ch10 - amazon s3s3.amazonaws.com/prealliance_oneclass_sample/bmrxyorde0.pdfch10 student: _____ 1....

ch10Student: ___________________________________________________________________________

1. Intelligence tests A. measure intellectual capacity.B. measure intellectual performance.C. infer intellectual performance.D. are immune from situational or emotional factors.

2. Which one of the following is NOT considered an aspect of intelligence by both laymen and experts?

A. practical problem-solving abilityB. verbal abilityC. social competenceD. understanding of self

3. Experts and laypeople alike generally agree that intelligence

A. is a multifaceted construct.B. can be positively defined by observation of people in public places.C. is synonymous with verbal ability.D. is synonymous with social competence.

4. For your child psychology class, you are surveying the students in your dorm for characteristics of

intelligence. Most respond that intelligence involves A. mathematical ability.B. verbal ability.C. the ability to think quickly.D. getting good grades in university.

5. Psychologists' conceptions of intelligence influence

A.

both their methods for assessing intelligence and their beliefs regarding the usefulness of intelligence in predicting other behaviours.

B. their assessment instruments used and the way in which the results of such assessments are interpreted.C.

both their views on the usefulness of intelligence testing and the frequency in which such assessments are utilized.

D. the type of assessment instruments used and subsequently the type of therapy recommended. 6. 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.

7. The multiple factor approach to assessment

A. measures ability in seven academic subjects.B. explains variations in performance as the result of failure to study.C. assesses ability in many domains.D. states that testing multiple times gives a more accurate assessment of intelligence.

8. According to Charles Spearman, intelligence is composed of

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

9. Since the time of Charles Spearman (1927), intelligence theory has focused A. more on specific factors of intelligence.B. more on the idea of general ability.C. equally on specific and general abilities.D. more on processes than on aspects of intelligence.

10. Which of the following individuals suggested that intelligence is more than a single trait?

A. Charles SpearmanB. David WechslerC. Howard GardnerD. all of these

11. A componential analysis of intellectual functioning

A. involves assessment of verbal and performance items.B. involves assessment of correct math solutions.C. involves an assessment of both the steps and strategies in problem solving.D. compares mental age to chronological age.

12. Your cousin finds balancing the chequebook easy and solves complex mathematical problems at work.

This is an example of Robert Sternberg's component of A. information processing skills.B. experience.C. context.D. tactic intelligence.

13. Robert Sternberg's triarchic theory of intelligence highlights 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 mental ages.

14. Robert Sternberg's triarchic theory of intelligence focuses on

A. the product (the solved problem).B. information processing skills, experience, and context.C. linguistic ability.D. memory coding and decoding.

15. According to Robert Sternberg's model of intelligence, if you were assessing the abilities taught and

tested in most schools (such as reasoning), you would be evaluating ________. A. analytical abilitiesB. tacit knowledgeC. practical abilitiesD. creative abilities

16. Maria regularly uses her common sense in dealing with the world, though she has scored low on

traditional IQ tests. According to Robert Sternberg, Maria exhibits _________ intelligence. A. creativeB. analyticalC. generalD. practical

17. The person who scores high on Robert Sternberg's analytical intelligence tends to do well

A. in jobs that require common sense.B. on all different kinds of tasks.C. on creative tasks.D. in conventional schooling.

18. Of the following statements, with which would Robert Sternberg disagree? A. An intelligent person can adjust the ways he processes information according to his experience.B. An intelligent person will be intelligent in any sociocultural venue.C. An intelligent person deals effectively with novel tasks.D. Information processing skills are important in the assessment of intelligence.

19. Which of the following statements regarding the approaches held by Robert Sternberg and Alfred Binet is

NOT correct? A. Sternberg emphasizes process while Binet is interested in answers to specific items.B. Sternberg considers the child's own characteristics; Binet does not.C.

Sternberg's approach is not limited to academic intelligence while Binet's approach heavily favors such content.

D.

Sternberg and Binet both emphasize the child's prior learning experiences as being critical variables in interpreting intelligence.

20. Which of the following theorists would most likely be opposed to traditional measures of intelligence?

A. Howard GardnerB. Robert SternbergC. both Howard Gardner AND Robert SternbergD. neither Howard Gardner NOR Robert Sternberg

21. Robert Sternberg and Howard Gardner's theories of intelligence are ALIKE in that both

A. emphasize the ability to adapt to novel situations.B. hypothesize several different types of intelligence.C. hypothesize a single-factor theory of intelligence.D. emphasize the ability to quickly identify and remember patterns.

22. Howard Gardner's theory of multiple intelligences refers to the

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

23. How many intelligences are described in Howard Gardner's theory of multiple intelligences?

A. 1B. 2C. 5D. 8

24. Christine has good self understanding. According to Howard Gardner, she would score high on

A. bodily-kinesthetic intelligence.B. intrapersonal intelligence.C. interpersonal intelligence.D. naturalist intelligence.

25. You have just been administered an IQ test where your musical, linguistic, and interpersonal skills have

been assessed. The test you have taken is the A. Stanford-Binet Test.B. Weschler Intelligence Scale.C. multiple intelligence assessment.D. Fagan Test.

26. It could be said that Howard Gardner's theory of multiple intelligences is most concerned with

A. predicting how well people will do in school.B. people finding their niche in society once out of school.C. how teachers utilize the concept of intelligence.D. language skills as being central to all forms of intelligence.

