B) computer modeling of intelligence.
C) the diverse skills and abilities that different cultures value with regard to intelligence.
D) the existence of a general factor (g) plus a number of specific factors (s).

Question 10

Gardner's theory of multiple intelligences

A) refers to separate, diverse types of intelligence in humans.
B) refers to separate processes used in intelligence.
C) refers to the multiple demands placed upon intelligent children.
D) refers to the distinction between process and performance.

Question 11

Which of the following is NOT one of the primary purposes of intelligence testing?

A) Predicting academic performance
B) Predicting job performance
C) Assessing adjustment and the presence of neurological disorders
D) Predicting income and success

Question 12

Intelligence tests typically measure

A) intellectual capacity.
B) specific knowledge and skills.
C) motivation and competence.
D) practical abilities.

Question 13

Gardner and Sternberg

A) both emphasize the importance of measuring the information-processing skills that underlie intelligence.
B) both emphasize the same eight types of intelligence.
C) debate the existence of a general intelligence factor versus several specific factors.
D) have collaborated on a program which teaches tacit knowledge needed to succeed in school.

Question 14

According to Gardner,

A) a single individual rarely excels in more than one type of intelligence.
B) all cultures emphasize verbal and spatial intelligence over the other types of intelligence.
C) each type of intelligence has is own developmental path guided by its own forms of perception, learning, and memory.
D) each type of intelligence is guided by the same forms of perception, learning, and memory.

Question 15

Gardner proposes that

A) there is one general intelligence factor.
B) intelligence tests should measure the processes involved in thinking and acquiring knowledge.
C) bodily-kinesthetic, musical, intrapersonal, and interpersonal abilities are just as important to human functioning as linguistic and spatial abilities.
D) language skills are central to all forms of intelligence.

Question 16

Your cousin finds balancing his checkbook easy and knows how to solve complex mathematical problems while working at a bank. This is an example of Sternberg's component of

A) information-processing skills.
B) common knowledge.
C) context.
D) tactic intelligence.

Question 17

Which of the following is NOT one of the issues on which scientists have focused in formulating theories of intelligence?

A) Is intelligence a single characteristic of an individual or does it contain many components?
B) Is intelligence determined by genetic or environmental factors?
C) Does intelligence decrease throughout the lifespan as brain cells age?
D) Does intelligence predict academic success or success outside of school?

Question 18

Tacit knowledge

A) is innate knowledge.
B) is practical knowledge that is usually taught directly to children.
C) is implicit knowledge shared by many people.
D) is knowledge of trivial information.

Question 19

Following Spearman's work from the factor analytic perspective, recent researchers have

A) emphasized the importance of creative processes rather than intelligence factors.
B) decided that there are no fewer than 12 intelligence factors.
C) concluded that there is only one general factor and there are no specific factors of intelligence.
D) confirmed the existence of a general cognitive ability because different cognitive tests are in fact correlated with one another.

Question 20

to predict

A) salaries and job performance of workers.
B) academic performance.
C) IQ.
D) mental health.

Question 21

When determining the norm of a test, one would

A) give the test to as many people and as many different groups as possible.
B) not consider the age of the subject.
C) administer the test to groups having the same characteristics of those who are to be tested.
D) only administer the test to subjects of normal (or average) intelligence.

Question 22

The performance items on the Wechsler Intelligence scales

A) reveal a mental age score.
B) are less likely to be influenced by formal education than other items on the scales.
C) give the only true IQ score.
D) test the processes involved in completing a task.

Question 23

Which of the following statements is correct?

A) Infant intelligence tests are strong predictors of later IQ performance.
B) Infant intelligence tests are useful in identifying neuromotor abnormalities.
C) Infant intelligence tests at 18 months are highly correlated with IQ scores in adulthood.
D) Most infant intelligence tests are culturally biased.

Question 24

A child's performance on an intelligence test is described in terms of her position relative to the performance of

A) other children her age.
B) older children.
C) younger children.
D) other children, both older and younger.

Question 25

While developing an intelligence test for children, you compare the children's score on the intelligence test with the criterion of their school grades. You are making sure the test is

A) valid.
B) reliable.
C) normed.
D) standardized.

Question 26

Deviation IQ is defined by how much

A) a child's mental age deviates from his or her chronological age.
B) a child's problem-solving strategies reflect creative and unique solutions to problems.
C) a child's cognitive behavior and reasoning deviates from her last IQ score.
D) a person's score on an intelligence test deviates from the average score for other people their age.

Question 27

The psychometrician at your school is administering a new IQ test and finds that students' scores on the test vary considerably across testing sessions. The new IQ test is not

A) valid.
B) standardized.
C) reliable.
D) predictive.

