question

INFORMATION PROCESSING is to PSYCHOMETRICS as ____ is to ____. a. INDIVIDUAL :: GROUP b. SYSTEMATIC :: RANDOM c. PRESSURE :: RELAXATION d. PROCESS :: PRODUCT

answer

D

question

PIAGET is to PSYCHOMETRICS as ____ is to ____. a. UNIVERSALS :: DIFFERENCES b. CONTINUITY :: STAGES c. ADULT GUIDANCE :: CHILD INDEPENDENCE d. DESPAIR :: HOPE

answer

A

question

To psychometricians, intelligence is a(n) a. invisible psychical force that animates the brain. b. holistic conscious entity that defies measurement. c. set of traits that vary in strength among individuals. d. genetically preplanned set of potentialities.

answer

C

question

The goal of Alfred Binet's first intelligence test was to identify a. children who needed remedial instruction. b. intellectually gifted children who were well adjusted. c. teachers' innate aptitudes for tutoring slow learners. d. whether intelligence is a single factor or many factors.

answer

A

question

Following pretesting, Binet and Simon retained for inclusion in their intelligence test the items that a. were more familiar to boys than to girls. b. discriminated smart children from dull children. c. gave an advantage to Caucasians relative to minorities. d. were so difficult that only 10 percent of children got them right.

answer

B

question

In Binet's intelligence test, what was meant by the expression, "mental age of seven"? a. The child had an exceptionally long fetal development. b. The seven multiple intelligences are in the normal range. c. The child passed items that most seven-year-olds pass. d. About 7 of 10 (70 percent) of the items were solved correctly.

answer

C

question

Statistical "factor analysis" is applied in intelligence testing to a. assess the person's level of effort exerted. b. calculate the person's score on the general factor. c. identify the separate clusters of abilities measured by the test. d. assess the test's relative contamination by culture bias.

answer

C

question

In terms of intelligence, g-factor refers to a. thinking by visualizing three-dimensional images. b. acquired abilities of knowledge. c. an underlying general ability that applies to all types of test performance. d. grand factors that are especially important.

answer

C

question

Spearman's early use of factor analysis led him to conclude that intelligence is a. impossible to assess in a psychometrically valid way. b. a general ability plus some special abilities. c. a group of separate multicomponents. d. a single general ability.

answer

B

question

Louis Thurstone's factor analyses led him to the theoretical conclusion that Spearman's g-factor is a. a general ability that supports many tasks. b. present in humans and apes, but not in lower animals. c. biologically based in each person's distinct genotype. d. actually seven separate mental abilities.

answer

D

question

A big criticism against Guilford's structure-of-intellect theory of intelligence is that a. scores on the many separate factors are often correlated. b. the brain is too small to hold 180 separate abilities. c. reflective thinkers cannot identify 180 separate skills. d. Caucasians do better than other races on Guilford's tests.

answer

A

question

Hierarchical models, such as Carroll's, conceive of intelligence as a. a global general ability factor. b. essentially social in its nature. c. a collection of many separate skills. d. combining a general factor with many specific abilities.

answer

D

question

Pablo has studied art history for five years and has become an expert. When he first began his studies, he knew nothing about art. In Cattell's theory, Pablo's current art knowledge illustrates a. a high mental age. b. fluid intelligence. c. useless intelligence. d. crystallized intelligence.

answer

D

question

Which of these is NOT a component in Robert Sternberg's triarchic theory of intelligence? a. The genotypic component b. The experiential component c. The contextual component d. The information-processing (componential) component

answer

A

question

In Sternberg's triarchic theory, a child who is "street smart" shows strength on the practical ____ component of intellect. a. information-processing (componential) b. contextual c. experiential d. Flynn effect

answer

B

question

A student who knows theoretical knowledge, but has lacked opportunity to put it into practice, is weak on Sternberg's ____ component of intellect. a. contextual b. experiential c. HOME inventory d. componential (information-processing)

answer

B

question

In Sternberg's triarchic theory, the person's efficiency at thinking reflects the ____ component. a. test norms b. experiential c. contextual d. componential (information-processing)

answer

D

question

An intelligence test is free from cultural bias when the items' ____ is equal for people of various cultures. a. fluidity b. familiarity c. difficulty d. triarchicality

answer

B

question

The Americanized version of the Binet and Simon intelligence test is known as the a. Marley Scale of Musical Intelligence. b. Stanford-Binet Intelligence Scale. c. Kaufman Assessment Battery for Children. d. Flynn Intelligence Test.