27. Which of the following definitions of intelligence would be the best fit for Howard Gardner's model? A. verbal ability and social competenceB. the ability to solve problems or to create products which are valued in one or more cultural settings.C. MA/CA x 100D. the ability to answer a series of linguistic and logical-mathematical items correctly

28. Which of the following is NOT part of Howard Gardner's theory of multiple intelligences?

A. spatial intelligenceB. linguistic intelligenceC. musical intelligenceD. intuitive intelligence

29. Howard Gardner's theory of multiple intelligences is important because it

A. helped psychologists understand the importance of testing academic ability.B.

prompted psychologists to broaden their definition of intelligence to include more nontraditional domains.

C. became an accepted theory of intelligence for most professionals in the field.D. proved that idiot savants really do function better or as well as geniuses in a specific area or domain.

30. Who has proposed eight different types of intelligences?

A. Charles SpearmanB. David WechslerC. Robert SternbergD. Howard Gardner

31. Basketball superstar Michael Jordan would probably score high on which of Howard Gardner's types of

intelligence? A. verbalB. spatialC. bodily-kinestheticD. intrapersonal

32. Which of the following statements is correct?

A. Infant intelligence tests are more than adequate 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 at 8 years.D. Infant intelligence tests are most effective when retest intervals are widely spaced.

33. In the 1990s, assessment of infants that attempted to predict their future ability focused on

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

34. Studies by Fagan and colleagues support the view that intelligence scores in childhood can best be

predicted from A. mothers' responsivity during infancy.B. visual attention behaviours in infancy.C. genetic predispositions.D. mothers' encouragement of attention.

35. The Fagan Test of Infant Intelligence focuses on the infant's

A. ability to process information.B. motor development.C. language development.D. ability to interact with people.

36. After being administered the Stanford-Binet test, the psychometrician told you that your mental age scored higher than your chronological age. Your IQ is A. below 100.B. 100.C. above 100.D. less than average.

37. 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. complete the research for their doctoral thesis.

38. The intelligence test developed in the early 1900s by __________ for use with schoolchildren is generally

recognized as the beginning of intelligence testing as we know it today. A. Nancy BayleyB. Alfred BinetC. Jean PiagetD. J. B. Watson

39. Binet and Simon's intelligence test was based on their belief 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. 40. 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. refers to the chronological age of the subject.

41. If on a standardized intelligence test, six-year-old Sacha correctly answers all of the questions that a

typical eight-year-old could answer, he would have a(n) _________ of eight. A. IQB. mental ageC. chronological ageD. normal distribution

42. William Stern employed the formula _____ to calculate intelligence

A. IQ = MA/CA x 100B. IQ = CA/MA x 100C. IQ = VIQ/PIQ x FSIQD. IQ = PIQ/VIQ x FSIQ

43. 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.

44. Items on intelligence tests that appear to be less dependent on academic learning are referred to as

A. culture-free items.B. performance items.C. educationally void items.D. social competence items.

45. David Wechsler's series of intelligence tests measures intelligence by examining A. the strategies used to solve problems.B. academic performance.C. a combination of verbal ability and performance tasks.D. social competence.

46. Compared to the Stanford-Binet test, the Wechsler Intelligence Scales offers the advantage of

A. an overall IQ score.B. scores in four different content areas.C. both Verbal and Performance scores.D. being able to test both children and adults.

47. If you were informed that the most appropriate test to assess Kim's intelligence was the WAIS, you would

conclude that Kim was a(n) A. preschooler.B. second grader.C. eighth grader.D. adult.

48. The performance items on the Wechsler Intelligence Scales

A. reveal a Mental Age score.B. are less likely to be influenced by formal education.C. produce the only "true" IQ.D. test the processes involved in completing a task.

49. A large discrepancy in performance between the Verbal Scale and the Performance Scale (i.e., Verbal IQ

is lower than Performance IQ) on a Wechsler IQ test suggests A. a specific learning problem.B. that the child is mentally retarded.C. that the child has an overall low IQ.D. an error in computation.

50. A score that is determined by the relation of a person's score to the distribution curve of scores for people

his/her age is called a A. mental age.B. standard deviation.C. relative mean.D. deviation IQ.

51. As part of your training as a psychometrician, you observe the WISC being administered. During

administration of the Performance Scale, you observe children A. performing arithmetic computations.B. repeating lists of digits.C. defining vocabulary terms.D. arranging pictures to tell a story.

52. Which of the following items are found on the Performance Scale of the WISC?

A. general informationB. arithmeticC. codingD. digit span

53. Which of the following items are found on the Verbal Scale of the WISC?

A. picture completionB. block designC. mazesD. similarities

54. The first intelligence test to include a specific focus on information processing skills was the ________. A. WISCB. K-ABCC. WPPSID. VABS

55. In administering which intelligence test are the examiners instructed to teach children who fail early items

how to complete them before proceeding further? A. Stanford-Binet testB. WISCC. K-ABCD. VABS

56. 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.

57. Dr. Talbot gives two students an IQ test and finds that one student scores 95 and the other scores 130.

The student with the higher score is thought to be more intelligent by Dr. Talbot. Which approach is Dr. Talbot using? A. behaviouristB. PiagetianC. psychometricD. information processing

58. Administering a test to groups of people having similar characteristics (such as age) in order to develop

scoring patterns is called __________. A. standardizingB. test validationC. determining the test's reliabilityD. norming

59. When norming 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.

60. Using intelligence tests in Canada that are produced in the United States can be a problem because

A. many test items may not be appropriate measures of intelligence of Canadian children.B.

test norms based on American representative samples might give misleading results for Canadian children.