Question 28

The concept of "mental age"

A) was developed by David Wechsler.
B) is based on the number of correct test items achieved relative to a specific age group.
C) is synonymous with IQ.
D) means that this is the real age of the subject.

Question 29

Administering a test to groups of people having similar characteristics (such as age) in order to develop scoring patterns is called

A) standardizing.
B) test validation.
C) determining the test's reliability.
D) a test norm.

Question 30

A test that measures what it claims to measure is considered

A) reliable.
B) valid.
C) standardized.
D) norm-referenced.

Question 31

As a psychometrician, you are concerned that you administer the test using the same procedures each time. You are concerned with

A) test norming.
B) reliability.
C) standardization.
D) validity.

Question 32

The Kaufman Assessment Battery for Children involves

A) the assessment of verbal and performance items.
B) the assessment of correct math solutions.
C) sequential and simultaneous processing.
D) the assessment of emotional and interpersonal intelligence.

Question 33

The series of studies by Fagan and colleagues support the view that intelligence scores in childhood can best be predicted from

A) mothers' responsiveness during infancy.
B) visual attention behaviors in infancy.
C) motor skills and verbal ability in infancy.
D) mothers' encouragement of attention in infancy.

Question 34

If the Stanford-Binet were administered to members of a rural tribe in Zimbabwe,

A) it would accurately predict the children's school performance in the tribal schools.
B) it would accurately predict career success across various occupations.
C) it would accurately report the child's verbal and spatial intelligence.
D) the results should be interpreted with extreme caution because the test norms may be invalid for this group.

Question 35

Large discrepancies between verbal and performance scales (verbal lower than performance) on a Wechsler IQ test suggests

A) a specific learning problem.
B) that the child is mentally retarded.
C) the child has low overall mental functioning.
D) an error in computation.

Question 36

Binet and Simon believed that

A) sensory and motor responses are the best indicators of intelligence.
B) social competence is an important component of intelligence.
C) mental functions involving judgment, comprehension, and reasoning are what should be measured on intelligence tests.
D) intelligence could not be improved with special programs of mental orthopedics.

Question 37

The Kaufman Assessment Battery for Children was the first test to focus largely on

A) cultural knowledge.
B) information-processing skills.
C) motor skills.
D) social skills.

Question 38

The first intelligence test was designed by Binet and Simon to

A) identify gifted children who might excel, given the right opportunities.
B) identify children who were unable to learn in a traditional classroom setting.
C) inhibit teachers' prejudices against children who were from privileged backgrounds.
D) place children in different classes according to their ability.

Question 39

In administering which of the following intelligence tests are the examiners instructed to teach children who fail early items how to complete them before proceeding further?

A) Stanford-Binet
B) WISC-III
C) Kaufman Assessment Battery for Children
D) Bayley Scales of Infant Development

Question 40

After being administered the Stanford-Binet Test, the psychometrician told you that your child's mental age scored higher than his chronological age. Your child's IQ is

A) below 100.
B) 100.
C) above 100.
D) less than average.

Question 41

Some African American children who succeed in school choose strategies to hide or camouflage their actual efforts to achieve academic success because

A) their parents disapprove of the time they spend studying.
B) they believe their teachers prefer students who are naturally intelligent rather than those who put a lot of effort into schoolwork.
C) they get negative feedback from peers who may express negative attitudes toward education.
D) they don't want their teachers to notice them.

Question 42

suggested that

A) only a small portion of IQ differences between African Americans and European Americans can be attributed to genetic factors.
B) the differences between African Americans and European Americans in IQ can mainly be attributed to genetic factors.
C) the differences between African Americans and European Americans in IQ can mainly be attributed to environmental factors.
D) there are no differences between ethnic groups in IQ.

Question 43

Which of the following is NOT likely to overwhelm or minimize the genetic contribution to the intellectual functioning of an individual or group?

A) Neglect
B) Abuse
C) Mixed ancestry
D) Economic deprivation

Question 44

Over the last several decades, IQ differences between African Americans and European Americans

A) have been declining.
B) have been increasing.
C) have been stable.
D) have not been found.

Question 45

Mastery-oriented children tend to have __________ goals, while helpless children tend to have ___________ goals.

A) learning; performance
B) performance; learning
C) learning; enjoyment
D) self-oriented; other-oriented

Question 46

Annabel has a helpless style of achievement motivation. When she fails at a problem she is likely to attribute her failure to

A) a lack of effort.
B) a lack of ability.
C) something that distracted her while solving the problem.
D) a lack of enjoyment of the task.

Question 47

Congenital factors are characteristics that

A) are inherited.
B) occur during gestation or birth.
C) affect the genitals.
D) are contracted during infancy.

Question 48

The effects of social class and ethnicity on intelligence

A) are critical to our understanding of intelligence.
B) are equally distributed across social class and ethnic groups.
C) are more concentrated among European Americans and the middle class than in African Americans and working-class groups.
D) is measured on most intelligence tests.