answer

B

question

Critics of Gardner's theory of multiple intelligences would argue that a. skills are not mentalistic enough to be intelligences. b. data must be collected to support the theory. c. ancient scholars supported multiple intelligences. d. Gardner is a racist because Caucasians earn high IQ scores.

answer

A

question

The average child who is performing at the middle of her age level will have an intelligence quotient of a. 75. b. 100. c. 500. d. 1,000.

answer

B

question

Test norms for IQ tests a. identify scores obtained by normal children. b. are based on average scores and variations within large pretested samples for the age group. c. are developed from a single child who takes the test. d. can be determined even before the first child is tested.

answer

B

question

Wechsler's IQ tests were better than the Stanford-Binet because the Wechsler scales a. assessed both nonverbal and verbal scales. b. were free from cultural test biases. c. were based on Vygotsky's principles. d. eliminated the danger of stereotype threat.

answer

A

question

The concept of mental age in intelligence testing a. is now calculated with separate norms for girls and boys. b. has been integrated with the concept of mental stability. c. has been replaced by the concept of chronological age. d. has been replaced by a calculation of relative standing in norms for the child's age group.

answer

D

question

The currently used deviation IQ is determined by a. comparing mental age to chronological age; i.e., IQ = MA/CA × 100. b. comparing the child's performance to other children of his or her own age. c. comparing how the child's performance deviates from adult performance. d. subtracting missed items from 100 and dividing by the child's chronological age.

answer

B

question

Which test based on information-processing theory is mostly nonverbal and measures fluid intelligence? a. The Lorge-Thorndike Test b. The Wechsler Intelligence Scale for Children - III c. The Stanford-Binet Intelligence Scale d. The Kaufman Assessment Battery for Children (K-ABC)

answer

D

question

High school students take the ACT or SAT test to get into college. These tests are both examples of a. two-generation interventions. b. group tests of creativity. c. individual tests that focus on practical intelligence. d. group tests focusing on crystallized intelligence.

answer

D

question

The dynamic assessment approach answers the question, a. "How efficiently does the child learn?" b. "What knowledge does the child presently know?" c. "To what extent has the child's achievement been inhibited?" d. "What is the child's genetic potential for achievement?"

answer

A

question

The overall trend in intelligence testing has been to deemphasize ____ and to give more emphasis to ______ . a. correct answers; justifications given for wrong answers b. fluid intelligence; crystallized intelligence c. knowledge; efficiency of learning d. race; gender

answer

C

question

The ____ of traditional IQ tests for children make(s) those tests unsuitable for infants. a. racial profiling b. overemphasis on dynamic assessment c. excessively entertaining style d. verbal content and attentional requirements

answer

D

question

Scores from which parts of the Bayley Scales contribute to the calculation of the developmental quotient (DQ)? a. None, because the DQ is calculated on the Stanford-Binet b. Mental scale, motor scale, and infant behavioral record c. Mental scale and infant behavioral record d. Motor scale and mental scale

answer

D

question

How well do scores on infant developmental tests, such as the Bayley Scales, predict later IQ? a. Poorly, because DQ and IQ measure different abilities b. Moderately well c. Very well d. Extremely well; DQ and IQ measure the same abilities

answer

A

question

Which of these infantile measures is known to identify neurological disorders or signs of mental retardation? a. Circular reactions that are oval in shape b. Low DQ score on the Bayley Scales c. Low IQ score on the Stanford-Binet d. Low IQ score on the WISC-IV-R

answer

B

question

Which infantile behavior is NOT known to predict later IQ score? a. Visual reaction time b. Variety of vocalizations c. Preference for novelty d. Speed of habituation to repeated objects

answer

B

question

Accelerated IQ gains during childhood are especially likely for children a. whose parents provide an intellectually stimulating home environment. b. who were born to abusive or neglectful parents. c. with resilient genotypes that guarantee their success d. who were fed "smart food" or given "smart pills."

answer

A

question

The research of Robert McCall, which evaluated the stability of IQ in a sample of 140 children, found that a. IQ is stable over time. b. about 50 percent of the sample had fluctuations in IQ that average 20 points. c. about 50 percent of individuals had increases in IQ. d. all individuals in the sample showed a decline in IQ.

answer

B

question

The cumulative-deficit hypothesis is intended to explain a. family budgeting in which expenses outpace income. b. why impoverished children suffer from declining IQ. c. why those with inferior genotypes are low achievers. d. the importance of financial planning for college.

answer

B

question

At the annual company party, Joe Plodder got the Employee of the Year award and said, "I didn't go to college, but I do well because I got my smarts from the School of Hard Knocks." Joe alluded to his high level of a. formal education b. Flynn effect intelligence. c. crystallized intelligence. d. tacit/practical intelligence.