C.

differences in education, cultural traditions, and other circumstances might put Aboriginal children at a disadvantage if the tests rely heavily on verbal materials.

D. all of these. 61. If the Stanford-Binet test was administered to children in Zimbabwe,

A. it would accurately predict the school performance of children in Zimbabwe.B. it would accurately predict career success across various occupations.C. it would accurately measure the children's verbal and spatial intelligence.D.

the results should be interpreted with extreme caution due to the norming sample and may even be invalid.

62. The process of test construction which insures that test procedures (i.e., test stimuli, instructions, and scoring) will be identical whenever the test is administered is known as A. norming.B. standardization.C. validation.D. development.

63. As a psychometrician, you must administer the test using the same procedures each time. In other words,

you are concerned with A. test norming.B. reliability.C. standardization.D. validity.

64. A test that measures what it claims to measure is _________.

A. reliableB. validC. standardizedD. norm-referenced

65. While developing an intelligence test for children, you compare children's school grades with their scores

on the intelligence test. You are making sure the test is A. valid.B. reliable.C. normed.D. standardized.

66. Intelligence tests can best predict

A. adaptive ability in social situations.B. dramatic ability.C. reading comprehension.D. artistic ability.

67. The psychometrician at your school is evaluating a new IQ test and finds that student's scores on the test

vary considerably across testing sessions. The new IQ test is not A. valid.B. standardized.C. reliable.D. predictive.

68. Reliability is to validity as

A. usefulness is to predictability.B. individual is to group.C. consistency is to accuracy.D. intelligence is to information-processing.

69. When a test is consistent or stable, the test is ________.

A. normedB. standardizedC. validD. reliable

70. If the same group of children were given the same test several times under the same conditions and each

time their scores were very different from the previous time, one would question the test's ______. A. validityB. reliabilityC. norming proceduresD. standardization techniques

71. The Flynn Effect refers to the _________ average IQ test scores. A. worldwide increase inB. worldwide decrease inC. effect that education has onD. effect that culture has on

72. Estimates of the heritability of intelligence for middle class North Americans of European ancestry are

approximately A. 20 percent inherited vs. 80 percent environmental.B. 50 percent inherited vs. 50 percent environmental.C. 80 percent inherited vs. 20 percent environmental.D. 30 percent inherited vs. 30 percent environmental vs. 40 percent unknown.

73. According to Arthur Jensen, level II learning (i.e., "cognitive learning")

A. does not correlate with school performance.B. is equally distributed across social class and ethnic groups.C. is predictive of school achievement.D. exhibits the same heritability patterns as level I intelligence.

74. Congenital problems can occur due to all of the following except

A. maternal disease.B. mother's alcoholism.C. mother's intelligence level.D. mother's addiction to other drugs.

75. Bell, Weller, & Waldrop (1971) found that children who at 30 months were identified as being advanced

in a variety of skills (i.e., speech development, manipulative skills) were classified during infancy as A. low intensity.B. high intensity.C. easy going.D. having above average goodness-of-fit.

76. Donna is a teacher in a multicultural elementary school in an urban area. In order to best facilitate the

academic performance of his students, Chris should A. recognize and work to address cultural differences in cognitive task performance.B. treat all the children the same, regardless of their ethnic background.C. exclude parental involvement because teacher support is more important.D. sadly accept the fact that cultural minorities place less importance on academics than do whites.

77. Studies on social class and racial influences on intellectual development have shown

A. that some ethnic groups are overrepresented in lower socioeconomic groups.B. clearly that SES has more influence on intellectual development than race.C. that current political and social values do not affect the classification of SES.D. that it is easy to distinguish between the effects of minority membership and poverty.

78. If a test is culturally biased, it would have questions

A. normed on one cultural group and administered to a different cultural group.B. that were developed by individuals from the "dominant culture."C. that are too difficult for most people to answer, no matter what culture they came from.D. normed on one cultural group and administered to the same cultural group.

79. Mercer's (1971) 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 at a "normal level."

B. many white and minority children had been misclassified as below average in intelligence.C. people who are mentally retarded can live independently.D. low IQ scores are reliable predictors of mental retardation in minority children.

80. The major confounding variable frequently found in studies evaluating racial differences and IQ scores is A. socioeconomic level.B. family structure.C. mixed ancestry.D. the measure used.

81. Optimal testing situations (i.e., familiarizing the subject with the materials, room conditions, tester, etc.)

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.

82. The impact of cultural influences and differences on intelligence test performance is markedly decreased

if the child is younger than A. 18 months.B. 3 years.C. 5 years.D. 8 years.

83. The concept of "cumulative risk" suggests that

A. as the number of environmental risk factors increases, children's performance on IQ tests decreases.B. as the number of environmental risk factors decreases, children's performance on IQ tests decreases.C. as the number of children in a family increases, children's performance on IQ tests decreases.D.

as the number of factors associated with poverty increases, children's risk for academic difficulties decreases.

84. American students are scoring considerably below other students and one suggestion is that the mothers

of the American students are putting more emphasis on _______ and less on the role of __________. A. effort; school performanceB. school performance; effortC. school performance; homeworkD. homework; school performance

85. Scarr and Weinberg's (1976) study on IQ test performance of black children adopted by white families

supports the view that A. heredity is the significant factor in determining intelligence.B.

heredity is the significant factor in determining intelligence if the child is placed before 12 months of age.

C. environment is the significant factor in determining intelligence.D.

environment plays a larger role in determining intelligence if the child is placed in the adoptive home after 12 months of age.

