Question 1

Which of the following indicates whether a test is measuring what it is intended to measure?

Accepted Answer

Validity refers to whether a test actually measures what it is intended to measure. Reliability refers to the consistency of test results, standardization refers to the use of consistent procedures in administering and scoring a test, norms refer to the average score of a particular group on a test, and consistency is a more general term that can refer to either validity or reliability.

Question 2

The Bayley Scales of Infant Development are used to

Accepted Answer

The Bayley Scales of Infant Development are primarily used to identify developmental delays in infants and toddlers. They measure a range of skills and abilities, including cognitive, motor, and language development, and are often used by healthcare professionals to identify children who may need early intervention services or further evaluation. They are not designed to predict future IQ, school success, or giftedness, and although they may provide some insight into emotional development, this is not their primary focus.

Question 3

IQ tests are reasonably good measures of

Accepted Answer

IQ tests are designed to measure cognitive abilities and are often used to predict academic performance, which is why they are considered good measures of skills needed for success in school.

Question 4

At the end of the school year, Theresa takes a test to measure how much she has learned. What type of test is this?

Accepted Answer

The test given at the end of the school year to measure what Theresa has learned is an achievement test. This type of test is designed to assess how much knowledge or skill a person has acquired through education, training, or experience. Aptitude tests assess a person’s potential ability to learn or perform specific tasks, screening tests are used to identify individuals who may have certain conditions or risks, IQ tests measure a person’s intelligence, and perceptual tests assess a person’s ability to perceive and interpret sensory information.

Question 5

Correlations between adjacent year Binet or WISC-IV IQ scores in middle childhood are in the range of

Accepted Answer

Correlations between adjacent year Binet or WISC-IV IQ scores in middle childhood are in the range of .65 to .80. This indicates a high degree of consistency in IQ scores over time during this period of development.

Question 6

College aptitude tests, such as the SAT, were designed to measure ________ but actually measure ________.

Accepted Answer

College aptitude tests, such as the SAT, were initially designed to measure developed abilities (what a student has learned and can do) but in practice, they often measure performance (how well a student can apply what they know under test conditions).

Question 7

It is most realistic to say that IQ tests measure a child's ________ at the time the test is taken.

Accepted Answer

IQ tests are designed to measure a child's performance on specific tasks at the time the test is taken. They do not measure a child's basic capacity, underlying competence or metacognition, and consistency is not necessarily a factor in IQ test scores.

Question 8

A study of middle class children found that the average IQ score of children rises as the education of ________ rises.

Accepted Answer

The answer of A study of middle class children found...

Question 9

The intelligence test developed by Binet and all subsequent IQ tests have been designed to

Accepted Answer

The intelligence test developed by Binet and subsequent IQ tests have been designed to predict school performance by measuring cognitive abilities, such as reasoning, problem-solving, and memory. They are not designed to measure innate traits or emotional status, and while they may have some predictive value for achievement, that is not their primary purpose.

Question 10

Your child has been administered the Bayley Scales and has achieved a very high score. What can you predict about your child's adolescent IQ based on her score on the Bayley Scales?

Accepted Answer

The Bayley Scales measure development in infants and toddlers, not IQ. While there can be some correlation between early development and later intelligence, it is not a reliable predictor and little can be predicted about adolescent IQ based solely on the Bayley score.

Question 11

Rey's IQ scores have fluctuated over the years. At what age will his IQ scores be most stable?

Accepted Answer

IQ scores tend to become more stable as children get older and reach adolescence. Age 12 is a common benchmark for stability in IQ scores.

Question 12

Infant IQ scores on tests like the Bayley, given at 12 months of age, ________ with IQ scores on the Binet at 4 years of age.

Accepted Answer

Studies have shown that infant IQ scores on tests like the Bayley have correlations with IQ scores on the Binet at 4 years of age ranging from about .20 to .30, indicating a moderate positive correlation. However, the correlation is not strong enough to make accurate predictions of future IQ scores based solely on infant test results.

Question 13

The original idea behind the development of the IQ test was to measure a child's

Accepted Answer

The original idea behind the development of the IQ test was to measure a child's basic capacity or intellectual potential, not their actual learning, physical performance, nonverbal processing, or behavioral tendencies.

Question 14

Intelligence tests were intended to measure ________, while achievement tests were designed to measure ________.

Accepted Answer

Intelligence tests are designed to measure an individual's competence or abilities, while achievement tests are designed to measure an individual's performance or the knowledge and skills they have acquired through education or training.

Question 15

According to the results of a French study of adopted children, we would expect the highest IQs in children from parents of ________ social class adopted by parents of ________ social class.

Accepted Answer

The study suggests that the highest IQs are found in children from parents of high social class adopted by parents of high social class.

Question 16

Billy took the WISC IV when he was age 8 and again at age 9. The correlation between these two scores is most likely to be around

Accepted Answer

The correlation between scores on the WISC IV is typically quite high, with a reported correlation of around .90 between test-retest scores taken a year apart. Therefore, it is likely that the correlation between Billy's scores taken a year apart will be quite high as well, possibly around .80.

Question 17

Children born to poverty-level parents who were adopted into middle-class families typically have IQs that are

Accepted Answer

Research has shown that children who are born to poverty-level parents but are adopted into middle-class families typically have IQ scores that are 10 to 15 points higher than those of their birth mothers. This suggests that environmental factors, such as access to resources and educational opportunities, can have a significant impact on IQ. IQ scores of adopted children show minimal correlation with those of their adoptive parents, indicating that genetics plays a relatively minor role in determining intelligence.

Question 18

Carrie's intelligence test score should correlate with her grades in school or performance on other school tests between

Accepted Answer

The correlation between intelligence test scores and grades/performance in school is typically moderate, ranging from .45 to .60. Therefore, the best choice is D.

Question 19

Research on the effect of social class on IQ has shown

Accepted Answer

Research has shown a cumulative deficit, meaning that social class differences in IQ tend to widen with age. This can be attributed to a variety of factors, such as differences in access to resources and educational opportunities.

Question 20

Research on intelligence across ethnic and social class within the United States indicates that

Accepted Answer

Research has shown that intelligence adds to a child's resilience, meaning that it can help them overcome challenges and succeed academically regardless of their ethnic or social class background. The other options presented are either incorrect (A, C, D) or overly simplistic (E).

Quiz 7: Cognitive Development Ii: Individual Differences in Cognitive Abilities