answer

D

question

IQ is a moderately good predictor of school achievement, but ____ is/are an even better predictor. a. achievement motivation b. cognitive style c. SAT score d. previously earned grades

answer

D

question

IQ scores are known to be accurate at predicting a. exertion during play. b. persistence in the face of adversity. c. academic achievement. d. individual mental health.

answer

C

question

Terman's gifted children showed longitudinal evidence of a. being better adjusted emotionally than their peers. b. trouble in their interpersonal relationships. c. general unhappiness with their life. d. severe emotional instability.

answer

A

question

Based on research by Terman, mentally gifted and mentally retarded women in the previous century were similar because most a. adopted bisexual, lesbian, or transsexual orientations. b. sought full-time employment outside the home. c. behaved neglectfully toward their children. d. married and became homemakers.

answer

D

question

Identical twins seek more similar environments than is true of fraternal twins. This fact supports the ____ perspective on intelligence. a. nutritional/physical health b. environmental c. hereditary d. interactionist

answer

D

question

"A rising tide lifts all ships." This slogan describes the a. distinction between crystallized and fluid intelligence. b. genetic hypothesis of intelligence. c. principle of stereotype threat. d. Flynn effect of intelligence.

answer

D

question

The positive correlation between IQ scores of unrelated children reared in the same home shows the influence of their a. shared environmental experiences. b. personally unique environmental experiences. c. personally unique nutritional preferences. d. personally unique genetic heritages.

answer

A

question

Which statement best describes the relationship of social class with IQ? a. "Rich kids get higher scores." b. "A fool and his money are soon parted." c. "Behaving smartly makes your genes smart." d. "The IQ score is really an 'idiot quotient'."

answer

A

question

Children of these ethnic identities are similar because they do well on IQ test items measuring spatial skills: a. Latinos and Caucasians. b. Caucasians and African Americans. c. Asian Americans and African Americans. d. Native Americans and Latinos.

answer

D

question

Research on culture-fair IQ tests shows that ethnic group differences in IQ scores a. become even stronger on culture-fair tests. b. are not solely due to biases in the content of IQ tests. c. arise from biases for men but from low ability in women. d. result almost entirely from cultural test biases.

answer

B

question

Real questions, for which the inquirer lacks the answer, a. are more often asked by African-American parents than by Caucasians. b. are typical of those asked on standardized IQ tests. c. require the child to select a multiple-choice answer. d. are meant to assess the child's cognitive skills.

answer

A

question

Negative stereotypes tend to lower IQ test performance a. when the test is labeled as a nonevaluative exercise. b. of stigmatized racial minorities. c. of middle-class Caucasian children, who feel pressure to excel. d. for children in general, regardless of ethnic identity.

answer

B

question

Which of these is most likely to promote high performance by African-American children on intelligence tests? a. Label the test as a nonevaluative exercise b. Motivate the children by maximizing stereotype threat c. Enroll African-American children in remedial programs that set minimal low goals d. Tell the children that the goal is to "beat the Caucasians"

answer

A

question

Research studies on the heritability of intelligence a. explain within-group variance rather than between groups differences. b. conclusively show that Caucasians are superior to African Americans. c. show that big-headed people are smarter than those with small heads. d. suggest that mixed-race children with more Caucasian ancestry are smarter than those with more African-American ancestry.

answer

A

question

The environmental hypothesis on intelligence states that groups differ in IQ scores because a. some groups are genetically superior to others. b. nutrition and general health differ across groups. c. their environments differ in supporting development. d. groups are religiously predestined for failure/success.

answer

C

question

The environmental hypothesis on IQ is supported by data showing that a. there are consistent and stable racial group differences. b. embryonic stem-cell implants can boost IQ performance. c. children with superior genotypes earn high IQ scores. d. African-American children adopted by middle-class Caucasians show strong gains in IQ.

answer

D

question

Some of the reasons why poverty exerts an influence on IQ include the following EXCEPT a. children in low-income families may be undernourished, which may inhibit brain growth. b. stress related to financial hardships may negatively impact parenting. c. individuals who experience poverty are often less educated and may not be aware of the need to stimulate their infants with appropriate toys or books. d. impoverished parents often speak to infants in ways that discourage creative thinking.

answer

D

question

The fact that the IQ scores of two-thirds of the impoverished people in the US who are Caucasian are not significantly different from those of ethnic minority groups would support the notion that a. something genetic causes group averages to differ. b. the IQ differences between African Americans and Caucasians are likely the result of differential rates of poverty. c. biological factors cause group averages to differ. d. poverty leads to a decline in IQ of Caucasians, but not African Americans.