86. According to Scarr and Weinberg (1976), the best intellectual outcome for a child being placed for

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

87. Middle class mothers differ the most from lower class mothers in interactions with their infants in the

area of __________. A. self-help expectationsB. social interactionsC. motor skill developmentD. language opportunities/activities.

88. Longitudinal studies by Stevenson and associates have shown which group to place the least value on their children's education and achievement? A. Japanese familiesB. Chinese familiesC. American familiesD. There were no differences across these groups.

89. The highly successful early intervention program used in Canada that included academic readiness and

parent education was A. Head Start.B. Aboriginal Head Start.C. the Early Learning Program.D. the Preschool Collaborative Effort.

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

A. better cognitive and social development skills in the early school gradesB. less likelihood of criminal behaviourC. decreased likelihood of repeating a gradeD. decreased competency as adolescents

91. The most successful early intervention programs focus on

A. the child's educational needs.B. special training for teachers.C. developing a working relationship between teachers.D.

improving both the parent-child relationship and the family support system as well as placing the child in an educationally stimulating program.

92. A gifted child has an IQ score over

A. 100.B. 110.C. 120.D. 130.

93. A characteristic of gifted children is

A. multiple intelligences.B. being labeled a "nerd" and rejected by peers.C. efficiency of cognitive processing.D. low self esteem and problems of social adjustment.

94. Two children are mentally retarded, yet one is higher in adaptive skills. One would conclude that

A. the child with adaptive skills is more likely to be ridiculed.B. both children lack social skills.C. the child lacking adaptive skills cannot benefit from training in life skills.D. the child lacking adaptive skills is more likely to be labeled mentally retarded.

95. Jose is always coming up with new solutions to a problem. As his teacher, you believe that he is

A. gifted.B. creative.C. energetic.D. sociable.

96. Thinking that is imaginative and novel is called

A. convergent thinking.B. divergent thinking.C. purposeful.D. industrious.

97. If asked to answer a question which has only one correct answer, you might logically conclude that the question is assessing A. creativity.B. divergent thinking.C. general intelligence.D. convergent thinking.

98. Which of the following questions requires divergent thinking?

A. What is 45 x 37?B. Do you like chocolate ice cream?C. How do you interpret the book Moby Dick?D. How many dimes can you get for ten dollars?

99. Sacha is asked to imagine as many uses as possible for a paper clip. This requires the use of

A. evaluation.B. convergent thinking.C. verbal comprehension.D. divergent thinking.

100.In order to promote creativity in your children, you encourage them to engage in

A. physical activity.B. reading science fiction.C. pretend play.D. art classes.

101.High IQ is to ________ as creativity is to ________.

A. giftedness; geniusB. genius; giftednessC. convergent thinking; divergent thinkingD. divergent thinking; convergent thinking

102.Describe Howard Gardner's and Robert Sternberg's concepts of multiple kinds of intelligence. Do you

consider their ideas an improvement over the traditional measure of intelligence? Support your answer. Is Robert Sternberg's or Howard Gardner's approach to intelligence more culturally sensitive? Explain.

103.Describe the components typically included in tests of intelligence. Discuss some applications of

intelligence testing. Explain possible biases in intelligence testing in minority groups.

104.Is infant intelligence predictive of intelligence in older children? Why or why not?

105.Discuss the predictive value of infant testing.

106.Discuss the contribution of heredity in intelligence.

107.What factors may be contributing to differences in academic achievement between North American and

Asian schoolchildren?

108.Discuss how achievement motivation is connected to intellectual performance

109.Design an early intervention program for Canadian toddlers from underprivileged backgrounds. How

might your intervention program assist their intellectual development? How would you measure the effectiveness of the program?

110.Discuss the reasons why a school should NOT employ IQ scores as the sole criterion to determine eligibility for participation in gifted or enrichment programs.

111.Describe differences between creativity and intelligence.

ch10 Key 1.(p. 384)

Intelligence tests A. measure intellectual capacity.B. measure intellectual performance.C. infer intellectual performance.D. are immune from situational or emotional factors.

Learning Objective: 1Parke - Chapter 10 #1

Type: Knowledge

2.(p. 384)

Which one of the following is NOT considered an aspect of intelligence by both laymen and experts? A. practical problem-solving abilityB. verbal abilityC. social competenceD. understanding of self


Type: Analysis

3.(p. 384)

Experts and laypeople alike generally agree that intelligence A. is a multifaceted construct.B. can be positively defined by observation of people in public places.C. is synonymous with verbal ability.D. is synonymous with social competence.


Type: Knowledge

4.(p. 384)

For your child psychology class, you are surveying the students in your dorm for characteristics of intelligence. Most respond that intelligence involves A. mathematical ability.B. verbal ability.C. the ability to think quickly.D. getting good grades in university.

Learning Objective: 1Parke - Chapter 10 #4Type: Application

5.(p. 384)

Psychologists' conceptions of intelligence influence A.

both their methods for assessing intelligence and their beliefs regarding the usefulness of intelligence in predicting other behaviours.

B. their assessment instruments used and the way in which the results of such assessments are interpreted.

C.

both their views on the usefulness of intelligence testing and the frequency in which such assessments are utilized.

D. the type of assessment instruments used and subsequently the type of therapy recommended.


Type: Comprehension

6.(p. 384)

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.


Type: Knowledge

7.(p. 384)

The multiple factor approach to assessment A. measures ability in seven academic subjects.B. explains variations in performance as the result of failure to study.C. assesses ability in many domains.D. states that testing multiple times gives a more accurate assessment of intelligence.