Question 49

The Flynn effect is a trend demonstrating that

A) most people have an average increase of 15 IQ point over their lifetime.
B) most people have an average decrease of 15 IQ points over their lifetime.
C) the average IQ in developed nations such as the United States has increased about 15 points from 1932 to 1978.
D) the average IQ in the third-world nations of Africa and South America has increased about 15 points from 1932 to 1978.

Question 50

The problem with assertions made by Arthur Jensen over 30 years ago is that

A) he failed to consider socioeconomic factors that influence intelligence.
B) he failed to consider genetic factors that influence intelligence.
C) he gave too much consideration to parenting skills that influence intelligence.
D) his comments sparked controversies that led to more research on intelligence.

Question 51

Of the following family characteristics, which is the LEAST likely to be associated with higher IQ scores in the children?

A) Encouraging children to be self-reliant and express their curiosity
B) A warm and supportive environment
C) Parents who are strict and demanding
D) Providing a variety of learning experiences

Question 52

An infant's ability to recognize a totally novel stimulus and direct his attention to it is called

A) habituation.
B) object permanence.
C) recovery.
D) distraction.

Question 53

found that attentional processes in infancy were related to

A) mothers' responsiveness.
B) sibling IQ.
C) father involvement.
D) motor skills in childhood.

Question 54

Which of the following students demonstrates a mastery-oriented style of motivation?

A) A child who stops trying after he learns he is successful at solving problems
B) A child who tries harder after he learns he is successful at solving problems
C) A child who stops trying after failure at solving some problems
D) A child who tries harder despite failure at solving some problems

Question 55

Most estimates of the heritability of intelligence for middle-class white Americans are approximately

A) 20% inherited vs. 80% environmental.
B) 50% inherited vs. 50% environmental.
C) 80% inherited vs. 20% environmental.
D) 30% inherited vs. 30% environmental vs. 40% unknown.

Question 56

Tests like the Stanford-Binet and Wechsler scales that focus on products of intelligence and current performance have demonstrated that IQ ___________, whereas tests that focus on the cognitive processes underlying intelligence demonstrate that IQ ____________.

A) is stable over time; fluctuates over time
B) fluctuates over time; is stable over time
C) is reliable; is valid
D) is valid; is reliable

Question 57

Studies like the Berkeley Guidance Study and the Fels Longitudinal Study, which assessed infant IQ with measures of sensorimotor skills, found that infant IQ scores are

A) not related to childhood IQ scores.
B) related to childhood IQ scores.
C) related to childhood social skills.
D) unstable and vary each time tested during infancy.

Question 58

Many argue that it is inappropriate to use heritability estimates of intelligence obtained in one population

A) to infer the genetic contribution to intelligence in that population.
B) to compare to the estimate of shared environmental contributions to intelligence in the same population.
C) to compare to the estimate of unshared environmental contributions to intelligence in the same population.
D) to infer the heritability of intelligence in another population.

Question 59

Comparing intelligence scores across cultures

A) is effective if tests are standardized according to American standards.
B) is easy because intelligence scores are normed according to rigorous processes that make them applicable to all cultures.
C) is a complex process subject to misinterpretation and cultural bias.
D) is complex, but since intelligence is a relatively stable trait individual scores can be compared.

Question 60

In cultures where extremely adverse health or nutritional factors exist, the genetic contributions to intelligence will

A) be more pronounced (expressed more within the population).
B) be less pronounced (expressed less within the population).
C) explain all of the variation among individuals in IQ.
D) not be expressed at all.

Question 61

research on patterns of cognitive skills found that the greatest differences between lower- and middle-class children were for

A) Puerto Ricans.
B) Chinese.
C) Jews.
D) African Americans.

Question 62

Mercer's use of an adaptive functioning measure in conjunction with standardized intelligence tests was important because it showed that

A) many minority children who had been classified as mentally retarded could function in their environment and perform adaptive skills, such as household tasks and holding a job.
B) many European American and minority children had been misclassified as mentally retarded.
C) European American children classified as mentally retarded performed better on tests of adaptive abilities than the minority children classified as mentally retarded.
D) low IQ scores are reliable predictors of mental retardation in minority children.

Question 63

Which one of the following has NOT been associated with Head Start participation?

A) Higher cognitive and social skills in kindergarten
B) Increased likelihood to graduate from high school
C) Increased likelihood to attend college
D) Higher IQ scores in adolescence

Question 64

Stereotype threat

A) is a problem at lower education levels.
B) may interfere with the performance of minority youth in intelligence tests.
C) may interfere with the performance of middle-class male students on intelligence tests.
D) is related to achievement motivation.