answer

B

question

Identifying the sources of racial/ethnic IQ group differences is tricky and confusing because a. psychologists falsify the IQ scores of tested children. b. many who do IQ testing are psychometrically incompetent. c. socioeconomic status is confounded with ethnic identity. d. cultural test bias tends to inflate scores of all races.

answer

C

question

Early evaluations of Head Start compensatory preschool education concluded that the benefits of this schooling a. disappear after about two years. b. yield lifelong gains in IQ scores. c. are strong in boys but absent in girls. d. are not seen even immediately following the schooling.

answer

A

question

The overriding goal of Head Start compensatory preschools has been to a. provide employment to teachers. b. prepare low-income children for elementary school. c. boost minority children's IQ scores with intensive help. d. boost minority children's IQ scores with effective teaching.

answer

B

question

Subjects in the Brooks-Gunn longitudinal study of socioeconomic and ethnic factors in IQ were a. orphans reared in uncaring institutions. b. teen dropouts given a second chance at school. c. children of award-winning scientists. d. low-birth-weight infants.

answer

D

question

About ____ percent of American children are impoverished. a. 50 b. 35 c. 20 d. 5

answer

C

question

In their report of the long-term effects of early intervention programs, Irving Lazar and Richard Darlington concluded that a. participants demonstrated multiple gains, such as fewer assignments to special education classes and a lesser likelihood to be retained in a grade or to drop out of school. b. the programs invariably failed at improving IQ. c. participants were equally likely to become pregnant as teenagers. d. job-related successes were better for nonparticipants.

answer

A

question

Who were the participants in the Carolina Abecedarian Project, a longitudinal intervention program? a. Orphans who suffered neglect in large institutions b. Low-income infants at risk for mental retardation c. Teenagers who had trouble with criminal activity d. Caucasian children of average middle-class families

answer

B

question

"Learning to learn" differs from other preschool interventions because of its special emphasis on a. character-training, emphasizing personal responsibility. b. parental involvement in the program. c. implantation of Caucasians' stem cells into minorities. d. well-balanced nutrition, especially at breakfast.

answer

B

question

What change is especially sought in parents who participate in two-generation intervention programs? a. Family planning, to stop growth in family size b. Greater willingness to report neighbors' child abuse c. Increase in level of charitable service or giving d. Rise in socioeconomic status to the middle class

answer

D

question

The Carolina Abecedarian Project showed that intervention is a. most effective when begun during infancy. b. bad because it generates stereotype threats. c. futile because inferior genotypes are left unchanged. d. harmful to the child's long-term school achievement.

answer

A

question

In evaluating the efficacy of the Abecedarian preschool intervention program, results have revealed that participants a. made no gains as a result of participation. b. demonstrated gains in IQ lasting two years and then a decline in intellectual abilities. c. outperformed nonparticipants from the age of 18 months to the age of 15. d. demonstrated a significant decline in intellectual function.

answer

C

question

Divergent thinking (creativity) is a skill that responds especially a. to the child's abusive or neglectful experiences. b. to the quality of the family home environment. c. when phenotype is determined by genotype. d. to the child's high level of intelligence.

answer

B

question

"Calculate the speed of the Space Shuttle 200 seconds after launch." This question has just one correct answer, so its formula calculation requires a. convergent thinking. b. culture-fair testing. c. a relevant set of test norms. d. divergent thinking.

answer

A

question

"How can we improve the accuracy of election balloting?" This question requires ____ because there are many possible solutions. a. compensatory interventions b. crystallized intelligence c. divergent thinking d. stereotype threat

answer

C

question

Presently, most school programs for gifted children a. are integrated with the general curriculum. b. focus on enriching and speeding up traditional learning. c. encourage children to develop the six areas of resources that facilitate creative thinking. d. encourage the gifted to mimic their teachers' brilliance.

answer

B

question

Creativity may be fostered in schools by a. teaching boys and girls separately so that gender-related distractions are minimized. b. rewarding children who improve their own creativity. c. encouraging exploration and self-paced learning. d. teaching about the importance of convergent thinking.

answer

C

question

Which of the text's theme is most prominent in the study of intelligence? a. Active child b. Nature and nurture c. Continuous and discontinuous changes d. Holistic nature of intelligence

answer

B

Chapter 8 MC Practice – Flashcards

Unlock all answers in this set

Haven't found what you were looking for?

Search for samples, answers to your questions and flashcards