Type: Comprehension

8.(p. 384)

According to Charles Spearman, intelligence is composed of A. seven primary mental abilities.B. a general underlying factor (g) plus task specific factors (s).C. verbal ability plus task performance.D. 120 separate factors.


Type: Knowledge

9.(p. 384)

Since the time of Charles Spearman (1927), intelligence theory has focused A. more on specific factors of intelligence.B. more on the idea of general ability.C. equally on specific and general abilities.D. more on processes than on aspects of intelligence.


Type: Comprehension

10.(p. 384-387)

Which of the following individuals suggested that intelligence is more than a single trait? A. Charles SpearmanB. David WechslerC. Howard GardnerD. all of these

Learning Objective: 1

Parke - Chapter 10 #10Type: Knowledge

11.(p. 385)

A componential analysis of intellectual functioning A. involves assessment of verbal and performance items.B. involves assessment of correct math solutions.C. involves an assessment of both the steps and strategies in problem solving.D. compares mental age to chronological age.



12.(p. 385)

Your cousin finds balancing the chequebook easy and solves complex mathematical problems at work. This is an example of Robert Sternberg's component of A. information processing skills.B. experience.C. context.D. tactic intelligence.


Parke - Chapter 10 #12Type: Application

13.(p. 385)

Robert Sternberg's triarchic theory of intelligence highlights 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 mental ages.



14.(p. 385)

Robert Sternberg's triarchic theory of intelligence focuses on A. the product (the solved problem).B. information processing skills, experience, and context.C. linguistic ability.D. memory coding and decoding.



15.(p. 385)

According to Robert Sternberg's model of intelligence, if you were assessing the abilities taught and tested in most schools (such as reasoning), you would be evaluating ________. A. analytical abilitiesB. tacit knowledgeC. practical abilitiesD. creative abilities



16.(p. 385)

Maria regularly uses her common sense in dealing with the world, though she has scored low on traditional IQ tests. According to Robert Sternberg, Maria exhibits _________ intelligence. A. creativeB. analyticalC. generalD. practical



17.(p. 385)

The person who scores high on Robert Sternberg's analytical intelligence tends to do well A. in jobs that require common sense.B. on all different kinds of tasks.C. on creative tasks.D. in conventional schooling.


Parke - Chapter 10 #17Type: Comprehension

18.(p. 385)

Of the following statements, with which would Robert Sternberg disagree? A. An intelligent person can adjust the ways he processes information according to his experience.B. An intelligent person will be intelligent in any sociocultural venue.C. An intelligent person deals effectively with novel tasks.D. Information processing skills are important in the assessment of intelligence.


Parke - Chapter 10 #18Type: Analysis

19.(p. 384-385)

Which of the following statements regarding the approaches held by Robert Sternberg and Alfred Binet is NOT correct? A. Sternberg emphasizes process while Binet is interested in answers to specific items.B. Sternberg considers the child's own characteristics; Binet does not.C.

Sternberg's approach is not limited to academic intelligence while Binet's approach heavily favors such content.

D.

Sternberg and Binet both emphasize the child's prior learning experiences as being critical variables in interpreting intelligence.



20.(p. 385-387)

Which of the following theorists would most likely be opposed to traditional measures of intelligence? A. Howard GardnerB. Robert SternbergC. both Howard Gardner AND Robert SternbergD. neither Howard Gardner NOR Robert Sternberg



21.(p. 385-387)

Robert Sternberg and Howard Gardner's theories of intelligence are ALIKE in that both A. emphasize the ability to adapt to novel situations.B. hypothesize several different types of intelligence.C. hypothesize a single-factor theory of intelligence.D. emphasize the ability to quickly identify and remember patterns.



22.(p. 386-387)

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



23.(p. 386-387)

How many intelligences are described in Howard Gardner's theory of multiple intelligences? A. 1B. 2C. 5D. 8



24.(p. 386-387)

Christine has good self understanding. According to Howard Gardner, she would score high on A. bodily-kinesthetic intelligence.B. intrapersonal intelligence.C. interpersonal intelligence.D. naturalist intelligence.



25.(p. 385-387)

You have just been administered an IQ test where your musical, linguistic, and interpersonal skills have been assessed. The test you have taken is the A. Stanford-Binet Test.B. Weschler Intelligence Scale.C. multiple intelligence assessment.D. Fagan Test.



26.(p. 386-387)

It could be said that Howard Gardner's theory of multiple intelligences is most concerned with A. predicting how well people will do in school.B. people finding their niche in society once out of school.C. how teachers utilize the concept of intelligence.D. language skills as being central to all forms of intelligence.



27.(p. 386-387)

Which of the following definitions of intelligence would be the best fit for Howard Gardner's model? A. verbal ability and social competenceB. the ability to solve problems or to create products which are valued in one or more cultural

settings.C. MA/CA x 100D. the ability to answer a series of linguistic and logical-mathematical items correctly



28.(p. 386-387)

Which of the following is NOT part of Howard Gardner's theory of multiple intelligences? A. spatial intelligenceB. linguistic intelligenceC. musical intelligenceD. intuitive intelligence



29.(p. 386-387)

Howard Gardner's theory of multiple intelligences is important because it A. helped psychologists understand the importance of testing academic ability.B. prompted psychologists to broaden their definition of intelligence to include more nontraditional

domains.C. became an accepted theory of intelligence for most professionals in the field.D. proved that idiot savants really do function better or as well as geniuses in a specific area or

domain.