Question 65

you should

A) place the child with the adoptive family as soon after birth as possible.
B) place the child with the adoptive family after the child's first birthday.
C) place the child only with parents of the same racial background.
D) recognize that environmental manipulations will do little to impact intelligence in such a situation.

Question 66

Chen, Stevenson, and colleagues have found that Asian parents are more likely than European American parents to attribute children's academic performance to

A) the child's innate ability.
B) having a good teacher.
C) a fun classroom environment.
D) studying hard.

Question 67

One of the differences that Stevenson, Chen, and colleagues found between American and Japanese families that could account for differences in academic performance between children in these countries is that compared to Japanese mothers, American mothers

A) were more likely to be actively involved in directing their children's learning.
B) were less likely to be actively involved in directing their children's learning.
C) voiced fewer positive views about their children's scholastic achievement.
D) placed greater emphasis on the role of effort in academic performance.

Question 68

As an extension of the Carolina Abecedarian Project, Ramey and colleagues randomly assigned some children and their families to a later-starting intervention program in early elementary school. They found that the children who participated only in these later-starting programs

A) performed better than the children who participated in both the preschool and elementary school intervention programs.
B) performed better than children who participated in only the preschool intervention program.
C) performed no better than children in the control group.
D) were uninterested in the program that the intervention study offered.

Question 69

The results from the Carolina Abecedarian Project suggest that intensive interventions that provide cognitive stimulation and parental education

A) can increase children's social skills, but not their cognitive skills.
B) can prevent deterioration in intellectual skills that ordinarily occurs in economically deprived conditions.
C) have short-term effects on academic achievement, but not longer-lasting effects past middle childhood.
D) only be effective if the intervention begins in infancy.

Question 70

The concept of cumulative risk is used to describe the idea that as the number of

A) environmental risk factors increase, children's performance on IQ tests decreases.
B) environmental risk factors decrease, children's performance on IQ tests decreases.
C) children in a family increases, performance on IQ tests decreases.
D) factors associated with poverty increase, risk for academic difficulties decrease.

Question 71

If a test is said to be culturally biased, it would have questions

A) normed on one cultural group and administered to a different cultural group.
B) that were developed by a cultural committee.
C) that were too difficult for most people to answer, no matter their culture.
D) normed on one cultural group and administered to the same cultural group.

Question 72

Children with incremental and entity views of intelligence differ in their performance on tasks after

A) success.
B) failure.
C) receiving average, but not perfect, scores.
D) they are given no feedback.

Question 73

One of the principles of successful intervention programs involves

A) offering services to the parents rather than to the child directly.
B) beginning the program when the child is about to enter kindergarten.
C) creating a support system that the child will need to maintain their academic progress.
D) recognition that all children and their families benefit from the same intervention.

Question 74

The presence of several risk factors, such as poor maternal mental health, low maternal education, and high incidence of stressful events, is associated with low IQ for

A) children in low-income families only.
B) children in high-income families only.
C) children in both high- and low-income families.
D) young children, but is not associated with low IQ among adolescents.

Question 75

Which of the following has NOT been found to increase helpless responses and lower achievement motivation in children?

A) Examiner's emphasis on learning goals
B) Examiner's emphasis on performance goals
C) Life stress
D) Undergoing several transitions at once

Question 76

Optimal testing situations, such as familiarizing the child with the environment and materials, giving them encouragement on specific tasks, and using material rewards, have been found to

A) have no effect on IQ scores.
B) decrease motivation in economically deprived children.
C) improve performance of economically deprived children more than middle-class children.
D) improve performance of middle-class children more than children from lower SES backgrounds.

Question 77

If groups of African American and European American students were told that a test they were about to take was diagnostic of intelligence and another set of groups were told the test was not diagnostic of intelligence, which group would be likely to perform the poorest?

A) The African American group who was told the test was diagnostic of intelligence
B) The African American group who was told the test was not diagnostic of intelligence
C) The European American group who was told the test was diagnostic of intelligence
D) The European American group who was told the test was not diagnostic of intelligence

Question 78

Which of the following is NOT one of the ways in which middle- and lower-class mothers differ in their interactions with their children? Middle-class mothers

A) respond more to their children's vocalizations.
B) read more to their children.
C) are more concerned with strict discipline.
D) provide their children with more rational and complex reasons for rules.

Question 79

Socioeconomic status and ethnicity

A) are easy to measure because information from government sources are readily available for both of these.
B) are related because ethnicity is often used as an indicator of socioeconomic status.
C) are often associated with one another, and the effects of each of these can be very difficult to disentangle in research.
D) are usually studied separately.

Question 80

The incremental view of intelligence views intelligence as

A) fixed and unchangeable.
B) an innate ability
C) a body of skills and knowledge that can be increased with effort.
D) something that you have to be taught.