Type: Comprehension

30.(p. 386)

Who has proposed eight different types of intelligences? A. Charles SpearmanB. David WechslerC. Robert SternbergD. Howard Gardner



31.(p. 387)

Basketball superstar Michael Jordan would probably score high on which of Howard Gardner's types of intelligence? A. verbalB. spatialC. bodily-kinestheticD. intrapersonal



32.(p. 389)

Which of the following statements is correct? A. Infant intelligence tests are more than adequate 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 at 8 years.D. Infant intelligence tests are most effective when retest intervals are widely spaced.



33.(p. 389)

In the 1990s, assessment of infants that attempted to predict their future ability focused on A. sensorimotor skills.B. length of sleep intervals.C. pre-language abilities.D. indexes of attention.



34.(p. 389)

Studies by Fagan and colleagues support the view that intelligence scores in childhood can best be predicted from A. mothers' responsivity during infancy.B. visual attention behaviours in infancy.C. genetic predispositions.D. mothers' encouragement of attention.



35.(p. 389)

The Fagan Test of Infant Intelligence focuses on the infant's A. ability to process information.B. motor development.C. language development.D. ability to interact with people.



36.(p. 389-390)

After being administered the Stanford-Binet test, the psychometrician told you that your mental age scored higher than your chronological age. Your IQ is A. below 100.B. 100.C. above 100.D. less than average.



37.(p. 389-390)

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. complete the research for their doctoral thesis.



38.(p. 389-390)

The intelligence test developed in the early 1900s by __________ for use with schoolchildren is generally recognized as the beginning of intelligence testing as we know it today. A. Nancy BayleyB. Alfred BinetC. Jean PiagetD. J. B. Watson



39.(p. 389-390)

Binet and Simon's intelligence test was based on their belief 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.


Type: Knowledge

40.(p. 390)

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. refers to the chronological age of the subject.



41.(p. 390)

If on a standardized intelligence test, six-year-old Sacha correctly answers all of the questions that a typical eight-year-old could answer, he would have a(n) _________ of eight. A. IQB. mental ageC. chronological ageD. normal distribution



42.(p. 390)

William Stern employed the formula _____ to calculate intelligence A. IQ = MA/CA x 100B. IQ = CA/MA x 100C. IQ = VIQ/PIQ x FSIQD. IQ = PIQ/VIQ x FSIQ



43.(p. 391)

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.



44.(p. 390)

Items on intelligence tests that appear to be less dependent on academic learning are referred to as A. culture-free items.B. performance items.C. educationally void items.D. social competence items.



45.(p. 390-391)

David Wechsler's series of intelligence tests measures intelligence by examining A. the strategies used to solve problems.B. academic performance.C. a combination of verbal ability and performance tasks.D. social competence.



46.(p. 390-391)

Compared to the Stanford-Binet test, the Wechsler Intelligence Scales offers the advantage of A. an overall IQ score.B. scores in four different content areas.C. both Verbal and Performance scores.D. being able to test both children and adults.



47.(p. 390)

If you were informed that the most appropriate test to assess Kim's intelligence was the WAIS, you would conclude that Kim was a(n) A. preschooler.B. second grader.C. eighth grader.D. adult.



48.(p. 390-391)

The performance items on the Wechsler Intelligence Scales A. reveal a Mental Age score.B. are less likely to be influenced by formal education.C. produce the only "true" IQ.D. test the processes involved in completing a task.



49.(p. 390-391)

A large discrepancy in performance between the Verbal Scale and the Performance Scale (i.e., Verbal IQ is lower than Performance IQ) on a Wechsler IQ test suggests A. a specific learning problem.B. that the child is mentally retarded.C. that the child has an overall low IQ.D. an error in computation.



50.(p. 390)

A score that is determined by the relation of a person's score to the distribution curve of scores for people his/her age is called a A. mental age.B. standard deviation.C. relative mean.D. deviation IQ.



51.(p. 390-391)

As part of your training as a psychometrician, you observe the WISC being administered. During administration of the Performance Scale, you observe children A. performing arithmetic computations.B. repeating lists of digits.C. defining vocabulary terms.D. arranging pictures to tell a story.



52.(p. 390-391)

Which of the following items are found on the Performance Scale of the WISC? A. general informationB. arithmeticC. codingD. digit span



53.(p. 390-391)

Which of the following items are found on the Verbal Scale of the WISC? A. picture completionB. block designC. mazesD. similarities



54.(p. 392)

The first intelligence test to include a specific focus on information processing skills was the ________. A. WISCB. K-ABCC. WPPSID. VABS



55.(p. 392)

In administering which intelligence test are the examiners instructed to teach children who fail early items how to complete them before proceeding further? A. Stanford-Binet testB. WISCC. K-ABCD. VABS



56.(p. 390-392)

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.



57.(p. 392)

Dr. Talbot gives two students an IQ test and finds that one student scores 95 and the other scores 130. The student with the higher score is thought to be more intelligent by Dr. Talbot. Which approach is Dr. Talbot using? A. behaviouristB. PiagetianC. psychometricD. information processing



58.(p. 392)

Administering a test to groups of people having similar characteristics (such as age) in order to develop scoring patterns is called __________. A. standardizingB. test validationC. determining the test's reliabilityD. norming



59.(p. 392)

When norming 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.



60.(p. 392-393)

Using intelligence tests in Canada that are produced in the United States can be a problem because A. many test items may not be appropriate measures of intelligence of Canadian children.B. test norms based on American representative samples might give misleading results for Canadian

children.C.

differences in education, cultural traditions, and other circumstances might put Aboriginal children at a disadvantage if the tests rely heavily on verbal materials.

D. all of these.


Type: Analysis

61.(p. 392)

If the Stanford-Binet test was administered to children in Zimbabwe, A. it would accurately predict the school performance of children in Zimbabwe.B. it would accurately predict career success across various occupations.C. it would accurately measure the children's verbal and spatial intelligence.D.

the results should be interpreted with extreme caution due to the norming sample and may even be invalid.



62.(p. 392)

The process of test construction which insures that test procedures (i.e., test stimuli, instructions, and scoring) will be identical whenever the test is administered is known as A. norming.B. standardization.C. validation.D. development.



63.(p. 392)

As a psychometrician, you must administer the test using the same procedures each time. In other words, you are concerned with A. test norming.B. reliability.C. standardization.D. validity.



64.(p. 392)

A test that measures what it claims to measure is _________. A. reliableB. validC. standardizedD. norm-referenced



65.(p. 392)

While developing an intelligence test for children, you compare children's school grades with their scores on the intelligence test. You are making sure the test is A. valid.B. reliable.C. normed.D. standardized.



66.(p. 392)

Intelligence tests can best predict A. adaptive ability in social situations.B. dramatic ability.C. reading comprehension.D. artistic ability.



67.(p. 392)

The psychometrician at your school is evaluating a new IQ test and finds that student's scores on the test vary considerably across testing sessions. The new IQ test is not A. valid.B. standardized.C. reliable.D. predictive.



68.(p. 392)

Reliability is to validity as A. usefulness is to predictability.B. individual is to group.C. consistency is to accuracy.D. intelligence is to information-processing.



69.(p. 392)

When a test is consistent or stable, the test is ________. A. normedB. standardizedC. validD. reliable



70.(p. 392)

If the same group of children were given the same test several times under the same conditions and each time their scores were very different from the previous time, one would question the test's ______. A. validityB. reliabilityC. norming proceduresD. standardization techniques



71.(p. 395)

The Flynn Effect refers to the _________ average IQ test scores. A. worldwide increase inB. worldwide decrease inC. effect that education has onD. effect that culture has on



72.(p. 395)

Estimates of the heritability of intelligence for middle class North Americans of European ancestry are approximately A. 20 percent inherited vs. 80 percent environmental.B. 50 percent inherited vs. 50 percent environmental.C. 80 percent inherited vs. 20 percent environmental.D. 30 percent inherited vs. 30 percent environmental vs. 40 percent unknown.



73.(p. 395)

According to Arthur Jensen, level II learning (i.e., "cognitive learning") A. does not correlate with school performance.B. is equally distributed across social class and ethnic groups.C. is predictive of school achievement.D. exhibits the same heritability patterns as level I intelligence.



74.(p. 398)

Congenital problems can occur due to all of the following except A. maternal disease.B. mother's alcoholism.C. mother's intelligence level.D. mother's addiction to other drugs.



75.(p. 392-393)

Bell, Weller, & Waldrop (1971) found that children who at 30 months were identified as being advanced in a variety of skills (i.e., speech development, manipulative skills) were classified during infancy as A. low intensity.B. high intensity.C. easy going.D. having above average goodness-of-fit.



76.(p. 397)

Donna is a teacher in a multicultural elementary school in an urban area. In order to best facilitate the academic performance of his students, Chris should A. recognize and work to address cultural differences in cognitive task performance.B. treat all the children the same, regardless of their ethnic background.C. exclude parental involvement because teacher support is more important.D. sadly accept the fact that cultural minorities place less importance on academics than do whites.



77.(p. 400-404)

Studies on social class and racial influences on intellectual development have shown A. that some ethnic groups are overrepresented in lower socioeconomic groups.B. clearly that SES has more influence on intellectual development than race.C. that current political and social values do not affect the classification of SES.D. that it is easy to distinguish between the effects of minority membership and poverty.



78.(p. 400-404)

If a test is culturally biased, it would have questions A. normed on one cultural group and administered to a different cultural group.B. that were developed by individuals from the "dominant culture."C. that are too difficult for most people to answer, no matter what culture they came from.D. normed on one cultural group and administered to the same cultural group.



79.(p. 400-404)

Mercer's (1971) 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 at a "normal level."

B. many white and minority children had been misclassified as below average in intelligence.C. people who are mentally retarded can live independently.D. low IQ scores are reliable predictors of mental retardation in minority children.



80.(p. 400-404)

The major confounding variable frequently found in studies evaluating racial differences and IQ scores is A. socioeconomic level.B. family structure.C. mixed ancestry.D. the measure used.



81.(p. 400-404)

Optimal testing situations (i.e., familiarizing the subject with the materials, room conditions, tester, etc.) 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.



82.(p. 400-404)

The impact of cultural influences and differences on intelligence test performance is markedly decreased if the child is younger than A. 18 months.B. 3 years.C. 5 years.D. 8 years.



83.(p. 403)

The concept of "cumulative risk" suggests that A. as the number of environmental risk factors increases, children's performance on IQ tests

decreases.B. as the number of environmental risk factors decreases, children's performance on IQ tests

decreases.C. as the number of children in a family increases, children's performance on IQ tests decreases.D.

as the number of factors associated with poverty increases, children's risk for academic difficulties decreases.



84.(p. 405)

American students are scoring considerably below other students and one suggestion is that the mothers of the American students are putting more emphasis on _______ and less on the role of __________. A. effort; school performanceB. school performance; effortC. school performance; homeworkD. homework; school performance



85.(p. 407)

Scarr and Weinberg's (1976) study on IQ test performance of black children adopted by white families supports the view that A. heredity is the significant factor in determining intelligence.B. heredity is the significant factor in determining intelligence if the child is placed before 12 months

of age.C. environment is the significant factor in determining intelligence.D.

environment plays a larger role in determining intelligence if the child is placed in the adoptive home after 12 months of age.



86.(p. 407)

According to Scarr and Weinberg (1976), the best intellectual outcome for a child being placed for adoption is achieved by A. placing the child with the adoptive family as soon after birth as possible.B. placing the child with the adoptive family after the child's first birthday.C. placing the child only with parents of the same racial background.D. recognizing that environmental manipulations will do little to impact intelligence in such a

situation.


Type: Application

87.(p. 407-408)

Middle class mothers differ the most from lower class mothers in interactions with their infants in the area of __________. A. self-help expectationsB. social interactionsC. motor skill developmentD. language opportunities/activities.



88.(p. 410)

Longitudinal studies by Stevenson and associates have shown which group to place the least value on their children's education and achievement? A. Japanese familiesB. Chinese familiesC. American familiesD. There were no differences across these groups.



89.(p. 412)

The highly successful early intervention program used in Canada that included academic readiness and parent education was A. Head Start.B. Aboriginal Head Start.C. the Early Learning Program.D. the Preschool Collaborative Effort.



90.(p. 411)

Which one of the following has NOT been associated with participation in Head Start? A. better cognitive and social development skills in the early school gradesB. less likelihood of criminal behaviourC. decreased likelihood of repeating a gradeD. decreased competency as adolescents



91.(p. 411-412)

The most successful early intervention programs focus on A. the child's educational needs.B. special training for teachers.C. developing a working relationship between teachers.D.

improving both the parent-child relationship and the family support system as well as placing the child in an educationally stimulating program.



92.(p. 415)

A gifted child has an IQ score over A. 100.B. 110.C. 120.D. 130.



93.(p. 415)

A characteristic of gifted children is A. multiple intelligences.B. being labeled a "nerd" and rejected by peers.C. efficiency of cognitive processing.D. low self esteem and problems of social adjustment.



94.(p. 415-416)

Two children are mentally retarded, yet one is higher in adaptive skills. One would conclude that A. the child with adaptive skills is more likely to be ridiculed.B. both children lack social skills.C. the child lacking adaptive skills cannot benefit from training in life skills.D. the child lacking adaptive skills is more likely to be labeled mentally retarded.



95.(p. 418)

Jose is always coming up with new solutions to a problem. As his teacher, you believe that he is A. gifted.B. creative.C. energetic.D. sociable.



96.(p. 417)

Thinking that is imaginative and novel is called A. convergent thinking.B. divergent thinking.C. purposeful.D. industrious.



97.(p. 417)

If asked to answer a question which has only one correct answer, you might logically conclude that the question is assessing A. creativity.B. divergent thinking.C. general intelligence.D. convergent thinking.



98.(p. 417)

Which of the following questions requires divergent thinking? A. What is 45 x 37?B. Do you like chocolate ice cream?C. How do you interpret the book Moby Dick?D. How many dimes can you get for ten dollars?



99.(p. 417)

Sacha is asked to imagine as many uses as possible for a paper clip. This requires the use of A. evaluation.B. convergent thinking.C. verbal comprehension.D. divergent thinking.



100.(p. 417)

In order to promote creativity in your children, you encourage them to engage in A. physical activity.B. reading science fiction.C. pretend play.D. art classes.



101.(p. 417)

High IQ is to ________ as creativity is to ________. A. giftedness; geniusB. genius; giftednessC. convergent thinking; divergent thinkingD. divergent thinking; convergent thinking



102.(p. 385-387)

Describe Howard Gardner's and Robert Sternberg's concepts of multiple kinds of intelligence. Do you consider their ideas an improvement over the traditional measure of intelligence? Support your answer. Is Robert Sternberg's or Howard Gardner's approach to intelligence more culturally sensitive? Explain.

Answers will vary.



103.(p. 388-393)

Describe the components typically included in tests of intelligence. Discuss some applications of intelligence testing. Explain possible biases in intelligence testing in minority groups.

Answers will vary.



104.(p. 389)

Is infant intelligence predictive of intelligence in older children? Why or why not?

Answers will vary.



105.(p. 393-394)

Discuss the predictive value of infant testing.

Answers will vary.



106.(p. 397-398)

Discuss the contribution of heredity in intelligence.

Answers will vary.



107.(p. 404-406)

What factors may be contributing to differences in academic achievement between North American and Asian schoolchildren?

Answers will vary.



108.(p. 408-409)

Discuss how achievement motivation is connected to intellectual performance

Answers will vary.



109.(p. 413-414)

Design an early intervention program for Canadian toddlers from underprivileged backgrounds. How might your intervention program assist their intellectual development? How would you measure the effectiveness of the program?

Answers will vary.



110.(p. 415)

Discuss the reasons why a school should NOT employ IQ scores as the sole criterion to determine eligibility for participation in gifted or enrichment programs.

Answers will vary.



111.(p. 417-418)

Describe differences between creativity and intelligence.

Answers will vary.



ch10 Summary Category # of Questions

Learning Objective: 1 32








Parke - Chapter 10 111

Type: Analysis 12

Type: Application 11

Type: Comprehension 33

Type: Knowledge 55

ch10 - amazon s3s3.amazonaws.com/prealliance_oneclass_sample/bmrxyorde0.pdfch10 student: _____ 1....

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